An investigation into the use of prediction activities in listening comprehension classes at some high schools in dak lak

TABLE OF CONTENTS Content Page Sub-cover page Statements of the authorship i Acknowledgements ii Table of contents .1 List of abbreviations List of tables .6 List of figures .7 ABSTRACT .8 CHAPTER 1: INTRODUCTION 1.1 Rationale 1.2 Purposes of the Study 13 1.3 Research Questions 13 1.4 Scope of the Research 14 1.5 Structure of the Study 14 CHAPTER 2: LITERATURE REVIEW 16 2.1 Clarification of Basic Concepts 16 2.1.1 Prediction 16 2.1.2 Prior Knowledge 16 2.1.3 Listening Comprehension .17 2.2 The Relationship between Prediction and Listening Comprehension 19 2.2.1 The Importance of Prediction in LC Lessons .19 2.2.2 The Benefits of Predictions 19 2.3 Implementing a Prediction Activity 20 2.3.1 Prediction Activities 20 2.3.1.1 Prediction Based on the Topic .20 2.3.1.2 Prediction Based on The Key Words .21 2.3.1.3 Prediction Based on The Exercises Designed for The While Listening and Post Listening Period 21 2.3.1.4 Prediction Based on The Speakers and Their Relations 21 2.3.1.5 Prediction Based on The Topic Sentence .22 2.3.1.6 Prediction Based on The Grammar Structures .22 2.3.1.7 Prediction Based on The Semantic Markers 23 2.3.1.8 Prediction Based on Knowledge of Intonation and Stress 24 2.3.1.9 Prediction Based on Knowledge of Discourse .25 2.3.1.10 Prediction Based on The Stock Formula of The Language 25 2.3.1.11 Prediction Based on The Pictures Given 26 2.3.3 Problems in Implementing PAs in LC and Solutions 27 2.4 Review of Previous Studies Related to the Topic .28 2.5 Summary 35 CHAPTER 3: METHODOLOGY 36 3.1 Methodology of the research .36 3.1.1 Quantitative research methods 36 3.1.2 Qualitative research methods 37 3.2 Data Collection Tools 37 3.2.1 Questionnaires .37 3.2.2 Interviews 39 3.2.3 Classroom Observations .40 3.3 Participants 41 3.4 Data Analysis .41 CHAPTER 4: FINDINGS AND DISCUSSION 43 4.1 Introduction to the Chapter 43 4.2 Students’ Attitudes towards the Use of PAs in Their LC Classes .43 4.2.1 Reasons Why Students Liked or Disliked PAs .43 4.2.2 Students’ Most Favorable PAs 45 4.2.3 Kinds of Listening Tasks in Which Students Liked to Make Predictions 46 4.2.4 Students’ Preference of Class Organization 47 4.2.5 Students’ Frequency of Making Wrong Predictions 48 4.2.6 Students’ Feelings When Being Corrected 49 4.2.7 Students’ Expectations from Teachers’ to Have Good Predictions 50 4.2.8 Summary of Results Related to Students .51 4.3 Teachers’ views on the Use of Prediction Activities in Their LC Classes 52 4.3.1 Teachers’ Perceptions of Predictions in Listening Comprehension .52 4.3.2 Teachers’ Perceptions of Kinds of Prediction Activities 53 4.3.3 Teachers’ Perceptions of the Importance of PAs in LC .55 4.3.4 Teachers’ Perceptions of the Benefits of Prediction Activities 56 4.4 Teachers’ Conduct of Prediction Activities 58 4.4.1 Prediction Activities Teachers Liked to Use 58 4.4.2 The Reasons Why Teachers Used PAs .60 4.4.3 The Frequency of Teachers’ Using PAs .61 4.4.4 The Approximate Percentage of Teachers’ Applying PAs in Listening Lessons in the Textbook 65 4.4.5 Kinds of Listening Tasks Teachers Often Assign .66 4.4.6 Teachers’ Evaluation of Students’ Participating in PAs .67 4.4.7 Kinds of Class Organization the Teachers Often Used 68 4.4.8 Teachers’ Procedure of Organizing the Prediction Section 69 4.4.9 Teachers’ Dealing with Students’ Mistakes in Prediction Section .71 4.4.10 Problems Teachers Often Faced 73 4.4.11 Teachers’ Solutions to Enhance the Use of Prediction Activities 75 4.4.11.1 Things Often Activated before A Prediction Section Is Carried Out 75 4.4.11.2 Things That Teachers Often Do to Help Students Make Good predictions 76 4.4.11.3 Teachers’ Helping Students Train Their Prediction Skill 78 4.4.11.4 Teachers’ Making Prediction Activities More Effective .80 4.4.12 Summary of Results Related to Teachers 82 4.5 Chapter Summary .83 CHAPTER 5: CONCLUSIONS AND IMPLICATIONS 84 5.1 Introduction to the chapter 84 5.2 Summary of the Key Findings 84 5.2.1 What are the students’ attitudes towards the teachers’ use of prediction activities in their listening lessons? 84 5.2.2 What are the teachers’ views on the use of prediction activities in their listening lessons? 85 5.2.3 How the teachers conduct prediction activities in listening comprehension classes? 85 5.3 Implications 87 5.3.1 For teachers 87 5.3.2 For School Administrators 89 5.4 Limitations of the Study .89 5.5 Recommendations for Further Study 90 5.6 Conclusion 90 REFERENCES 91 APPENDICES Appendix Questionnaire A P1 Appendix Questionnaire B P10 Appendix Classroom Observation Sheet P14 Appendix Teachers’ Interview Schedule P15 Appendix Students’ Interview Schedule P16 LIST OF ABBREVIATIONS PAs : Prediction Activities L2 : The Second Language LC : Listening Comprehension PK : Prior Knowledge PS : Prediction Section LIST OF TABLES Tables Page Table 4.1.a Reasons Why Students Liked PAs 43 Table 4.1.b Reasons Why Students Disliked PAs 44 Table 4.2 Students’ Most Favorable PAs in LC Classes 45 Table 4.3 Students’ Expectations from Teachers’ to Have Good Predictions 50 Table 4.4 Teachers’ Perceptions of Kinds of PAs in LC 53 Table 4.5 Teachers’ Perceptions of the Benefits of PAs in LC .56 Table 4.6 Prediction Activities Teachers Liked to Use 58 Table 4.7 Teachers’ Use of PAs in The Three Stages of the Listening Lessons .63 Table 4.8 Teachers’ Procedure of the Prediction Section 70 Table 4.9 Problems Teachers Often Faced 73 Table 4.10 Teachers’ Ways of Training Students’ Prediction Skill 79 Table 4.11 Teachers’ Solutions of Making PAs More Effective .80 LIST OF FIGURES Figures Page Figure 4.1 Kinds of Listening Tasks in Which Students Liked to Make Predictions 46 Figure 4.2 Students’ Preference of Class Organization 47 Figure 4.3 Students’ Frequency of Making Wrong Predictions 48 Figure 4.4 Students’ Feelings When Being Corrected 49 Figure 4.5 Teachers’ Perceptions of Predictions in Listening Comprehension 52 Figure 4.6 Teachers’ Perceptions of the Importance of PAs in LC 55 Figure 4.7 The Reasons Why Teachers Used PAs 60 Figure 4.8 The Frequency of Teachers’ Using PAs 61 Figure 4.9 The Approximate Percentage of Teachers’ Applying PAs in Listening Lessons in the Textbook 65 Figure 4.10 Kinds of Listening Tasks in Which Teachers Often Asked Students to Make Predictions 66 Figure 4.11 Students’ Attitudes in Participating in PAs 67 Figure 4.12 Kinds of Class Organization Teachers Often Used 68 Figure 4.13 Teachers’ Dealing with Students’ Mistakes in Prediction Section 71 Figure 4.14 Things Often Activated before A Prediction Section Is Carried Out 75 Figure 4.15 Things That Teachers Often Do to Help Students Make Good predictions 76 Figure 4.16 Time When Teachers Help Students Train Their Prediction Skill 78 ABSTRACT Prediction is a basic strategy in which listeners use their prior knowledge- the knowledge of the topic, the listening context, the text-type, the culture or other information stored in long-term memory as schemata - to understand a text This metacognitive strategy plays an important role in teaching and learning English listening comprehension (LC) and it has been highly recommended This research is an investigation into the use of prediction activities (PAs) in listening classes at some high schools in Dak Lak province The participants of the study were 18 teachers and 191 students from two high schools in Buon Ho Town, Dak Lak province The study focused on three issues: (1) the teachers’ views on the use of prediction activities in their listening lessons; (2) How the teachers conduct prediction activities in LC classes; (3) the students’ attitudes towards the teachers’ use of PAs in their listening lessons? The overall findings from the questionnaires, interviews and classroom observations showed that teachers and students are in favor of PAs However, despite the comparatively high-level understanding of the importance and the benefits of PAs, teachers’ frequency of using PAs remains not high, especially in while-listening and post- listening stages The results also showed that the teachers just use simple PAs and certain kinds of class organization in certain stages of the listening lesson As a result, the study tried to indicate some problems from the teachers and the students and challenges from the using PAs effectively The study then teachers with several implications for the use of PAs at high schools in Dak Lak province and these implications can be considered as suggestions for the use of PAs in LC in general CHAPTER 1: INTRODUCTION This chapter introduces the situation of English teaching and learning listening comprehension (LC) in Vietnam which serves as the fundamental basis for the study This chapter also provides the theoretical and practical reasons for the researcher to carry out the study Additionally, the aims of the research, the research questions and the scope of the research are included The structure of the study is presented in the last section of the chapter 1.1 Rationale According to Wilt (1950), Martin (1987) & Strother (1987) (cited in Malkakwi (2010), in our daily life, listening accounts for 45 percent of the time people spend communicating while reading 16 percent, speaking 30 percent and writing percent This entails that listening is an important skill that needs paying much attention to The importance of listening in language learning is therefore worth considering In the new general curriculum passed by the Ministry of Education and Training (MOET) of Vietnam in 2007, English is a compulsory subject at both lower and upper secondary levels It is also introduced at primary level from form to form One of the three aims of Vietnam’s English Language Teaching is that, at the end of the upper secondary level, students will be able to use English as a means of communication at a certain level of proficiency in four macro skills-listening, speaking, reading and writing (MOET, 2007) Therefore, nowadays, listening skill plays an important role in the learning and teaching of English though there are no listening tests in the graduate national examination and the university entrance exam In reality, at high schools, the focus on this skill is completely neglected by both teachers and students In fact, in the two high schools investigated, listening tests are not paid much attention to in examinations or if so they are mainly included as a small part (Teachers’ Interview- April 15th, 2012) Furthermore, if it were to be prioritized some day, it is not easy to learn or teach this skill According to Anderson and Lynch (1988b) (cited in Nunan, 1998), there are three principal categories that cause difficulties for listeners They are the type of language, the purpose in listening and the context in which listening takes place They states that the difficulties of the listening tasks was influenced by (1) the organization of information (2) the familiarity of the topic (3) the explicitness and sufficiency of the information (4) the type of referring expressions used (5) whether the text described “static” relationship or dynamic relationship In short, there are certain reasons that make listening a difficult task In my Dak Lak province, a remote mountainous area, the situation seems to be worse This is the province that has low results in the national graduate examination, especially in English For example, in 2010, the number of students who got average mark in English accounted for 37% In 2011 and 2012 the situation is not much better Most teachers said that their students often got low marks in English tests Listening skill seems to be more challenging to my students at Hai Ba Trung High School In 2010, the number of students who got average mark in English in the national examination accounted for 35% and in 2011 50.6% The reason for this is students’ low level of students’ proficiency To help the students, we, teachers of English, often have regular seminars about teaching the English language, many of which are related to teaching listening skill During the seminars, the teachers show their concern about their students’ capacity of learning English, especially listening skill Most of the teachers consider teaching listening really challenging We discuss problems we have met in our listening teaching and try to find out solutions which have been put into practice However, we still have “dead” listening classes due to students’ “sleepy status” The lower the students’ language levels are, the more difficult we meet This situation is really challenging to me as well as my colleagues at high schools of the remote mountainous region- Dak Lak Province 10 Many studies indicate the importance and benefits of prediction in LC teaching and learning, namely, focusing on specific information, not understanding every word; linking students’ knowledge with the lesson; encouraging students to monitor their comprehension as they listen, etc However, due to the real circumstance of each class or each teacher’s ability, PAs themselves reveal ineffective and require teachers to have suitable adjustments to make them more effective Based on the difficulties that teachers and students faced, the researcher suggested solutions (See Appendix Question 20, Questionnaire A) and called for teachers’ opinions The solutions are (1) Making students aware of the significance of prediction in LC (2) Turning PAs into games (3) Taking advantages of practising making predictions in groups and in the whole class (4) Activating knowledge (5) Using suitable PAs to their students ( 6) Training students’ prediction skill (7) Making clear requirements (8) Providing knowledge input if necessary and (9) Adjusting PAs according to their class ability As seen in Table 4.11, according to all the respondents, training students’ prediction skill is the best and the most required solution Ranking second, turning PAs into games with interesting prizes and bonuses was chosen by out of 18 respondents (accounting for 88.9%) Making students aware of the significance of prediction in LC is the choice of 14 respondents As seen in the table, choosing the suitable class organization is also a solution to have effective PAs 12 out of 18 respondents (occupying 66.7%) appreciated practicing making predictions in groups and in the whole class The same number of the respondents chose the two solutions activating knowledge and providing input knowledge if necessary In fact, these are important things to be carried out Brown (2006) states that activating prior knowledge not only helps comprehension but also motivates students by bringing their lives into the lesson He added, “Teachers can help students comprehend what they hear by activating their prior knowledge” (p 4) 81 Other solutions were also chosen by the respondents: Adjusting PAs according to the class ability (55.6%); using suitable PAs to students (44.4%); Making clear requirements (22.2%) For this question, each respondent can choose more than one problem; Therefore, the total number of the respondents is up to 589% In summary, among the solutions given, training students’ prediction skill, making students aware of the significance of prediction in LC, turning PAs into games, organizing PAs in groups or in the whole class and activating knowledge are the predominant choices in teachers’ attempt to bring effectiveness to PAs 4.4.12 Summary of Results Related to Teachers The research is aimed at clarifying the teachers’ views on the use of PAs Therefore, the researcher has analyzed and discussed the data collected from questionnaires for teacher participants, teachers’ interviews and classroom observations The key points got from those sources are summarized as follows First, teachers’ perceptions of PAs as well as their importance and benefits in teaching and learning LC is rather satisfactory Most of them are aware of the necessity to apply PAs into their LC classes because they know well the reasons why they should use PAs Second, the results indicate that teachers use PAs in prelistening stage more often than in while-listening and post-listening stages Third, teachers show that they can apply PAs for almost every listening lessons in the textbooks in their LC classes However, the frequency of teachers’ applying PAs into LC classes remains not high Fourth, making predictions in groups and in the whole class are favored by a large number of the teachers investigated Finally, teachers work on the difficulties when applying PAs in LC lessons and they have adequate solutions for these difficulties In short, the survey provides a number of objective findings about teachers’ use of PAs in LC These findings from the teachers manifest a positive trend to the use of PAs in LC lessons as well as in other language skill lessons 82 4.5 Chapter Summary The researcher has analyzed quantitatively and qualitatively the data collected from questionnaires, semi-structured interviews and classroom observations Through 11 tables and 16 figures presented, the current situation of implementing PAs in LC classes at high schools in Dak Lak province had been explained and shown in details As a result, solutions proposed by the respondents, both students and teachers, to improve the effectiveness of PAs were also discussed This creates a basis from which conclusions are drawn out and useful implications for teachers and students were proposed Conclusions and implications will be shown in the next chapter 83 CHAPTER 5: CONCLUSIONS AND IMPLICATIONS 5.1 Introduction to the chapter This chapter starts with a conclusion which summarizes the key findings of the research Then, limitations of the study are also pointed out In addition, some recommendations for Vietnamese students, teachers and educational administrators and future researchers are proposed in the last part of the chapter 5.2 Summary of the Key Findings The researcher attempted to find out the answers to the three research questions The research findings indicate that the teachers and students were interested in prediction in LC The results documented a positive outlook towards using PAs as summarized below 5.2.1 What are the students’ attitudes towards the teachers’ use of prediction activities in their listening lessons? Students investigated are quite supportive for their teachers to apply PAs into their LC lessons According the result emerging from the data collected, most of the student participants in the research appreciate the use of PAs Hence, it is proven that they like PAs because they not have to worry if their answers are wrong and they have a chance to show their knowledge, etc However, there are aspects of PAs that make them dislike PAs such as their lacking background knowledge or having wrong predictions so often (nearly 30% of them often have wrong predictions) Most of them are in favor of predictions based on the pictures given, the topic or the key words As a result, they like to make predictions in the kinds of listening tasks such as ordering pictures or events, true or false statements or gap-filling In addition, they especially pay much attention to making predictions in groups or in the whole class Moreover, they express their expectations of their teachers so that they can have good predictions: teachers’ use of different types of PAs, teachers’ helping them train their prediction skill, teachers’ encouragement, etc 84 5.2.2 What are the teachers’ views on the use of prediction activities in their listening lessons? The findings are in accordance with the literature review on PAs, which was described in chapter two First, the teachers’ perceptions of prediction in LC are obvious A majority of them understand the notion “prediction” quite thoroughly and they understand the PAs fairly well Second, they consider PAs as an integral part in teaching and learning LC Most of them feel it important to use PAs in LC lessons Third, the benefits of PAs in LC are admitted by the teacher respondents Some among the benefits are dominant- focusing on specific information, not understanding every word; linking students’ knowledge with the lesson; encouraging students to monitor their comprehension as they listen; helping students recognize that they can use what they already know to understand what they hear In general, the researcher can state that the teachers’ perceptions of prediction as well as the importance and benefits of PAs in LC are enough for them to carry out PAs in their LC classes 5.2.3 How the teachers conduct prediction activities in listening comprehension classes? Those teachers questioned also pay much attention to the reality of using PAs in LC classes First, all of them like to use various kinds of PAs such as prediction based on the pictures given, the key words or the topic, etc Second, they give many reasons that make them use PAs Among the reasons are helping students overcome their old habits of listening; making students more active to receive new information; facilitating the listening tasks; activating students’ prior knowledge Third, they use PAs in all stages of a listening lessons However, PAs are used much more often in pre-listening stage than in the two other stages 85 Fourth, most of the teachers agree that they can apply PAs into 50% - 100% of the listening lessons in the textbook Fifth, they often ask their students to make predictions in listening tasks such as true or false statements, gap-filling, ordering pictures or events, etc Sixth, they have quite suitable procedure of the prediction section However, there are teachers who are not fully aware of the importance of the two stepsactivating students’ existing knowledge and evaluating students’ prediction strategies As a result, they not include these in their prediction sections Seventh, there are difficulties that teachers have to face when applying PAs in LC classes They include the fact that students still hold their old habits of listening (trying to understand every word they hear), that students’ prior knowledge is not enough, that classes are large, that students’ comprehension ability is diverse and multi-level, different from one another, and that the knowledge provided in some listening lessons is too hard for students to understand With the reality of their conducting in LC classes, the teachers come up with solutions to enhance the use of PAs: (1) Activating students’ background knowledge, grammar, vocabulary and experiences about the diverse topics of the listening text, (2) Helping students much in the prediction section by training their prediction skill, (3) using PAs appropriately and variously and encouraging the students to give their predictions, (4) Making PAs more effective by turning them into games with interesting gifts, (5) Taking advantages of group predicting and the whole class predicting, (6)Adjusting PAs according to the class ability 86 5.3 Implications 5.3.1 For teachers When teachers decide to implement PAs into their LC classes, they should take into consideration the following tasks Before implementing PAs It is undeniable that it is only the teacher that knows the best way for adapting PAs to their classroom, not the students Therefore, teachers need to actively have preparations for both themselves and their students Because this phase is mainly related to the preparation of both teachers and students, the teachers should as follows First, spare time studying PAs as well as the effective ways to apply them into classroom practice Second, make students fully aware of the importance as well as the benefits of prediction in LC at the very early courses of listening In addition, students should be provided with kinds of PAs so that they get familiar with PAs and will not feel PAs so challenging or strange Moreover, students should be prepared with useful language which includes vocabulary, grammar as well as common idioms, etc This task can be done gradually in the course thanks to other skill lessons – speaking, reading and writing lessons Third, choose appropriate PAs We know that the effectiveness of PAs is affected by the conditions of the class The kinds of listening tasks, the diversity of students’ proficiency in each class, and the kinds of class organization probably have much influence on the effectiveness of teachers’ using PAs As a result, teachers can begin with simple PAs first and try to have suitable PAs for their own students Finally, make sure to get the procedure of prediction section run thoroughly so that they can carry out PAs smoothly and effectively By doing so, the teachers can make full use of the help of PAs in students’ progress of LC 87 During implementing PAs After all of the preparation, PAs can be carried out with a suitable prediction procedure However, the following tasks should be taken into consideration First, remember that a comfortable atmosphere always creates good learning conditions Hence, turning PAs into games with interesting prizes is a good choice Second, take advantage of group predicting or the whole class predicting In these kinds of class organization, students can “share” and “gain” together because their strengths are shared and their weaknesses are reduced Third, be helpful when students encounter difficulties Besides the roles of facilitators or controllers, teachers sometimes need to be participants or cooperators in prediction section In addition, teachers need to provide students with useful language input so that the students can stay away from the state of “being drown” because of lacking vocabulary or something like that Finally, be flexible in conducting PAs because no sole method or no sole technique is perfect for everyone and each class has its own “bads” and “goods” Prabhu (1990) claims that “There is no one best method and no method that is best in a particular context” Therefore, it is only the teacher that can decide which method or technique to apply as Larsen-Freeman says, “We encourage you to review what you have experienced, to seriously entertain the principles and techniques of each method and then to hold them up to the filter of your own beliefs, needs and experiences It is you, after all, who have to make the connection to your own teaching situation It is you who have to make the informed choice” (1986, p.142) After implementing PAs After completing the prediction section, it is time for teachers to give comments, evaluate students’ prediction strategies and give students a chance to reflect on what they have or have not got in their predictions First, check students’ predictions and announce the winners as well as give them prizes or bonus In case students’ predictions are wrong, receive their answers and let them know that making their background knowledge “live” and 88 “grow” is more important than the right answers Second, remember to evaluate students’ prediction strategies This evaluation is necessary for students because it helps students not only understand the contemporary issue but also have experience for their predictions in the future Moreover, the evaluation brings new problems in the prediction section for the teachers to study and develop the use of PAs in their LC classes 5.3.2 For School Administrators Not only teachers but also school administrators should make great efforts for PAs to be carried out effectively School administrators should provide good conditions and facilities for teachers to develop their profession First, they should give teachers new teaching materials which update new teaching techniques or ways to apply the techniques effectively Second, they should organize seminars or discussions from teaching English in general to applying teaching techniques in particular so that teachers can share experiences and update their knowledge of teaching techniques Last, they need to hold extra-classes at the beginning of the course for teachers to provide students with necessary information about the subject and the techniques or activities that they are going to use in the course 5.4 Limitations of the Study The study is limited in terms of a number of factors First of all, the scale of the study was small The research was conducted only in two high schools in the mountainous area with 18 teacher participants and 191 student participants Therefore, the results can not generalize beyond its population for all high schools in Dak Lak province Time constraint is another limitation The research was carried out in a short period of time As a result, it is only an investigation into the use of prediction in listening comprehension classes, not an experimental research on the application of this technique 89 5.5 Recommendations for Further Study If more teachers are involved in the study and there is more time, more valuable data will be achieved and the results of the study will be better Therefore, large scale studies should be done on applying prediction activities in listening comprehension classes With more time and conditions, the experimental study as further research should be conducted to see the effects of what the researcher have found in this study on the learning and teaching listening in English as well as to find out effective ways to carry out prediction activities not only in listening skill but also in other skills 5.6 Conclusion In this study, the researcher tried to find out the reality of using PAs in LC classes based on related theories The study shows the general information about the use of PAs in LC classes at some high 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