An investigation into efl teachers and students perceptions of pre listening activities at a high school in thua thien hue province

MINISTRY OF EDUCATION AND TRAINING UNIVERSITY OF FOREIGN LANGUAGES, HUE UNIVERSITY - DINH THI QUYNH NGAN AN INVESTIGATION INTO EFL TEACHERS’ AND STUDENTS’ PERCEPTIONS OF PRE –LISTENING ACTIVITIES AT A HIGH SCHOOL IN THUA THIEN HUE PROVINCE MA THESIS IN THEORY AND METHODOLOGY OF ENGLISH LANGUAGE TEACHING In partial fulfillment of the requirements for the degree of Master of Arts, Hue University of Foreign Languages HUE, 2019 MINISTRY OF EDUCATION AND TRAINING UNIVERSITY OF FOREIGN LANGUAGES, HUE UNIVERSITY - DINH THI QUYNH NGAN AN INVESTIGATION INTO EFL TEACHERS’ AND STUDENTS’ PERCEPTIONS OF PRE –LISTENING ACTIVITIES AT A HIGH SCHOOL IN THUA THIEN HUE PROVINCE MA THESIS IN THEORY AND METHODOLOGY OF ENGLISH LANGUAGE TEACHING CODE: 8140111 SUPERVISOR: PHAM THI NGUYEN AI, Ph.D HUE, 2019 BỘ GIÁO DỤC VÀ ĐÀO TẠO ĐẠI HỌC HUẾ TRƯỜNG ĐẠI HỌC NGOẠI NGỮ - ĐINH THỊ QUỲNH NGÂN NGHIÊN CỨU NHẬN THỨC CỦA GIÁO VIÊN TIẾNG ANH VÀ HỌC SINH VỀ CÁC HOẠT ĐỘNG TRƯỚC KHI NGHE TRONG CÁC LỚP HỌC TIẾNG ANH TẠI MỘT TRƯỜNG THPT Ở TỈNH THỪA THIÊN HUẾ LUẬN VĂN THẠC SĨ LÝ LUẬN VÀ PHƯƠNG PHÁP DẠY HỌC BỘ MÔN TIẾNG ANH MÃ SỐ: 8140111 NGƯỜI HƯỚNG DẪN KHOA HỌC: TS PHẠM THỊ NGUYÊN ÁI HUẾ, 2019 STATEMENT OF ORIGINALITY This work has not previously been submitted for a degree or diploma in any university To the best of my knowledge and belief, the thesis contains no material previously published or written by another person except where due reference is made in the thesis itself Date: 30/8/2019 Signature Dinh Thi Quynh Ngan i ABSTRACT This study aimed to explore EFL teachers’ and students’ perceptions of and their preferences for pre-listening activities at An Luong Dong high school in Thua Thien Hue province, Vietnam For these purposes, the study adopted a mixed methods approach Both survey questionnaires and interviews were employed as methods for collecting the data In the first phase, the questionnaires were delivered to teachers and 80 students from classes (11A1 and 11A2) The interviews with teachers and students were also conducted in the second phase in the process of data collection The research findings indicated that most of the EFL teachers and students at An Luong Dong high school fully acknowledged the importance and purposes of pre-listening activities The study revealed that pre-listening activities were organized with a high frequency level at this school Among the pre-listening activities such as brainstorming, pre-questions, pre-teaching vocabulary, discussing, using games to introduce the topic and previewing the listening tasks, pre-teaching vocabulary is regarded as the most effective one Furthermore, the study also showed that the nature and content of the listening text and students’ levels are major factors affecting the choice of pre-listening activities Concerning the preferred activities, there was a mismatch between the teachers’ and student’ preferences A majority of teachers selected previewing listening tasks while the students preferred pre-teaching vocabulary Based on the findings, pedagogical implications were made with the aim of enhancing teaching and learning listening skills in the EFL context ii ACKNOWLEDGEMENTS This paper could not have been completed without the encouragement and support from a number of people who all deserve my sincerest gratitude and appreciation First and foremost, my heartfelt appreciation goes to my supervisor, Dr Pham Thi Nguyen Ai, for her scholarly expertise, wise guidance and continual assistance The discussions with her as well as her helpful comments on my writing deepened my insights into this research and improved my research skills Without her unfailing support, my research would not have been fulfilled I would like to offer my special thanks to 80 students from two classes: 11A1, 11A2 in An Luong Dong high school for being willing to complete the questionnaires and sincerely providing me with valuable information in the interviews Without their enthusiasm, the thesis would not have been possible Special mention goes to my colleagues in An Luong Dong high school I am deeply grateful to all of the language teachers in An Luong Dong for making themselves available to answer all my questions and doubts about my study, for offering me detailed advice on designing the questionnaire and giving me precious information in the interviews Last but not least, I would like to show my deepest gratitude and appreciation to my family, my parents, my parents-in law, my husband, my fiveyear-old son and my one-year daughter I also give thanks to my close friends and my classmates who were always by my side and gave me great mental and physical support Their love, support and constant encouragement provided me a great deal of strength and determination that help me during the stressful time of writing this paper iii TABLE OF CONTENTS Contents Page STATEMENT OF ORIGINALITY i ABSTRACT ii ACKNOWLEDGEMENTS iii TABLE OF CONTENTS iv LIST OF ABBREVIATIONS vii LIST OF FIGURES viii LIST OF TABLES ix CHAPTER INTRODUCTION 1.1 Rationale 1.2 Aims of the study 1.3 Research questions 1.4 Scope of the study 1.5 Significance of the study 1.6 Structure of the study CHAPTER LITERATURE REVIEW 2.1 Introduction 2.2 Listening skill 2.2.1 Definitions 2.2.2 Listening process 2.3 Listening in an EFL context 2.3.1 The nature of EFL listening 2.3.2 Teaching EFL listening 2.3.3 Problems in EFL listening 2.3.4 Stages of teaching EFL listening 2.3.5 Role of pre-listening stage 11 2.4 Pre-listening activities 12 2.4.1 Definition 12 2.4.2 Types of pre-listening activities 12 2.4.3 Factors affecting the choice of pre-listening activities 15 2.4.4 Benefits of pre-listening activities 16 2.5 Previous studies 16 iv 2.5.1 Previous studies in other countries 17 2.5.2 Previous studies in Vietnam 20 2.6 Gaps in the literature 20 2.7 Summary 21 CHAPTER 22 METHODOLOGY 22 3.1 Introduction 22 3.2 Research aims 22 3.3 Research design 22 3.4 Context of the study 23 3.5 Participants 24 3.5.1 Students 25 3.5.2 Teachers 25 3.6 Research instruments 26 3.6.1 Questionnaires 26 3.6.2 Interview 28 3.7 Procedure for collecting questionnaire and interview data 30 3.8 Data analysis 30 3.9 Summary 31 CHAPTER 32 FINDINGS AND DISCUSSION 32 4.1 Teachers’ perceptions of and preferences for pre-listening activities 32 4.1.1 Teacher’s perceptions of the importance of using pre-listening activities in EFL classes 32 4.1.2 Teacher’s perceptions of the purposes of using pre-listening activities in EFL classes 33 4.1.3 Teacher’s perceptions of the frequency of using pre-listening activities in EFL classes 36 4.1.4 Teacher’s perceptions of factors affecting the choice of pre-listening activities in English classes at An Luong Dong high school 37 4.1.5 Teacher’s perceptions of effectiveness of various pre-listening activities in English classes at An Luong Dong high school 39 4.1.6 Teachers’ preference for using pre-listening activities 41 4.1.7 Teachers’ recommendations for improving the effectiveness of prelistening activities in the English textbook 43 4.2 Students’ perceptions of and preferences for pre-listening activities 46 v 4.2.1 Students’ perceptions of the importance of using pre-listening activities in EFL classes 46 4.2.2 Students’ perceptions of the factors that make listening lesson more difficult 48 4.2.3 Students’ perceptions of the purposes of pre-listening activities 49 4.2.4 Students’ interests in using pre-listening activities 51 4.2.5 Students’ preferences for pre-listening activities 52 4.3 Chapter summary 54 CHAPTER 55 CONCLUSION AND IMPLICATIONS 55 5.1 Summary of the study 55 5.2 Implications for teaching and learning listening skills 56 5.2.1 Implications for teachers 56 5.2.2 Implications for students 57 5.3 Limitations of the study 58 5.4 Recommendations for further research 58 APPENDICES 65 Appendix 1- Questionnaire for EFL Teachers 65 Appendix 2- Questionnaire for students 69 Appendix 3- Interview questions 72 vi LIST OF ABBREVIATIONS CEFR EFL MOET : The Common European Framework of Reference for Languages : English as a foreign language : Ministry of Education and Training vii time practicing listening through different sources of materials such as English songs and stories, and English news on televisions or radio Lastly, it is essential for students to be willing to take part in the prelistening activities organized by their teachers The learning would be much easier for the students if they honestly let their teacher know how effective each activity is In other words, the teachers would highly appreciate it if their students tell them what they like or dislike about the pre-listening activities, what activity does not really bring about the effects and how teachers can help them improve their listening skill through pre-listening activities By this way, teachers can not only figure out the right methods in their teaching but also help to develop a mutual understanding between teachers and students 5.3 Limitations of the study In spite of the great effort, the researcher has made, she could not avoid a number of limitations in the process of conducting the present study The first limitation is that the findings of this study cannot be generalized to students in all of the high schools since it is relatively limited in scope As the researcher mentioned previously, the participants of this study are 80 students and language teachers who are all from An Luong Dong high school Although this study can be used as a reference for further research, generalizing its results to all high school is impossible Additionally, this study investigates the participants’ perception of prelistening activities in the process of teaching listening at An Luong Dong high school In the field of language learning and teaching, there are a large number of pre-listening activities; however, the number of activities chosen in this study is limited Furthermore, because of the researcher’s constrains of knowledge and ability, the research paper has not been quite thorough Some issues might not be analyzed profoundly and meticulously 5.4 Recommendations for further research In the view of limitations listed above, there are some suggestions for further studies in the future Firstly, further studies may wish to examine other pre-listening activities to discover more effective activities to help improve students’ listening skills Secondly, it would be a good idea for further studies to explore the activities in while and post-listening Thirdly, future research can be carried out on students at lower-secondary schools 58 Finally, since the current study aims to investigates the EFL teachers’ and students’ perceptions of pre-listening activities of teachers and students at An Luong Dong high school only, one possible suggestion for further research is involving a larger number of participants who come from different high schools in Thua Thien Hue province so as to collect more considerable data 59 REFERENCES Adams, A., & Cox, A (2008) Questionnaires, in-depth interviews and focus groups In P Cairns & A Cox (Eds.), Research methods for human computer interaction (pp 17-34) Cambridge, UK: Cambridge University Press Anderson, A & Lynch, T (1988) Listening London, UK:Cassell Allen, B (2011) Identifying the effectiveness of pre-listening activities for students of Chinese mandarin Retrieved from: http://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=3665&context =ed Ary, D., Jacobs, L C., Sorensen, C., & Razavieh, A (2010) Introduction to research in education (8th ed) Belmont, TN: Wadsworth, Cengage Learning Behnaz, S M., & Shiela, K (2018) The impact of pre-listening activities on EFL learners’ listening comprehension International journal of listening Retrievedfrom: https://www.tandfonline.com/doi/full/10.1080/10904018.2018.1523679 Bell, J (2005) Doing your research project Berkshire, UK: McGraw-Hill Education Berne, J (1995) How does varying pre-listening activities affect second language listening comprehension? Hispania,78(2), 316-329 Bird, D (1953) Teaching listening comprehension Journal of Communication, 3, 127- 130 Brantmeier, C (2003) The role of gender and strategy use in processing authentic written input at the intermediate level Hispania, 86(4), 844-856 Brown, G (1977) Listening to spoken English London, UK: Longman Buck, G (2001) Assessing listening Cambridge, UK: Cambridge University Press Carrell, P L (1984) Schema theory and ESL reading: Classroom implications and applications The Modern Language Journal, 68(4), 332-343 Condelli, L., & Wrigley, H S (2004) Real World Research: Combining Qualitative and Quantitative Research for Adult ESL Retrieved from: http://www.lookingbackward2100.com/Literacywork.com/Resources_fil es/Real%20World%20Research.pdf Creswell, J W., & Plano, C V (2007) Designing and conducting mixed methods research Thousand Oaks, CA: Sage Publications Creswell, J W., & Plano, C V (2011) Designing and conducting mixed methods research (2nd ed) Thousand Oaks, CA: Sage Publications Creswell, J W (2012) Educational research: Planning, conducting and evaluating quantitative and qualitative research (4th ed.) New Jersey, NJ: Pearson Education Chang, A.C.S (2007) The impact of vocabulary preparation L2 listening comprehension, confidence and strategy use System,35(4),34-550 Chastain, K (1988) Developing second language skills: Theory and practice USA: Harcourt Brace Jovanovich, Publishers 60 Chang, R S C., & Read, J (2006) The Effects of Listening Support on the Listening Performance of EFL Learners Teachers of English to Speakers of Other Languages, Inc (TESOL),40(2), 375-397 Cheung, Y K (2010) The importance of teaching listening in the EFL classroom Retrieved on October 11,2007, from http:// eric.ed.gov/?id= ED 512082 Chung, J M & Huang, S C (1998) The effects of three aural advance organizers for video viewing in a foreign language classroom System, 26(4), 553-565 Croom Helm Cross, D., (1998) Teach English Oxford, UK: Oxford University Press Dörnyei, Z (2003) Questionnaires in second language research: Construction, administration and processing London, UK: Lawrence Erlbaum Associates Inc Dörnyei, Z (2007) Research methods in applied linguistics: Quantitative, qualitative, and mixed methodologies Oxford, UK: Oxford University Press Johnson, B., & Christensen, L (2012) Educational research: Quantitative Qualitative, and mixed approaches Thousand Oaks, CA: Sage Publications Jung, E H (2003) The role of discourse signaling cues in second language listening comprehension The Modern Language Journal, 87(4), 562-577 Elkhafaifi, H (2005) The effects of pre-listening activities on listening comprehension in Arabic learners Foreign Language Annals, 38(4), 505513 Ehsanjou, M., & Khodareza, M (2014) The impact of using different forms of pre-listening activities on Iranian EFL Learners’ Listening Comprehension EFT Voices – India’s International Journal For Teachers of English, 4(6), 1-10 Erkaya, O (2005) Benefits of using short stories in the EFL context Asian EFL Journal Vol Farrokhi, F., & Modarres, V (2012) The effects of two pre-task activities on improvement of Iranian EFL learners’ listening comprehension Theory and Practice in Language Studies, 2(1), 144-150 Flowerdew, J., and Miller, L (1996) Student perceptions, problems and strategies in second language lecture comprehension RELC Journal, 23(2), 60–80 Foddy, W (1993): Constructing Questions for Interviews and Questionnaires: Theory and Practice in Social Research Cambridge: Cambridge University Press Gilakjani, A P., & Ahmadi, M R (2011) A study of factors affecting EFL learners’ English listening comprehension and the strategies for improvement Journal of language teaching and Research, 2(5), 977-988 Gilakjani, A P., & Sabouri, N B (2016) Learners’ listening comprehension difficulties in English language learning: A literature reviews English Language Teaching, 9(6), 123-133 61 Glesne, C., & Peshkin A (1992) Becoming qualitative researchers: An introduction White Plains, NY: Longman Hasman, M A (2004) The Role of English in the 21st Century In A World, 1(1) 18-21 Harmer, J (2012) Teacher Knowledge China: Peterson Education Limited Helgesen, M (2003) Teaching listening In D Nunan (Ed.) Practical English language teaching New York, NY: McGraw-Hill Howatt, A., & Dakin, J., 1974 Language Laboratory Materials In J P B Allen, S P B Allen, S P Corder (Eds.) New York: McGraw-Hill Hoang, V V., Hoang, T X H., Dang, H G., Phan, H., Hoang, T H H., Kieu, T T H., Vu, T L., & Dao, N L (2014) Tieng Anh 10 (Teacher book – Volume 1) Ha Noi, VN: Vietnam Education Publishing House Langer, J A (1984) Examining background knowledge and text comprehension Reading Research Quarterly, 19(4), 468-481 Lomangino, H R (1986) Knowledge of vocabulary and reading comprehension: An important relationship Paper presented at the Pacific Northwest Conference on Foreign Languages, Vancouver, British Columbia Le, T M (2014) A Study on the effects of pre-listening activities on listening comprehension tasks in the training program to non-English major students of grade 10 at Bac Ninh Gifted high school MA thesis Vietnam National University, Hanoi Ly, M D (2018) An investigation into EFL teachers’ perceptions and practices of pre-listening activities in English classes at Quoc Hoc Hue high school, Hue City Unpublished MA thesis University of Foreign Languages, Hue Matveev, A V (2002) The advantage s of employing quantitative and qualitative methods in intercultural research: Practical implications from the study of the perceptions of intercultural communication competence by American and Russian managers Bulletin of Russian Communication Association, 1, 59-67 Martinez, Y (2015) Pre-listening stage Retrieved on August 3rd 2018, from: http://prezi.com/tbbyjkwr86hb/pre-listening-satge/ McMillan, J H & Schumacher, S (1993) Research in education - A conceptual introduction, NY: Harper Collins Colleague Publishers Mendelsohn, D J (1994) Learning to listen: A strategy-based approach for the second language learner San Diego, CA: Dominie Press Molavi, S., & Kuhi, D (2018) A comparative study of the effects of three different pre-listening tasks at intermediate and advanced sevels Journal of Advances in English Language Teaching, 6(1), 1-16 Morley, J (1991) Listening comprehension in second/foreign language instruction In M Celce- Murcia (Ed) Teaching English as a second or foreign language (pp.81-106) Boston, MA: Heinle & Heinle Neuman, W L (2000) Social research methods: Qualitative and quantitative approaches Boston, MA: Allyn and Bacon Nation, I S P., & Newton, J (2008) Teaching ESL/ EFL Listening and Speaking NY: Routledge 62 Nunan, D (1998) Language teaching methodology London, UK: Prentice Hall Nguyen, T T (2012) An investigation into the reality of using pre-listening activities in English third-year classes at Phu Xuan University Unpublished Master thesis, Hue University of Foreign Languages Patton, M Q (2002) Qualitative research and evaluation methods (3rd ed.) London, UK: Sage Publications Phillipson, R (1992) Linguistic imperialism Oxford, UK: Oxford University Press Pearson-Casanave, C R (1984) Communicative pre-reading activities: Schema theory in action TESOL Quarterly, 18(2), 334-336 Pennycook, A (1994) The culture as Politics of English as an international language London, UK: Longman Purdy, M., & Borisoff, D (1997) Listening in everyday life: A personal and professional approach, (2nd ed) Lenhan: University Press of America Rajaei, Z (2015) The role of pre-listening activities on EFL learners’ listening comprehension International Journal of Foreign Language Teaching & Research, 3(10), 35-43 Rameshianfar, A., Shahnazari, M.T., & Tavakoli, M (2015) The effects of two pre-listening vocabulary and enhanced content-related supports or Iranian intermediate EFL learners’ listening comprehension sub-skills Journal of applied linguistics and language research 2(8), 284-302 Rautrao, S (2012) Significance of audio-visual aids in teaching English Indian Streams Research Journal, 2(9) Renadya, W A., & Widodo, H (2016) English language teaching today, linking theory and practice Switzerland: Springer International Publishing Renukadevi, D (2014) The role of listening in language acquisition; the challenges & strategies in teaching listening International Journal of Education and Information Studies, 4(1), 59-63 Richards, J.C (2008) Teaching listening and speaking from theory to practice New York: Cambridge University Press Richards, J C., & Schmidt, R (2002) Longman dictionary of language teaching and applied linguistics London, UK: Longman Group Limited Richards, J (2015) Key issues in language teaching Dubai: Oriental Press Rost, M (2016) Teaching and researching listening (3rd ed) NY: Taylor & Francis Rost, M (2001) Listening In A Carter, & D Nunan, (Eds.) The Cambridge Guide to Teaching English to Speakers of Other Languages Cambridge, UK: Cambridge University Press Rost, M (2002) Listening tasks and language acquisition Berkeley, CA: University of California Rost, M (1990) Listening in language learning London, UK: Longman 63 Sarhan, S.S., & Tawfeeq, N.A (2018) The impact of using specific prelistening activities on Iraqi EFL learners’ listening comprehension Academic Scientific Journals, 24(101), 79-96 Sarantakos, S (2013) Social Research Basingstoke, UK: Macmillan Sun, K C (2002) Investigation of English listening difficulties of Taiwan students Paper presented at the 11th international symposium of English teaching, Fourth Pan Asian conference Stojkovic, N (2015) Vistas of English for specific purposes Cambridge, UK: Cambridge Scholar Publishing Teddlie, C., & Tashakkori, A (2009) Foundations of mixed methods research: integrating quantitative and qualitative approaches in the social and behavioral sciences Los Angeles, LA: Sage Publications Vandergrift, L (1999) Facilitating second language listening comprehension: Acquiring successful strategies ELT Journal, (54)3, 168 – 176 Vandergrift, L (2003) From prediction through reflection: Guiding students through the process of L2 listening The Canadian Modern Language Review, 59(3), 425- 440 Vandergrift, L., & Goh, C C (2012) Teaching and learning second language listening, New York, NY: Routledge Underwood, M (1989) Teaching listening London, UK: Longman Wilson, J J (2008) How to Teach Listening Malaysia: CTP-VVP Yagang, F (1994) Listening: Problems and solutions In T Kral (Ed.) Teacher Development: Making the Right Moves Washington, DC: English Language Programs Divisions, USIA Zahra, N A., & Farrah, M A (2016) Using short stories in the EFL Classroom IUG Journal of Humanities Research, 24(1), 11-24 Zhu, D (2012) Using games to improve students’ communicative ability Journal of Language Teaching and Research, 3(4), 801-805 Zohrabi, M & Sabouri, H (2015) The impact of pre-listening activities on Iranian EFL learner’s listening comprehension of authentic English movies International Journal on Studies in English Language and Literature, 3(2), 2347-3126 https://www.britishcouncil.org/sites/default/files/english-effect-report-v2.pdf 64 APPENDICES Appendix 1- Questionnaire for EFL Teachers SURVEY QUESTIONAIRES (FOR TEACHERS) Dear colleague, My name is Dinh Thi Quynh Ngan I am currently a full-time master student at Hue university of foreign languages and I would like to conduct research as a requirement of my master’s degree The title of my research is “An investigation into the use of pre-listening activities in EFL classrooms at a high school in Thua Thien Hue province” I would like to invite you to participate in my research by completing this survey This survey explores your perception of using pre-listening activities in your language teaching The survey consists of 12 questions and will take you only 15 minutes to complete it Please read carefully the instructions for each question The responses will be kept confidential The information from your responses will be used only for the research and the results will be presented in a form from which no individual will be identifiable Your completion of the survey will indicate your consent to participate in this research Thank you for your participation! Please tick (✓) the appropriate response(s) or write the answer where necessary YOUR BACKGROUND How many years did you learn English before becoming a teacher? ………………………………………………………………………… ……… How many years have you been teaching English? ………………………………………………………………………… ……… TEACHERS’PERCEPTIONS OF PRE-LISTENING ACTIVITIES In what way you start a listening lesson? A Ask students to listen to the text and the tasks immediately B Lead students to the topic of the text through some pre-listening activities How important is it to organize pre-listening activities? A Not important B Slightly important C Moderately important D Important E Very important How often you organize pre-listening activities in teaching listening? A never B Seldom 65 C Sometimes D Often E Always In your opinion, what are the purposes of using pre-listening activities? A To activate students’ prior-knowledge and build up their expectations for the coming information B To provide the necessary context for the specific listening task C To create opportunities for students to gain more knowledge needed for listening task D To help students to reduce anxiety by better preparing them for what they will hear E To improve students ‘results of listening comprehension F To get students involved in follow-up discussions G All of the above H Others………………………………………………… ……………… What factor(s) affect(s) your choice of pre-listening activities? A Time limitation B Material C Students’ levels D Students’ interests E Teachers’ interests F The nature and content of the listening text G Others:………………………………………………………………… In your opinion, how effective are these pre-listening activities in your teaching listening? (Please put the ticks (✓) into the columns appropriate to your answers) Pre-listening activities A Pre-teaching key words B Predicting the content Not effective Slightly Effective C Brainstorming D Using visual aids to introduce the topic E Pre-Questioning F Discussion 66 Moderately effective Effective Very effective G Story building H Previewing the listening task I Using games J Others……… TEACHERS’ PREFERENCE OF PRE-LISTENING ACTIVITIES How often are the following pre-listening activities used in your teaching? (Please put ticks (✓) into the columns appropriate for your answers) Pre-listening activities Always Often Sometimes Seldom Never A.Pre-teaching key words B Predicting the content C Brainstorming D Using visual aids to introduce the topic E Pre-Questioning F Discussion G Story building H Previewing the listening task I Using games J Others………… 10 Which pre-listening activities you like most? Please list them and give your reasons ……………………………………………………………… ………………… ………………………………………………………………… ……………… ………………………………………………………………… ……………… ………………………………………………………………… ……………… 67 SUGGESTIONS FOR IMPROVING THE EFFECTIVENESS OF PRELISTENING ACTIVITIES IN THE ENGLISH TEXTBOOK 11 What you think about pre-listening activities in New Tieng Anh used in your classroom? A Interesting B Suitable for students ‘background and levels D Boring E Others………………………………………………….……………… 12 In your opinion, what should be done to improve the effectiveness of pre-listening activities? A Add more pre-listening activities B Remove some pre-listening activities C Illustrate each lesson with nicer pictures or stories D Redesign pre-listening activities appropriate for students’ interests and levels E Others…………………………….…………………………………… THANK YOU FOR YOUR COOPERATION 68 Appendix 2- Questionnaire for students Survey Questionnaire (For students) Các câu hỏi thiết kế nhằm mục đích thu thập liệu cho đề tài luận văn Thạc Sỹ: Tên đề tài nghiên cứu “An investigation into the use of pre-listening activities in EFL classrooms at a high school in Thua Thien Hue province” Rất mong Em bớt chút thời gian trả lời cách trung thực xác câu hỏi sau Mọi thông tin Em cung cấp sử dụng cho mục đích nghiên cứu Em đánh dấu (✓) trước câu trả lời đưa ý kiến khác chỗ trống THÔNG TIN CHUNG Tuổi:………………… Giới tính: A nam B nữ Em học tiếng Anh rồi? khoảng………… năm NHẬN THỨC CỦA HỌC SINH VỀ CÁC HOẠT ĐỘNG TRƯỚC NGHE Em thích tiết học nghe em bắt đầu nào? A Giáo viên cho nghe khóa yêu cầu làm tập sách giáo khoa B Giáo viên tổ chức số hoạt động để dẫn dắt vào trước nghe Theo em việc tổ chức hoạt động trước nghe có quan trọng khơng? A Khơng quan trọng B Ít quan trọng C Khá quan trọng D Quan trọng E Rất quan trọng Những yếu tố sau gây khó khăn cho em nghe làm tập nghe? A Thiếu từ vựng cấu trúc ngữ pháp B Chủ đề nghe mới, không thú vị C Thiếu kiến thức D Giọng phát âm E Ý kiến khác……………………… …………………………………… Theo em hoạt động trước nghe có tác dụng gì? A Giúp em biết thông tin nghe (Help to create opportunities for you to gain more knowledge needed for listening task) B Giúp em đoán thông tin nghe thông qua kiến thức (Help to activate your prior-knowledge and build up your expectations for the coming information) 69 C Cung cấp cho em ngữ cảnh cần thiết liên quan đến nghe (Help to provide the necessary context for the specific listening task) D Giúp em cảm thấy tự tin nghe (Help to reduce your anxiety by better preparing them for what you will hear.) E Giúp em đạt kết tốt làm tập nghe (Help to improve your results of listening comprehension) F Khuyến khích em tham gia hoạt động thảo luận cặp/ nhóm (Get you involved in follow-up discussion G Ý kiến khác………………………….………………………………… SỰ THÍCH THÚ CỦA HỌC SINH ĐỐI VỚI CÁC HOẠT ĐỘNG TRƯỚC KHI NGHE Em thấy hoạt động trước nghe nào? Các hoạt động trước nghe A Dạy từ vựng cấu trúc ngữ pháp (Pre-teaching key words and grammatical structures) B Đoán nội dung nghe (Predicting the content) C Tư duy/ Động não trước nghe (Brainstorming) D Sử dụng phương tiện nghe nhìn để giới thiệu chủ đề nghe (Using visual aids to introduce the topic) E Đặt trước câu hỏi (Pre-Questioning) F Thảo luận theo cặp theo nhóm chủ đề nghe (Discussion) G Xây dựng câu chuyện liên quan đến chủ đề nghe dựa gợi ý giáo viên (Story building) H Đọc trước tập nghe (Previewing the listening task) I Sử dụng trò chơi để giới thiệu chủ đề nghe (Using games) 70 Thú Bình vị thường Buồn chán Trong học nghe, em thích thầy (cơ) em sử dụng hoạt động trước nghe nào? Các hoạt động trước nghe Rất thích Thích Khơng thích A Dạy từ vựng cấu trúc ngữ pháp (Pre-teaching key words and grammatical structures) B Đoán nội dung nghe (Predicting the content) C Tư duy/ Động não trước nghe (Brainstorming) D Sử dụng phương tiện nghe nhìn để giới thiệu chủ đề nghe (Using visual aids to introduce the topic) E Đặt trước câu hỏi (Pre-Questioning) F Thảo luận theo cặp theo nhóm chủ đề nghe (Discussion) G Xây dựng câu chuyện liên quan đến chủ đề nghe dựa gợi ý giáo viên (Story building) H Đọc trước tập nghe (Previewing the listening task) I Sử dụng trò chơi để giới thiệu chủ đề nghe (Using games) 10 Em có nhận xét hoạt động trước nghe sách giáo khoa “Tiếng Anh 11” A Thú vị B Đáp ứng nội dung nghe C Phù hợp với kiến thức trình độ em D Chưa đa dạng E Nhàm chán Cám ơn hợp tác em 71 Appendix 3- Interview questions INTERVIEW QUESTIONS FOR EFL TEACHERS Do you think it is important to organize pre-listening activities at the beginning of a listening lesson Why? How often you conduct pre-listening stage in your teaching? Could you name some pre-listening activities and the frequency of the activities that you have used in your teaching listening? Could you name the most effective pre-listening activities and the least effective ones that you have used in your teaching listening? What difficulties you met when designing and implementing the pre-listening activities? What you think about the pre-listening activities in the New English textbook 11? According to you, what should be done to make the pre-listening activities in the New English textbook 11 more effective? Which pre-listening activities you like most? Why? INTERVIEW QUESTIONS FOR STUDENTS Giáo viên dạy nghe em thường bắt đầu tiết dạy nghe nào? Em có thích khơng Vì sao? Trong học nghe em thường gặp phải vấn đề gì? Theo em hoạt động trước nghe có hiệu tập nghe khơng Vì sao? Em có thích hoạt động trước nghe khơng? Nếu có em thích hoạt động Vì sao? Em có nhận xét hoạt động trước nghe sách giáo khoa 72