Implementing graded listening extensive resources in teaching listening to non english major students at foreign trade university

Chapter 1: Introduction

Background to the study

The teaching and learning of English, recognized as the modern lingua franca, is a complex process with various pedagogical approaches available for educators (Seidlhofer, 2008; Harmer, 2007) These methods, including grammar-translation, audiolingual, task-based, and communicative language teaching (CLT), each have unique characteristics that can be influenced by factors such as region, culture, social norms, and individual student backgrounds (Richards, 2006; Savignon, 2007) CLT, in particular, is gaining popularity and typically involves a structured lesson format consisting of five steps: lead-in, comprehension task direction, practice, feedback, and additional theme-related tasks (Harmer, 2007) However, the diverse implementation of these steps and resources often leads to a lack of cohesion and uniformity in teaching practices.

Teaching the listening skill in English is essential, as it plays a vital role in language learning and comprehension (Morley, 1999) Definitions of listening vary, but Underwood (1989) suggests that true listening occurs when we actively interpret the sounds we hear For English learners, listening is a dominant focus, accounting for 52.5% to 90% of their learning process (Gilbert, 1988) This significant reliance on listening can either elevate students' understanding and proficiency or hinder their progress, trapping them at a certain level of language skills.

Communicative Language Teaching (CLT) emphasizes the importance of listening skills, showing significant benefits for non-English major students Ma (2009) provides empirical evidence that CLT enhances listening comprehension and makes lessons more engaging In Vietnam, Hoang (2010) supports the integration of CLT into the curriculum, advocating its adoption by teachers Local studies indicate that CLT positively influences students' attitudes towards learning and leads to improved English proficiency (Mai & Iwashita, 2012; Pham, 2007) However, Bock (2000) notes the challenges of implementing CLT in Vietnam, primarily due to the limitations of available textbooks This issue is a central focus of the research, suggesting that viable solutions can be explored.

Textbooks play a vital role in the teaching and learning process, offering a clear framework for educational modules and aligning closely with the expected learning outcomes of a course As such, they are indispensable resources for any class, regardless of subject or level (Jordan & Gray).

Textbooks, often perceived as essential educational tools, have significant limitations that challenge their omnipresence in learning environments Thornbury (2013) highlights that textbooks are inherently mechanical and rigid, making it difficult for educators to adapt content on the fly, which can hinder teaching effectiveness and affect non-English major students' engagement Additionally, once printed, textbooks are inflexible; any necessary updates require a new edition, involving a lengthy and complex process among various stakeholders, including authors and publishers This lack of adaptability underscores that both traditional textbooks and those used in English Language Teaching (ELT) are not designed to respond swiftly to changing educational needs.

Textbooks have become cumbersome and outdated in the context of today's Information Era and Industry 4.0 (Lotherington, 2004; Suherdi, 2019) In Vietnam, they are often deemed inadequate due to being "inappropriate or inconsistent" with local circumstances (Nguyen & Pham, 2016) Additionally, these textbooks fail to present pragmatic situations necessary for effective and meaningful communicative language teaching (Tran & Yeh, 2020).

Ivone and Renandya (2019) suggest that incorporating extensive resources, which extend beyond traditional textbooks, into the curriculum can enhance language learning Among the four English language skills, listening is particularly suited for this approach, as it helps both non-English majors and their peers acquire essential worldly knowledge that is often too dynamic to be fully captured in textbooks (Al-Jawi, 2010) Nguyen and Nguyen (2020) emphasize that these listening resources can be effectively graded using established frameworks like the CEFR The rise of graded listening extensive resources (GLER) is facilitated by the internet, allowing non-English major students to access materials tailored to their proficiency levels (Vo, 2013) This approach is supported by Milliner's (2017) significant study in Japan, which demonstrated that utilizing GLER as a substitute for traditional textbooks can be beneficial for non-English major students.

GLER has emerged as a valuable resource in Vietnamese classrooms, addressing the shortcomings of traditional textbooks, particularly their lack of adaptability Research by Nguyen et al (2020) highlights the necessity of GLER due to the ethnically diverse and multicultural context of Vietnamese education, revealing that current theme-based textbooks fail to represent this diversity adequately Instead of relying on outdated racial classifications, GLER offers a more inclusive perspective that reflects contemporary global dynamics Additionally, Lam (2011) criticizes the impractical vocabulary in textbooks, which often lacks relevance for non-English major students, leading to poor vocabulary retention He points out that textbooks are slow to incorporate new terms, favoring outdated language In higher education, GLER significantly enhances the English listening proficiency of non-English major learners by providing authentic materials that cover a wider array of relevant topics, ultimately leading to improved listening scores (Do, 2019).

Problem statement

Globally, GLER has established a strong position alongside the growth of CLT, referencing reputable frameworks like the CEFR In Vietnam, while the implementation of GLER in local teaching is gaining traction, individual teachers tend to adopt their own methods, resulting in a lack of measurable effectiveness for GLER Consequently, despite the established practice, there is a critical need for localized and empirical research to assess its effectiveness in the Vietnamese context.

Aims of the study

In Vietnam, diverse English textbooks are utilized across various subjects, such as ESP and ESL, but they require regular review and updates to address existing shortcomings (Nguyen et al., 2020; Wen-Cheng et al., 2011) To improve the effectiveness of English Language Teaching (ELT) materials, it is essential to rectify these issues by implementing CEFR-based guidelines for listening skills, as suggested by Sheldon (1988) and further explored by Nguyen and Nguyen (2020) Additionally, there is a pressing need for more empirical and recent studies focused on the effectiveness of these guidelines in teaching listening to non-English major students within the local context This research aims to evaluate the implementation of these guidelines in Vietnam, guided by two specific research questions.

1/ To what extent is GLER effective in enhancing non-English major students’ listening performance?

2/ How does GLER affect non-English major students’ attitudes towards listening?

The hypotheses based on the proposed research questions suggest that (1) implementing GLER enhances students' listening performance, as evidenced by improved post-test scores compared to pre-test results; and (2) GLER positively influences non-English major students' attitudes towards listening skills in multiple ways.

Significance of the study

This study serves as a foundational pilot plan for integrating GLER into English language teaching in Vietnam, where a proper framework has been lacking (Truong, 2018) Currently, the implementation of GLER is often reliant on individual teachers' beliefs, which can create challenges, especially for less experienced educators (Palmer, 1999) By establishing a clear course of action based on this research, teachers will be better equipped to implement GLER effectively The paper aims to address critical research gaps by proposing a centralized approach to GLER and demonstrating its feasibility within the Vietnamese educational context.

Indeed, there is a chance that the textbooks, if deemed sufficient, will never see the need to raise this issue Then again, they are oftentimes not (Frederiksen,

In 2013, it was highlighted that revision and reedition are essential; however, the lengthy and challenging nature of this process often clashes with tight teaching schedules Implementing an immediate alternative, as previously mentioned, would be more beneficial The importance of this study is underscored by these considerations.

Scope of the study

This research is conducted within specific limitations, utilizing the available resources effectively It focuses on two concurrently taught classes sharing the same module at the Foreign Trade University in Ho Chi Minh City, Vietnam Further details are provided in the methodology chapter.

Organization of thesis chapters

This thesis will utilize a structured framework to clarify ideas and findings Following the introduction, the literature review will outline key issues and major findings, concluding with the author's synthesis, as acknowledged by Rocco and Plakhotnik (2009) The methodology section will detail the research site, sample, design, instruments, data analysis, and ethical considerations Subsequently, the results will be presented and discussed, providing interpretations of the data Finally, the conclusion will address future research opportunities and the overall implications of the study.

Chapter 2: Review of related literature

What is GLER?

Textbooks are valuable educational tools, but relying solely on them in the classroom can lead to significant shortcomings, particularly in developing listening skills for non-English major students (Bamford & Day, 1997) While there is ample research on this topic, it often lacks a comprehensive approach For example, Al-Jawi (2010) identifies the need for additional resources beyond textbooks but does not provide guidance on where students can find these resources Furthermore, credible sources indicate that reading skills are more thoroughly developed and emphasized compared to listening skills, highlighting the need for a more balanced focus on both receptive skills in language education (Nation, 2009; Carrell & Carson).

Despite the significant popularity of extensive reading, extensive listening has not received comparable research attention, leading to a lack of comprehensive guidelines in this area To create effective guidelines for extensive listening, it is essential to review relevant literature and evaluate listening resources according to a language proficiency framework, which involves understanding numerous criteria Additionally, it is crucial to deeply understand the needs of tertiary non-English major students to achieve meaningful outcomes These challenges have discouraged researchers from pursuing further exploration of extensive listening.

A step-by-step measure of collapsing each of the abbreviated letter in GLER is deemed crucial to understanding its definition, which is at large as ever

In the reversed acronym 'RLE', 'R' signifies 'resources', while 'LE' can be rephrased as 'extensive listening', emphasizing grammatical accuracy Finally, 'G' stands for 'graded', highlighting its importance in the overall context.

The term "resources" encompasses a wide array of materials that support listening skills, including audio files, exercises, comprehension practices, and quizzes found in textbooks It's important to recognize that resources extend beyond just the prescribed textbook; additional exercises and practice files from other textbooks can also serve as valuable tools for enhancing listening abilities In a classroom setting, students can utilize resources from various textbooks, regardless of their recommendation status, as long as they have access Furthermore, handouts and independent assignments provided by teachers, whether in print or online, qualify as listening resources if they include accompanying audio files.

While various formats exist, they fail to embody the essence of the 'R' in 'GLER' due to a common lack of accessibility Despite their diversity, these formats are similar in that they do not adequately support students who wish to enhance their listening skills To develop this essential skill, students must actively engage in listening practice (Underwood).

In 1989, it was noted that students often struggle with motivation when engaging with educational resources, which can hinder their learning process To utilize these resources, students must first access their textbooks, whether physical or digital, and this can involve finding, maintaining, and potentially facing degradation of physical books over time For digital texts, they may need to download specific software or invest in e-readers After successfully accessing the materials, students face additional challenges, such as managing audio files, which can require substantial storage and software capabilities Despite overcoming these initial hurdles, students frequently find their motivation waning due to the significant time and effort required, leading to a perception that the benefits of listening practice do not justify the costs involved This imbalance between effort and reward can ultimately discourage students from engaging in effective listening exercises.

Internet-derived resources are particularly well-suited for GLER, as highlighted by Vo (2013) These resources often include audio files that come with engaging visuals, enhancing the listening experience Additionally, many of these files feature real-time subtitles, providing instant transcription for better comprehension Their accessibility is another significant advantage, allowing users to easily access them via mobile applications or web browsers Furthermore, platforms like YouTube, Facebook Watch, and TikTok offer the ability to replay content, making it easy to revisit audio and video files multiple times These compelling features make internet-derived resources a valuable component of the 'R' in GLER.

Extensive listening (LE) refers to valuable learning resources that can be found through chance or intentional exploration online, particularly on platforms like YouTube, Facebook, Instagram, TikTok, Twitter, and LinkedIn While these platforms may initially seem focused on entertainment, they play a crucial role in shaping pop culture and influencing global trends, covering a wide range of topics from finance to music and culture (Zachlod et al., 2022) Consequently, these internet-based sources are ideal for extensive listening activities, appealing to learners of varying expertise levels and providing up-to-date content.

According to Warschauer et al (2000), digital mediums offer students five significant benefits: authenticity, literacy, interaction, vitality, and empowerment Firstly, the authenticity of online videos and audios is evident as they are unscripted and reflect real-world scenarios, independent of classroom activities Secondly, literacy is enhanced through diverse formats like podcasts and television shows, fostering a deeper comprehension of both written and spoken content Thirdly, interaction is a key advantage of online media, enabling audiences to engage directly with creators and peers through comments and questions, unlike traditional textbooks (Lotherington, 2004) Fourthly, vitality and empowerment are interconnected, as online platforms provide a voice to individuals who may feel restricted in everyday conversations, allowing them to express their views freely (Misyak et al., 2014) For example, fitness enthusiasts draw motivation from online influencers, while the LGBT+ community finds support and affirmation of their lifestyles through digital spaces (Lucassen et al.).

2018) These effects, which are made viable thanks to the internet-derived extensive listening, contribute immensely to the development of the students, with listening skill at the forefront

According to Waring (2010), students often utilize extensive listening resources during leisure activities such as sports and social gatherings, which can enhance their vocabulary in an enjoyable manner, as noted by Ucán (2010) Additionally, these resources promote autonomy in language learning and improve decision-making skills (Holden, 2008) Given that learning autonomy is crucial for students and critical thinking is essential in higher education, the positive impact of extensive listening resources on students' development is evident.

To unlock the full potential of available resources, it's essential to systematically classify and categorize them based on agreed-upon criteria rather than using them haphazardly Completing this initial step of creating a grading table with established principles paves the way for effective application in various contexts, including communicative language teaching and task-based language teaching activities.

Research on grading listening resources highlights the importance of integrating TED talks into the classroom According to Madarbakus-Ring (2020), these videos and audios should contain a balanced amount of academic vocabulary—approximately 4% of the total lexical content—while the rest should consist of commonly used words from the 8000-9000 lexical families This balance allows educators to categorize TED talks based on the frequency of academic terms, with lower frequency content being more accessible and higher frequency content being more advanced To effectively utilize these resources in classroom activities, Zeng and Goh's (2018) scaffolding model is recommended, which includes three steps: introducing new vocabulary through targeted questions, encouraging peer discussions about the content, and addressing any challenges faced during the listening experience The final stage of this model emphasizes metacognitive reflection, prompting students to consider their learning and personal growth.

A significant challenge for students is the speech rate, or talking speed, which can be categorized into levels Setyawan et al (2022) conducted an experiment with tertiary students to evaluate the perceived difficulty of various audio and video materials during extensive listening online Their findings indicate that pronunciation, accent, and speech rate are among the most challenging aspects for students To address this issue, they referenced Griffiths’ (1990) grading scheme, which suggests that a speech rate of 125-130 words per minute is optimal for university students, as rates outside this range can be either too easy or too difficult However, Griffiths did not specify the characteristics of his student sample, raising questions about the applicability of this speech rate to students outside the English-major discipline Despite this limitation, the study provides valuable insights for developing criteria for extensive listening assessments.

The familiarity of listening topics can significantly influence students' comprehension, as highlighted by Othman and Vanathas (2004) in their experiment They assigned students weekly listening exercises on diverse topics, requiring participants to complete a form detailing their hobbies and specific schemata This approach emphasizes the importance of relatable content in enhancing listening skills.

A study by Jawi (2010) highlights the importance of students' specific knowledge and interests in enhancing their listening comprehension skills The research indicates that when students are familiar with a topic, such as advertisements, they tend to perform better in listening exercises related to that theme This suggests that aligning listening comprehension tasks with students' leisure pursuits can significantly improve their understanding and retention of information.

The implementation of GLER in teaching listening

The textbook's topics and content must align with the detailed course syllabus, making their complete removal inadvisable, as it could disrupt the foundational structure of the curriculum GLER serves as an enhancement to traditional textbooks, providing supplementary resources that reflect the same themes—such as health, environment, politics, technology, education, society, legality, energy, media, home and housing, work, traffic, and culture Instead of depending solely on the listening resources offered by textbooks, GLER is prioritized, with all related activities integrated into the lesson plan Consequently, GLER will occupy a significant portion of the allocated lesson time.

Language input is essential for language acquisition, and the importance of listening skills cannot be overlooked According to Thomlison (1984), effective listening is crucial for understanding spoken language The process of language acquisition is hindered if the oral inputs are unclear, as meaningful learning only occurs when the listening materials align with the listeners' proficiency levels.

To fully acquire the English language, mastering listening comprehension is essential (Liu, 2008) There is considerable debate among scholars regarding this process Vandergrift (1999) describes listening comprehension as a complex interaction that requires listeners to discriminate sounds, understand vocabulary and grammar, interpret stress and intonation, and contextualize the information socially and culturally Serri et al (2012) emphasize the importance of maintaining focus for meaningful listening, noting that passive listening can hinder comprehension In contrast, Helgesen et al (2007) argue that listening is an active process that necessitates alertness and critical thinking, enabling listeners to infer content and take notes This perspective aligns with Jinhong’s (2011) view that listening comprehension demands creativity from listeners Ultimately, effective listening involves attentiveness and the application of prior knowledge to construct meaning, making it a complex process of active comprehension and interpretation of spoken language.

2.2.2 Teaching listening and the GLER perspective

Teaching receptive skills, particularly listening, is more challenging than it appears This difficulty arises from the strong connection between students' engagement with their environment and the listening topics they encounter Often, these themes reflect students' daily experiences, requiring not only language proficiency but also a breadth of worldly knowledge.

Schemata play a crucial role in enhancing receptive skills such as reading and listening, particularly in contexts like lectures, think tanks, and court hearings For candidates whose first language is not English, the receptive skills sections of various language tests can present significant challenges, as these sections may not align closely with their everyday experiences.

The IELTS listening assessment, as noted by Gasparro (1984), features four sections that progressively increase in difficulty The final section is entirely academic, making it significantly different from everyday scenarios (IELTS Handbook, 2007).

In the realm of teaching listening, Harmer (2007) highlights various "popular methodologies," including Communicative Language Teaching (CLT) However, it has been established that no single teaching methodology is superior, as their effectiveness is context-dependent (Celce-Murcia, 2014; Liu, 2009) Prabhu (1990) reinforces this notion, arguing that labeling a method as "bad" or "good" is irrelevant; instead, the suitability of each method largely hinges on the specific context or situation in which it is applied.

In Vietnam, Communicative Language Teaching (CLT) is increasingly popular (Le & Barnard, 2009) Nunan (2004) describes CLT as an unconventional methodology, with educators approaching it from diverse perspectives while acknowledging its significance Wilkins (1981) emphasizes that CLT focuses on the practical use of language in communicative contexts rather than solely on grammar Harmer (2007) supports this by noting that non-English major students play a central role in CLT, engaging in “meaning-focused communicative tasks” that lead to various classroom activities such as quizzes, role-playing, simulations, interviews, and group work Ultimately, CLT fosters a transition for non-English major students from reproductive to creative language use (Nunan, 2004).

Surovi (2014) highlights that despite the effectiveness of Communicative Language Teaching (CLT), it has not been widely adopted for teaching listening skills due to its misalignment with traditional examination formats, which often rely on structured marking schemes In contrast, CLT activities prioritize independent thinking and creativity, lacking the formal assessment components typical of listening tests However, CLT can be effectively implemented through a structured approach that includes five essential steps: lead-in, comprehension tasks from teachers, listening exercises, feedback from teachers, and expansion into related tasks (Harmer, 2007).

Before and after the listening phase, two crucial steps enhance student engagement and comprehension The initial step, known as leading in, introduces the listening topic, allowing students to focus and prepare for the material ahead (Richards, 2005) Without this preparation, students may struggle to grasp the content's nuances Subsequently, teachers identify and clarify challenging lexical items and concepts, ensuring students are equipped to tackle the listening task As Harmer (2007) suggests, this process resembles peeling an onion, where teachers provide gradual exposure to the content, ultimately enriching the students' overall listening experience.

Compelling students to immediately engage with audio or video content can lead to confusion and negative reactions, hindering their understanding of the material To mitigate this, educators should focus on metacognitive strategies by highlighting key points and addressing potential distractions during the listening process This approach not only aids in language acquisition but also encourages students to grasp the meaning, context, and techniques involved in listening Ultimately, the goal is to help students apply what they have learned, enabling them to express their understanding through both spoken and written communication.

In Vietnam, the English language teaching method primarily follows a communicative approach, with Communicative Language Teaching (CLT) leading the way (Le & Barnard, 2009) This approach encourages creative language use, which often extends beyond the limitations of traditional textbooks (Nunan, 2004) Textbooks are criticized for their rigidity, slow updating processes, and cultural misrepresentation (Thornbury, 2013; Tomlinson & Masuhara, 2013) As a result, alternatives like GLER can be effectively utilized, either partially or fully, to enhance the teaching and learning of listening skills, depending on the specific context (Ivone & Renandya, 2019).

Task-based language teaching (TBLT) is an educational approach that, while aligned with communicative language teaching (CLT), focuses more on practical application, making it more challenging (Abdelhamid, 2021) Both methods emphasize language use in various contexts rather than strict grammar adherence, which limits CLT's effectiveness in standardized assessments (Hughes, 1983) Moreover, large class sizes and limited access to authentic resources present significant challenges for CLT (Burnaby & Sun, 1989) Thamarana (2015) argues that CLT may not be suitable for beginner language learners, who benefit more from structured environments TBLT addresses these shortcomings by incorporating specific tasks and objectives, creating a complementary relationship with CLT Together, they enhance the educational landscape by optimizing each other's strengths and compensating for weaknesses, despite neither being a one-size-fits-all solution (Takeda, 2015).

The collaboration between Communicative Language Teaching (CLT), Task-Based Language Teaching (TBLT), and Global Learning through English Resources (GLER) presents a promising approach to language education GLER utilizes authentic, internet-derived resources that align with the real-world use of the target language, which CLT emphasizes This ensures that content remains relevant and up-to-date, unlike traditional textbooks Additionally, GLER's structured, step-by-step exercises complement TBLT's focus on well-organized tasks, facilitating student engagement As GLER is treated as a listening practice rather than a formal assessment, integrating CLT with GLER is a logical choice While TBLT may face challenges with larger class sizes, CLT’s strategies for pair and team work can mitigate these issues Finally, the incorporation of metacognitive questions in GLER fosters a communicative feedback process, making the combination of these teaching methodologies effective and feasible.

Teaching listening effectively requires the use of scaffolding, incorporating both bottom-up and top-down approaches Vandergrift (1999) highlights that both methods are viable for teaching listening, each supported by specific rationales The top-down approach leverages students' prior knowledge, or "schemata," to enhance their listening practice (Vandergrift, 2004; Al-Jawi, 2010) This is particularly beneficial for students, especially those who may not be familiar with the content, as it helps them connect new information with their existing understanding.

The implementation of GLER in teaching listening towards students’

Recent empirical studies have explored the impact of GLER on listening performance, gaining attention not only in English-speaking countries but globally Mayora (2017) highlights that GLER significantly enhances students' listening abilities Additionally, past research indicates that GLER positively influences students' listening performance and attitudes, particularly evident in local teaching contexts through standardized tests.

Students significantly improve their performance by having the autonomy to choose their own listening resources rather than being confined to pre-existing materials in textbooks (Alshaikhi & Madini, 2016) This empowerment encourages them to actively seek out new listening opportunities that align with their personal interests or the topics specified by their teachers.

Despite initial indifference towards Guided Listening and Extensive Reading (GLER), students demonstrate significant progress in their listening skills when given adequate time and clear guidance from their teacher (Saputra, 2018) The study highlights students' struggles with authentic listening materials, which are often too challenging or overly complex for their current proficiency levels However, once GLER is implemented, these challenges diminish, leading to a newfound sense of achievement as students successfully engage with the listening content.

GLER enhances students' listening skills by requiring greater effort to comprehend audio inputs compared to traditional reading methods (Chang, 2010) According to Zeng and Goh (2018), GLER acts as a remedy for students struggling with listening performance, as demonstrated in their case study where high-scoring students consistently utilized GLER resources Conversely, students relying solely on textbook content often performed poorly These findings indicate that GLER significantly improves students' listening abilities.

The implementation of GLER in teaching listening towards students’

Repeatedly dubbed the “oral equivalent of extensive reading” (Lynch,

In 2009, extensive listening resources adopted five key tenets similar to those in reading: quantity, comprehensibility, learner-centeredness, meaning-orientation, and accountability According to Mayora (2017), students exposed to Guided Listening and Extensive Reading (GLER) develop three positive attitudes linked to these tenets, which include increased confidence, a sense of independence, and a more informed mindset, contrasting with traditional textbook methods.

Mayora (2017) emphasizes that the use of GLER significantly boosts students' confidence by exposing them to a diverse range of topics, moving beyond the limitations of traditional listening settings This perspective is supported by Onoda (2010), who suggests that students should start with short, easily digestible audio recordings to build their confidence Onoda defines short listening materials as those under ten minutes, while anything longer is categorized as extensive, allowing for a gradual improvement in listening skills.

According to Mayora (2017), students are not required to understand every word or detail when engaging with GLER; grasping the main idea of audio or video recordings is sufficient for building confidence This perspective is supported by Harmer (2001), who suggests that as students listen more, they can progressively engage with longer recordings while still focusing on the general concept, leading to increased confidence Ultimately, it is clear that confidence can be developed even if students do not comprehend every detail, as long as they capture the gist of the material.

Textbook recordings often present regulated and context-specific content, which may limit students' exposure to diverse vocabulary and real-life interactions In contrast, Global Language Education Resources (GLER) provide authentic materials that reflect a variety of contexts, enhancing the learning experience According to Mayora (2017), these authentic resources are essential for scaffolding knowledge, allowing students to engage with a broader range of information As a result, learners stay informed about local, national, and international issues (Kusnandar & Latiefah, 2021).

Staying informed allows students to expand their interests beyond traditional textbooks By engaging with diverse resources from various channels, they discover new topics and deepen their understanding of subjects they are passionate about, encouraging further exploration and learning (Harahap, 2020).

The third feature of attitude highlights that GLER effectively fosters students' independence, allowing them to engage in listening activities anytime and anywhere, as noted by Mayora (2017) This perspective is echoed by Dirjal et al (2020) and Saitakham (2000), who emphasize the importance of students having the freedom to choose what they listen to and when, in a comfortable setting Additionally, the physical freedom to listen independently reinforces the notion that students do not always require guidance from a teacher, as pointed out by Silviyanti (2014).

The authors' analysis of the three discussed effects suggests that prioritizing GLER significantly resonates with students, who report positive attitudes towards utilizing its extensive resources.

Recent empirical studies on implementing GLER in teaching listening

Research on Guided Listening and Extensive Reading (GLER) highlights its positive impact on both teachers and students in listening performance and attitudes Chang (2010) conducted an experiment with undergraduate participants, revealing that students who engaged in GLER showed significantly greater improvement in listening skills compared to those using traditional textbooks Similarly, Zeng and Goh (2018) found that high-achieving students who utilized GLER outperformed low achievers, despite the latter dedicating more time to listening practice These findings suggest that GLER enhances overall student performance beyond reliance on conventional methods, supporting the initial research hypothesis.

Research by Mayora (2017) highlights that students favor GLER, as a two-year interactive listening course incorporating various media sources fosters a sense of freedom and relevance in learning This finding is supported by Alshaikhi and Madini (2016), who found that non-English major students felt more at ease with the listening process when GLER was used as a supplementary tool Similarly, Saputra (2018) used action research to show that allowing non-English majors to choose their own listening materials from YouTube, along with teacher-guided discussions, significantly increased their enthusiasm for learning compared to traditional textbook methods Collectively, these studies indicate that GLER positively influences students' attitudes, aligning with the current study's hypothesis regarding research question two.

Recent empirical studies have explored the effects of extensive listening in localized contexts Le and Pham (2020) conducted an experiment with non-English major students, dividing them into treatment and control groups The treatment group engaged in extensive listening outside the classroom using established web-based resources like the British Council, focusing on A1 to B1 proficiency levels Results indicated that an additional 15 audio files per week improved listening performance, and interviews revealed a desire for greater vocabulary acquisition Similarly, Almaki and Algethami (2022) investigated the impact of orthography alongside extensive listening among Saudi non-English major students, finding that both experimental groups showed improved listening performance and positive attitudes, though the results lacked statistical significance due to time constraints In a different approach, Rizki and Kurniawan (2021) utilized YouTube for extensive listening, gathering feedback from 20 English teachers based on student opinions While specific listening performance data was limited, students reported that using YouTube was fun, dynamic, and engaging.

A study by Agustin and Ayu (2021) highlights the positive impact of social media, particularly Instagram, on university students' English language learning in Indonesia Their research indicates that frequent engagement with Instagram content significantly enhances students' vocabulary and contributes to improved English test scores Similarly, Dirjal et al (2020) found that using Skype for communication and learning increased motivation among a sample of 70 university students, leading to better exam performance These findings underscore the effectiveness of social media tools in fostering language development and academic success.

Synthesis & conceptual framework

The literature review highlights the need to move away from traditional textbook reliance in English language teaching, particularly in listening skills, to adapt to the fast-paced modern era The implementation of Guided Listening and Engaged Response (GLER) emerges as an effective alternative, facilitating a swift and flexible teaching process for both educators and learners Key findings indicate that GLER enhances performance, fosters positive attitudes, builds confidence, and ensures informed participation in the local teaching context These significant outcomes are summarized in a subsequent table for clarity.

Table 1 The synthesized findings of recent studies

No Author(s) Methods Findings Themes

- Students witness an insignificant boost in test score

- Students find GLER enthusiastic and wish to listen more

- Students view YouTube as fun, dynamic, and engaging

- Students learn more vocabulary while surfing Instagram

- Students who learn lexical items using Instagram have a higher listening score

Performance Attitudes Being confident Being independent

- Students gain higher listening score

- Students have the urge to learn more vocabulary on their own

- Students are more motivated in learning English on their own

- Students score higher in the listening exam

High achieving students make use of GLER while their low achieving counterpart do not

GLER inspires a sense of enthusiasm and curiosity among the student- participants

Attitudes Being confident Being informed

- Students with extended exposure to GLER witness a raise in their test score

- GLER received a high approval rate among the student-participants

- Students are reported to be more up-to-date and

Performance Attitudes Being informed Being independent Being confident have more freedom of choice

- Students are able to look for more GLER at their own behest

- Students feel more comfortable while learning GLER-assisted listening

Attitudes Being confident Being independent

The students who are exposed to GLER improve much more compared to those who do not

The synthesized table of major findings reveals recurring themes that frequently appear throughout the study These thematic elements form the foundation of the conceptual framework presented below.

The study's conceptual framework aims to determine if implementing GLER in listening sessions results in measurable improvements in students' performance and attitudes These attitudes are categorized into three key elements: confidence, being informed, and independence.

Implementing GLER in teaching listening

Chapter 3: Methodology

Research site

The study was conducted at the Foreign Trade University – Ho Chi Minh City Campus, Vietnam, with prior approval from key officials, including the dean of the English Department and the Department of Organization & Administration This approval process is essential for social science research (Singh & Wassenaar, 2016) The research focused on two classes where the researcher taught the English 7 module.

Research design

The study employed a quasi-experimental design and a survey to investigate the impact of GLER on participants’ listening scores According to Griffee (2012), experimental design is a prevalent form of research, often synonymous with the term itself Shadish et al (2002) emphasize that a complete experiment requires at least one treatment and an outcome measure, typically involving pre-tests and post-tests for comparison Given the fixed nature of participants belonging to two distinct classes, true randomization was not possible, necessitating a quasi-experimental approach The research aimed to quantify data for statistical significance, thus adopting a quantitative methodology.

The study involved two groups: a treatment group and a control group, each undergoing a pre-test and a post-test to measure dependent variables (Hatch & Lazaraton, 1991) The treatment group utilized GLER throughout the course, while the control group followed the "Market Leader: Intermediate" textbook (Cotton et al., 2010) Although the textbook's content was prioritized, GLER was integrated as a supplementary resource, enhancing the syllabus by replacing or complementing the existing audio recordings based on lesson plan requirements and time constraints.

Surveys are a powerful tool for gathering information from specific sample groups, as highlighted by Scheuren (2004), who emphasizes their role in enhancing fundamental scientific knowledge Additionally, questionnaires, a key component of surveys, are effective in assessing the attitudes of participants (Odoh & Chinedum, 2014) Therefore, this research design is a suitable choice for exploring the attitudes of non-English major learners regarding the implementation of Global Language Education Reform (GLER) in listening instruction.

The research aimed to assess the effectiveness of GLER in enhancing participants' listening proficiency and to determine if it had a statistically significant impact on their listening scores The study focused on two key research questions related to these objectives.

1/ To what extent is GLER effective in enhancing non-English major students’ listening performance?

2/ How does GLER affect non-English major students’ attitudes towards listening?

The research hypothesized that Guided Listening and Engaged Reflection (GLER) would enhance the listening performance of targeted student-participants and positively influence their attitudes towards GLER.

Research instruments

This research utilized two primary instruments for data collection: a pre-test and a post-test, along with a questionnaire The pre-test and post-test aimed to assess the impact of GLER on non-English major students' listening performance, specifically evaluating changes in listening scores Following Creswell's (2012) guidance on quasi-experimental designs, the inclusion of a pre-test was essential for establishing a baseline of English proficiency among participants, ensuring both groups were comparable at the study's outset The pre-test enhanced the study's ability to detect improvements in listening skills and mitigated potential biases, such as attrition bias, which could skew results if participants dropped out By analyzing data from both tests, the research maintained the integrity of its findings, preserving the internal and external validity necessary for generalizing results.

The tests conducted included both pre-tests and post-tests, which were defined as assessments according to Brown (2003) It's important to note that while all tests qualify as assessments, not all assessments are tests, as highlighted by Walsh and Betz.

In this research, formal assessments were utilized due to time constraints, fixed target choices, and established scoring rubrics The pre-test, administered at the beginning of the course, functioned as a diagnostic tool to identify the generalized weaknesses of student-participants, enabling teachers to address these areas throughout the course Conversely, the post-test served as both a mid-term assessment and a means to evaluate the cumulative knowledge gained over the previous sessions, thus functioning as a summative assessment.

The pre-test and post-test implemented at the Foreign Trade University – Ho Chi Minh City Campus were both practical and cost-effective, as the researcher opted to cover printing expenses personally rather than imposing them on students Each test, comprising two pages, included audio files for listening assessments, which were sourced online and digitally sequenced for smooth playback The total testing duration was approximately 25 to 30 minutes, fitting within the 135-minute session limit To maintain academic integrity, students were instructed to swap seats and secure their belongings before the tests commenced, ensuring a fair environment Evaluation of the tests was efficiently conducted at the teacher's home, taking about an hour per class, with attention given to handwriting and minor spelling errors in the grading rubric Overall, the process was streamlined and adhered to institutional procedures, allowing for effective assessment while minimizing costs and time.

The reliability of the pre-test and post-test was carefully evaluated, with the post-test examination time communicated at the course's outset, aligning with the Department of English's code of conduct at Foreign Trade University – Ho Chi Minh City Campus This advance notice minimized student unpreparedness and anxiety related to sudden testing announcements Rater reliability, both inter-rater and intra-rater, was also enhanced due to the focus on listening assessments, which rely on fixed answer keys, reducing ambiguity in scoring Any deviations from these keys were immediately deducted without further deliberation, and specific exceptions for spelling and handwriting were addressed in the rubric The teacher-researcher established a clear rubric and scoring scheme, conducting the scoring alone, backed by five years of teaching experience and a strong academic background in English language education.

The marking procedure was conducted at home under optimal physical and mental conditions, similar to previous sessions Students received their test papers for peer review in the next class, ensuring timely reporting of any misconduct The teacher's extensive experience and preparation enhanced inter-rater reliability, while maintaining fairness throughout the course ensured high intra-rater reliability After one hour of marking, he took short breaks to maximize focus and efficiency The tests were meticulously planned, with ideal administration conditions during early morning and evening classes to minimize traffic and noise disruptions Classroom acoustics and furniture met university and Vietnamese Ministry of Education standards, providing a conducive testing environment Both pre-test and post-test were designed to be completed in 30 minutes, with familiar test items that had a single correct answer, aligning with the needs of tertiary-level Vietnamese students (Ha et al., 2021).

The validity of the tests was crucial, encompassing five key criteria as outlined by Brown (2003) First, content validity ensured that the tests focused solely on assessing listening skills, with the teacher-researcher avoiding penalties for minor errors in student responses Second, criterion-related validity was achieved as the audio files used were appropriate for the A2-B1 proficiency levels, aligning with the students' pre-intermediate status Third, construct validity was confirmed through similarities with tests developed by colleagues and the department head Fourth, consequential validity was maintained, as the non-English major participants had not received significant external tutoring in listening skills, and the teacher-researcher provided only general guidance without coaching Lastly, face validity was affirmed due to the familiarity of test items to the students, clear task directions, relevant listening topics aligned with the curriculum, and adequate test duration allowing for multiple listens and review time.

The tests utilized three main types of items: filling in the gaps (open cloze tests), matching, and true/false responses Open cloze tests required students to use their knowledge of sentence structure and context to determine the appropriate word forms for the blanks, ensuring clarity and grammatical correctness in the sentences provided The matching test, found only in the post-test, effectively organized responses and premises into two distinct columns, facilitating comprehension and active listening, as participants needed to engage with the audio content rather than relying on elimination techniques Lastly, the true/false items were designed to be straightforward and directly related to the test content, allowing students to easily identify correct answers with adequate spacing between questions, enhancing the overall validity of the listening assessments.

The non-English major student-participants completed a questionnaire designed to assess how GLER influences their attitudes towards listening This quantitative questionnaire, adapted primarily from Mayora (2017) and other empirical studies, consisted of concise, close-ended statements Administered after the pre-test and post-test, and at the course's conclusion, the timing was both convenient and appropriate, as participants had gained substantial experience with GLER Only learners from the treatment group, who had directly engaged with GLER for listening instruction, were surveyed Additionally, the questionnaire utilized a four-point Likert scale to encourage participants to take a definitive stance rather than remain neutral.

The questionnaire featured 12 statements categorized into three attitudes of students towards the use of GLER for listening: confidence, being informed, and independence Confidence referred to students' ability to engage with longer audio/video materials, which increased with proficiency levels, starting with short durations for beginners and extending to approximately ten minutes at the pre-intermediate level Although resources were designed to be level-appropriate, students often hesitated to engage with longer content due to internal barriers rather than external factors The "being informed" category assessed students' awareness of their surroundings, progressing from local to global knowledge Lastly, the independence category evaluated students' ability to utilize GLER autonomously across different contexts, focusing on their capacity to practice listening without teacher support.

Creswell (2004, pp 388–389) asserts that the 12 statements in the questionnaire demonstrate adequate construction, indicating they are considered reliable and valid, as they do not violate common issues outlined in the accompanying table.

Table 2 A perspective on the research’s questionnaire and common item construction issues in survey designs (Creswell, 2004, pp 388–389)

No Issues Rationales of the 12 statements

The statements were phrased very directly with no advanced lexical items

2 Two or more questions embedded within

The statements were terse and had only one clause

3 Wordy or lengthy The statements had fewer than 10 words

4 Use of negatives The statements were affirmative

5 Use of jargon The statements did not use any terminology and/ or words of crafts

6 Overlapping responses The statements did not overlap between their responses

7 Unbalanced options The statements adopted the four-point

8 Mismatch between question and responses The statements were not interrogative

9 Respondents do not understand the statement

The statements’ wordings were direct and had employed no terminology

10 Not all respondents can answer the statement

The statements revolved around the use of GLER which the respondents had been exposed to prior

The research was conducted over a ten-week period, consisting of ten sessions The table below visually presents the research instruments, along with the corresponding research questions and their specific focuses.

Table 3 The procedure of the research instruments

In a localized research context, GLER implemented a combined model derived from established sources (Nguyen & Nguyen, 2020; Zeng & Goh, 2018; Harmer, 2007), consisting of five key steps The first two steps were inspired by the classic PPP model, where the teacher prepared students for listening practice through introductory inquiries, blending TBLT and CLT methodologies This approach facilitated collaboration among students in pairs or groups, addressing the challenges posed by large class sizes (over 45 students) and the limitations of traditional TBLT and CLT methods (Cao, 2018; Duong & Nguyen, 2021; Thamarana, 2015) The second step involved providing students with a list of lexical items to aid their listening comprehension, as listening materials often contain distractors that can hinder understanding (Mendelsohn, 2010) The third step comprised the actual listening practice, supplemented with chronological questions to help students track their understanding Following this, the discussion step encouraged students to express their thoughts and experiences related to the listening topic through open-ended questions Finally, the last step focused on teacher feedback and student reflection, using metacognitive questions to foster improved listening strategies and encourage active engagement with the teacher’s suggestions, rather than passive note-taking.

The GLER approach integrates both Communicative Language Teaching (CLT) and Task-Based Language Teaching (TBLT) by utilizing interactive processing that combines top-down and bottom-up strategies Initially, the focus is on CLT and top-down methods, allowing students to draw on their prior knowledge through prompt-like questions that introduce the topic This is followed by TBLT and bottom-up steps aimed at enhancing vocabulary acquisition, where students learn essential keywords and additional academic terms related to the theme After completing the vocabulary section, students engage in listening activities supported by a structured list of questions aligned with the audio or video content, helping them familiarize themselves with new phonemes and words Following the listening exercise, a CLT and top-down discussion encourages students to connect the theme with their existing knowledge, broadening their understanding The final step involves metacognitive inquiries about their performance, where teachers provide feedback while students collaborate in pairs or groups to explore solutions All five steps are visually represented in a comprehensive table.

Table 4 An inside look on the five steps culminating a GLER session

No Steps Processing styles Approaches

1 Introductory inquiries Top-down CLT

2 New words on the way Bottom-up TBLT

Participants & sampling procedures

The research involved 95 undergraduate participants, with 48 in the treatment group and 47 in the control group Each week, the researcher conducted a session lasting three 45-minute periods for both classes, totaling ten sessions The treated class met on Monday evenings, while the control class met on Friday mornings The study utilized a quasi-experimental design with purposeful sampling.

The selection of undergraduates for this research was based on several key factors Firstly, each English class was co-taught by two instructors, with one focusing on reading and writing, while the other concentrated on listening and speaking, aligning well with the study's objectives Secondly, although all full-time bachelor students were required to attend seven general English classes, the first four served as foundational courses that reinforced high school learning with some economic context In contrast, the last three classes allocated only one-third of their sessions to listening and speaking, with the remainder dedicated to translation and contract reading Notably, the English 7 classes were the closest to an intermediate proficiency level and offered in the same semester, facilitating effective comparisons Lastly, enrollment in English 7 was restricted to juniors, ensuring that participants were homogeneous in terms of age and language ability.

Table 5 The information concerning the control and treatment group Control group

Treatment group Information Corresponding research questions

Yes Yes Use of pre-test & post-test 1

No Yes Use of questionnaire 2

Data collection procedure

The research spanned ten sessions across two classes, beginning with a pre-test in the first session and concluding with a post-test in the semi-final session Following a week of marking and data input, participants received their scores in the second and final sessions Students were allowed to review their tests for any errors before the researcher collected them again This process resembled the duties of an archivist due to important reasons, including the absence of regulations regarding test retrieval during the study The decision to collect the tests was made to prepare for potential cross-examinations by the Department of Testing and Quality Assurance, and the results were quantified to serve as evidence and original data.

At the end of the class, participants were given a questionnaire to ensure they had fully experienced the treatment before providing feedback Using Google Forms, students accessed the questionnaire by scanning a QR code displayed on the screen The researcher monitored the classroom to ensure that all treatment group participants completed the form, encouraging them to read the statements carefully and respond appropriately Importantly, students were not pressured regarding their answers, and the teacher refrained from influencing their choices or interfering in any way.

Data analysis scheme

In this study, SPSS version 20 was used to analyze the pre-test and post-test results, investigating the causal relationship, correlation, and influence between variables The dependent variables from both tests were compared with the independent variables using a sample t-test to determine any causal relationships Additionally, descriptive statistics were applied to transform variables, calculating the mean and standard deviation of the survey questions.

Chapter 4: Findings & discussion

Answer to research question one: Students’ listening performance when

The research indicates that the implementation of Guided Listening and English Resources (GLER) significantly enhances the listening performance of non-English major students, as evidenced by their improved post-test scores The course utilized Communicative Language Teaching (CLT) and task-based methodologies, which are recognized as effective approaches for teaching English While no single method is superior for teaching listening skills, CLT remains the most popular approach in Vietnam's universities, making GLER a suitable and beneficial strategy for local educational contexts.

A 2017 study holds GLER responsible for improving the performance of English major students, revealing that non-English major students also gain significant benefits from this approach Statistically, GLER contributes to an average score increase of approximately 0.5 points compared to traditional textbooks, with a precise enhancement of 0.4676 points.

The results of the study indicate that not all student-participants improved, with 16.67% showing lower or unchanged post-test performance compared to their pre-test scores This group included 6 students who underperformed and 2 who did not show any change While this percentage is significantly smaller than the 31.91% observed in the control group, several factors may contribute to these outcomes Firstly, the GLER framework serves as a bridge between established language references and available online materials, requiring teachers to consider various values when constructing this connection However, the underlying framework, such as the CEFR, may not encompass all nuances of the English language or the diverse contexts in which students find themselves Additionally, the selected authentic materials may not align perfectly with session topics, hindering comprehension Secondly, students exhibit varying aptitudes for language learning, influenced by their lifestyles, preferences, and personal priorities, which can significantly affect their performance in different language skills, such as listening.

The statistics from the questionnaire aligned with the pre-test and post-test results of the treatment group, indicating that students who enjoyed the implementation of GLER in the local teaching context had a more positive attitude, which subsequently enhanced their listening performance compared to the control group However, the potential causal relationship between students' attitudes and their performance warrants further investigation and analysis, building upon the findings of the current study.

Answer to research question two: Students’ listening attitudes when

The study examined how GLER influences non-English major students' attitudes towards listening, confirming a statistically significant positive effect A survey with 12 statements was administered to the treatment group at the course's end Following Mayora's (2017) framework for English majors, this research identified three key categories—confidence, information, and independence—applicable to non-English majors Onoda (2010) emphasized the importance of gradually introducing GLER, starting with shorter listening exercises and progressing to longer ones, ensuring that the materials matched the students' proficiency levels (Saputra).

2018), it was beneficial to their confidence

GLER offers students access to authentic global information through various resources, including news outlets and podcasts, allowing them to stay informed about local, national, and international issues (Kusnandar & Latiefah, 2021) This continuous exposure not only enhances their listening skills but also encourages them to explore topics relevant to their fields of study (Harahap, 2020) For non-English major students in Vietnam, GLER complements traditional English classes, improving language proficiency while providing essential resources related to their majors This approach broadens students' perspectives and enhances their marketability in the job market Notably, students reported that being informed significantly impacts their learning, achieving a mean score of 3.0156, slightly higher than the average mean of 3.0087 The author suggests that further research on this topic, particularly with a longitudinal approach, is warranted.

GLER fosters a strong sense of independence among student-participants by encouraging them to engage in listening practices at their own discretion, allowing exploration of topics beyond the classroom (Saitakham, 2000; Dirjal et al., 2020) This approach instills a mindset of self-directed learning in English listening, enabling students to perform tasks without constant teacher guidance (Silviyanti, 2014) Ultimately, this aligns with the principles of lifelong learning in the English language, as it promotes self-sufficiency and empowers students to navigate their learning journeys in ways that best suit their interests.

In comparison with the previous studies, the findings on attitudes connecting to GLER aligns favorably with many authors, especially that of Waring

The General Listening Engagement Research (GLER) offers a quantitative solution to the dilemma identified by Al-Jawi (2010), who noted that while learners recognize the value of extensive listening sources as "schemata" for acquiring worldly knowledge, they often prefer immediate gratifications, such as skipping classes However, GLER research indicates that learners genuinely enjoy receiving information and expanding their knowledge, as evidenced by a mean score of 3.0156 for being informed and a low standard deviation of 0.81117 Additionally, GLER aligns with the principles outlined by Warschauer et al (2000), which emphasize the benefits of authentic, interactive learning experiences The study reveals three statistically significant attitudes that reflect authenticity, literacy, empowerment, and interaction, with empowerment indicated by a mean confidence rating of 3.0000 and interaction mirroring the mean of 3.0156 for being informed Furthermore, the independence rating of 3.0104 supports Holden's (2008) findings on the importance of autonomous listening, which enhances critical thinking and decision-making skills.

Research demonstrates that both English major and non-English major students benefit from using GLER in developing their listening skills, as evidenced by improved performance statistics and positive attitudes such as confidence, awareness, and independence However, this does not render textbooks obsolete; GLER still aligns with the learning outcomes outlined in traditional textbooks, highlighting their ongoing relevance as essential educational tools.

The research findings reveal that the use of conventional textbooks by the control group significantly lags behind the performance of the treatment group utilizing GLER This indicates that GLER offers a distinct advantage over traditional textbooks, which often fail to adapt to the dynamic nature of language learning, particularly in English (Sheldon, 1988; Thornbury, 2013) Nonetheless, textbooks remain essential due to their straightforwardness and alignment with learning outcomes (Jordan & Gray, 2019) However, they do not adequately address the localized context in Vietnam, diminishing their effectiveness for Vietnamese students (Nguyen & Pham, 2016) Furthermore, the listening scenarios presented in textbooks often lack pragmatic relevance for Vietnamese learners, hindering effective and meaningful language instruction (Tran & Yeh, 2020).

The debate surrounding the use of authentic materials like GLER versus traditional English textbooks raises questions about whether a compromise is necessary or if one should be favored over the other Each approach has its advantages and disadvantages, but GLER stands out due to its speed and relevance, as textbooks often undergo lengthy updating processes to maintain their relevance (Sheldon, 1988) The accessibility of GLER is another significant advantage, as authentic materials can be continuously updated and accessed online, creating an inexhaustible resource stream However, if uniformity across educational institutions is prioritized, GLER may struggle due to the overwhelming variety of available resources, making it challenging for teachers to adopt a consistent approach While GLER has been shown to enhance student performance, its quality compared to textbooks remains debated, highlighting the need for proper teacher training to ensure effective implementation Moreover, corporate regulations and educational policies must be considered, as textbooks provide a unified teaching framework that supports the development of English listening skills If GLER were to completely replace textbooks, it could lead to a loss of structured guidance, increased complexity in educational administration, and the potential discarding of established frameworks.

GLER plays a crucial role in enhancing receptive skills such as listening and reading, aligning with findings from previous studies While Al-Jawi (2010) emphasizes the importance of authentic sources, he does not adequately guide non-English major students—who represent the majority—toward suitable resources for skill improvement In contrast, GLER addresses this gap by offering not only empirical advantages but also a comprehensive list of recommendations tailored to various proficiency levels, from A1 to C2 (Nguyen & Nguyen, 2020) Additionally, GLER's connection to the CEFR framework is beneficial, even though the CEFR may not always serve as the perfect reference point, as noted by Alderson.

The Common European Framework of Reference (CEFR) is designed to be language-independent, outlining what learners can achieve and the time required to reach various levels, but it does not account for the unique characteristics of individual languages For instance, while French excels in culinary vocabulary, English is prominent in the financial sector Hulstijn (2007) highlights that CEFR's attempt to merge quantitative and qualitative aspects of language learning is insufficient, particularly at higher proficiency levels, where distinctions between B1 and B2 are significant compared to the closer B2 and C1 levels Despite these limitations, the Council of Europe's ongoing updates to CEFR (McCarthy, 2016) align it with the Global Language Education Reference (GLER), making it a viable tool for classroom testing and teaching Furthermore, research indicates that the integration of GLER with CEFR positively impacts attitudes and performance among non-English major learners, as supported by Deygers et al (2017).

Based on the arguments presented, it is clear that integrating GLER as a supplementary resource alongside traditional textbooks is a highly effective strategy This approach not only encompasses all the essential elements found in textbooks but also provides additional benefits, enhancing the overall learning experience (Ivone & Renandya).

In 2019, despite the confusion surrounding raw listening data, Saputra (2018) emphasizes that refining these resources into Global Listening Evaluation Reports (GLER) using a credible framework like the CEFR (Nagai et al., 2020) significantly enhances their value compared to traditional textbooks Previous studies have recognized the importance of GLER, highlighting that listening is a crucial receptive skill, much like reading.

Listening is a creative and complex activity that requires learners to comprehend information while using their worldly knowledge to understand spoken language (Vandergrift, 1999; Helgesen et al., 2007) Studies highlight the importance of worldly knowledge and extensive listening practice for learners' success (Bamford and Day, 1997; Al-Jawi, 2010) Waring (2010) advocates for the use of Guided Listening for Extensive Reading (GLER) outside the classroom, which can enhance vocabulary (Ucán, 2010) and foster learner autonomy (Holden, 2008) Therefore, when refined within an existing framework, GLER proves to be an effective alternative to traditional textbooks in the classroom and a valuable tool for improving listening skills outside of it.

Chapter 5: Conclusion

Summary of findings

This research is grounded in a conceptual framework highlighting two key components of GLER Firstly, GLER significantly enhances the performance of student-participants, as evidenced by higher post-test scores in the treatment group compared to the control group Secondly, GLER fosters positive attitudes among recipients, particularly in terms of confidence, knowledge, and independence The findings demonstrate that non-English major students also reap benefits from GLER, alongside their English major peers.

Implications

Research highlights the advantages of GLER over traditional textbooks, showing that student performance improves significantly with its implementation The findings indicate that students feel more confident, informed, and independent, supporting the hypotheses that GLER enhances performance and fosters a positive perception Therefore, it can be concluded that GLER is both effective and generally well-received by students.

Many previous studies have explored the impact of extensive listening resources, yet they often lack a clear definition of listening and debate the replacement of textbooks with GLER This confusion is compounded by the limited and unreliable verification of GLER's effectiveness in Vietnam's higher education context In contrast, this research offers a localized, empirical guideline for implementing GLER, complete with a CEFR-graded resource list Teachers utilizing a Communicative Language Teaching (CLT) approach can leverage this GLER list and expand it over time By incorporating cloud technology, the list could evolve into an open database where educators collaboratively contribute and rate resources from A1 to C2, overseen by designated administrators This collaborative effort would ensure that GLER serves the entire educational community, enhancing its applicability across various education levels and fostering further research opportunities.

Research indicates that while GLER may not completely replace traditional textbooks, its integration with them can yield significant benefits This study encourages educators to consider innovative methods for teaching listening that reduce reliance on a single textbook.

To enhance the implementation of GLER and boost student engagement, teachers should address key factors that facilitate audio comprehension Recognizing that students often fear the unknown, it's essential to build their confidence in listening by ensuring they understand the content of recordings Before tackling test questions, teachers should focus on developing a robust vocabulary and utilize drilling techniques that prioritize pronunciation, allowing students to recognize lexical items as they appear in audio Additionally, when selecting resources from the updated GLER list (Nguyen & Nguyen, 2020), teachers must carefully choose materials that align with students' proficiency levels according to the CEFR framework Opting for listening exercises that are neither too easy nor overly challenging will provide an optimal learning experience, fostering better understanding and engagement.

In Vietnam, where the primary language is Vietnamese and English resources are limited, students often lack access to local and national news compared to their international peers To address this gap, teachers should prioritize providing Vietnamese-origin sources from the GLER list, encouraging students to engage with their surroundings and fostering a stronger connection to their nationality While students can independently seek listening resources, they may need guidance on when and where to do so effectively Teachers can support this by helping students create schedules or maps for effective listening practices Ultimately, with sufficient exposure, students will be able to engage meaningfully with content of their choice, focusing on the timing and location of their learning experiences rather than being directed on specific content.

The research indicates that tertiary students can effectively practice listening skills beyond the classroom, as evidenced by the positive responses to the questionnaire The Global Listening Education Resource (GLER) offers a variety of recommended materials, and when teachers share these resources with students, it encourages them to explore and enhance their listening abilities This approach aligns with the core mission of GLER and promotes the concept of lifelong learning, emphasizing that education should be accessible and continuous By engaging with GLER, students can pursue their interests and improve their listening skills daily, free from the limitations typically imposed by traditional classroom settings.

Limitations

The research is limited to two classes at a university in Ho Chi Minh City, making it neither geographically nor statistically representative of GLER results across Vietnam Additionally, it does not examine the attitudes of students at other educational levels, such as primary, secondary, or high school, each of which has its own unique context Furthermore, the study minimally addresses the relationship between non-English major students' attitudes and performance, leaving unclear whether this relationship is causal.

The relationship between the three attitudes remains unclear, particularly whether they influence or enhance each other Additionally, the research performance evaluation is solely based on the difference between pre-test and post-test results of the two groups, without considering other assessment methods such as role-playing or quizzes.

The research focuses on non-English major university students, highlighting the need for deeper exploration of various related issues Although participants did not select English as their major, the collective impact of Global English Language Education (GLER) on their performance and attitudes across diverse disciplines—such as finance, real estate, economics, and logistics—remains unclear Additionally, with most Vietnamese universities adopting an academic credit system, the effectiveness of GLER in mixed-level English classes, which include freshmen through seniors and repeaters, is difficult to determine.

Recommendations for further study

Further research is essential to explore the impact of GLER on the teaching and learning of English listening skills Key areas of inquiry include investigating the causal relationship between students' performance and their attitudes Additionally, if GLER is developed into an open database, it is crucial to examine how its administration will be managed Lastly, the potential conflict between a teacher's preference for using GLER over traditional textbooks and the established curriculum raises important questions that merit further investigation.

Agustin and Ayu (2021) explore how Instagram can enhance vocabulary and listening skills among learners Their research, published in the Journal of English Language Teaching and Learning, highlights the platform's effectiveness in language acquisition The study indicates that engaging with content on Instagram not only boosts vocabulary but also improves listening comprehension By leveraging social media for educational purposes, educators can create dynamic learning environments that foster language development For further details, refer to the full article at http://jim.teknokrat.ac.id/index.php/english-language-teaching/index.

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QUESTIONNAIRE ON THE ATTITUDES OF NON-ENGLISH MAJOR STUDENTS TOWARDS IMPLEMENTING GLER IN TEACHING

Choose the option that best describes your attitude to the following statements: (The pickable options are, from left to right, “Strongly disagree”, “Disagree”,

Sections No Questions Strongly disagree Disagree Agree Strongly agree

01 I feel confident listening to short recordings, e.g., 3-12 minutes long

I feel confident listening to moderately long recordings, e.g., 13-20 minutes long

I feel confident listening to long recordings, e.g., 21-33 minutes long

My confidence increases when I understand the content of the recordings

I can listen to a range of topics, e.g., environment, technology, economy, etc

I am updated on local news, i.e., what happens around me and my immediate living environment

I am updated on national news, i.e., what happens in my country of Vietnam

08 I am updated on international news, i.e., what happens around the world

09 I can listen without guidance from others, e.g., teachers, etc

10 I can listen on any platform I prefer, e.g., YouTube, Facebook TV, etc

I can listen wherever I want, e.g., on the street, in the house, at school, etc

I can listen whenever I want, e.g., during physical exercises, during daily routines, etc

The listening test contains two (02) parts Each part accounts for five points (05pts) with a total of 10 points (10pts) Students are to listen TWICE

Fill in every blank with NO MORE THAN THREE WORDS AND/ OR A NUMBER

 They are spotted the most in three regions:

 Mid-Atlantic Ridge: located in the Atlantic Ocean and is 1/

 Alpide Belt: extends from the Mediterranean to 2/

 Circum-Pacific Belt: situated in the Pacific Ocean, which accounts for approximately 3/ of all earthquakes

 They cause the most earthquakes because of the line underground

 Earthquakes come from 4/ , which are produced by the Earth’s crust

 The stress is brought about by either natural or 5/ activities

 Tectonic plates’ movement can be against, away, along, or 6/ one another

 When the plates stick together, enormous stress points are created which tilt them As a consequence, sudden and powerful waves of energy are released Scale:

 Seismographs are deployed to “oscillate” earthquakes with jagged lines

 Larger earthquakes result in the increased 7/ of the jagged lines

 Moment magnitude scale is favored because it has 8/ and calculates earthquakes with logarithm

 The strongest earthquake took place in the year 9/ with a magnitude

 To prevent earthquakes, nations construct special buildings, educate their citizens, and have government officials assure the people’s 10/

Fill the blanks with NO MORE THAN THREE WORDS AND/ OR A NUMBER + do as requested

1 For every human, there are spiders on Earth

2 Humanity could wipe out spiders with

3 There’re more spider species discovered than those we’ve not (T/F)

4 The Goliath Bird-eater spiders can be as big as

5 The Goliath Bird-eater is comparable to a

6 The number of toxins a spider species can carry is which then finish off their prey

7 The number of spiders that could potentially harm humans is

8 Unless at risk, spiders do not

9 Killing off spiders leads to the growth of mosquitoes (T/F)

10 Besides spiders, are also bug predators

11 The rise of bugs may harm our food system, first among which are oats, wheats, corn, , rye, etc

12 There are more than one thousand bugs that we can eat on Earth (T/F)

Write “S” for silk and “V” for venom from Q13 to Q16

13 It can be used as medicine

15 It is not harmful to the environment

Write “T” for True and “F” for False from Q17 to Q18

17 Without spiders, humans could live on for just another decade

18 According to some experts, spiders do not hunt on farms

19 If spiders died out, the three following animals will grow in their place:

20 We should befriend spiders because they keep away from our houses

THE PRE-TEST’S ANSWER KEYS Part 1: (0.5pts each)

2 Southeast Asia/ South East Asia

4 30cm/ 30 centimeters/ 30 centimeters/ thirty centimeters/ thirty centimeters

The listening test contains two (02) parts Each part accounts for five points (05pts) with a total of 10 points (10pts) Students are to listen TWICE

Match the following countries (A-H) to their features (1-15)

NB: If a feature is shared by more than one country, you only need to pick one country

1 Police officers do not use guns

2 The speaker was offered tea and a sightseeing tour here

3 This country charges visitors with money daily

4 This is one of the five countries the speaker will go back again

5 The speaker has been to this country more than five times

6 This country is compared to another European country

7 There are more sheep than people here

8 Female citizens/ tourists can hang out after midnight without fear

9 This country does not have any sea, but it has a large lake

10 The speaker did not have any key to his room in this country

11 The people here are poor, but friendly

12 There is only one prison here

13 The speaker was a teacher in this country

14 One can see this whole country in just one day

15 The speaker has only been to this country once

Are the following statements True (T) or False (F)?

1 Bill Gates’ family would run out of the house when nuclear war arrived

2 In the future, wars will kill 10 million people

3 During the Ebola outbreak, there was no system to handle the situation

4 The collected data about Ebola were spread via the Internet immediately

5 According to Bill Gates, what we see on movies are not always the truth Fill in the blanks with NO MORE THAN TWO WORDS AND/ OR A NUMBER

6 Ebola could not spread far away because it cannot travel by

7 Ebola virus would not have infected so few people had it got into

8 The Spanish Flu occurred in and killed more than

9 Bill Gates suggested constructing a “response system” using three items:

THE POST-TEST’S ANSWER KEYS Part 1: (0.25pts each)

EXCERPT OF A SUGGESTED DESIGN OF GLER ACTIVITY IN THE CLASSROOM (ADAPTED FROM NGUYEN & NGUYEN, 2020)

Football is a beloved sport for many, inspiring fans to dedicate significant time and energy to the thrilling game Challenge your passion and knowledge as a devoted supporter with the following test.

1 How often is World Cup held?

2 Who is the player with the most achievements currently?

3 Do South American countries love football? Name a few!

4 Which languages are spoken in South America?

5 Do you think football can be the cause of a WAR?

6 What do you think are the reasons behind that kind of… war?

B/ New words on the way:

5 Be in hot water (collocation)

C/ Listen to the text and answer (on the second time), write NO MORE THAN

THREE WORDS AND/ OR A NUMBER for each question:

1 What are the major differences between Honduras and El Salvador?

2 When did 300,000 illegal immigrants have crossed over to Honduras?

3 When did the Honduran election mentioned in the video occur?

4 Why did the Honduran get mad at their new president?

5 What did the president do to avoid getting mad at?

6 Which event happen when the two countries were unfriendly to each other?

7 Where did the first match between the two countries occur?

9 Who won the most goals?

10 How long did the war last?

11 Which side had the initial victories?

12 How did the Organization convince El Salvador to stop the war for good?

13 Who was the one who benefited the most in the end?

1 Do you think wars can solve anything?

2 People can go to war with how many reasons? Name a few

3 What are the problems over-immigration may cause?

4 Have you ever argued, or got into fights to protect and/ or defend something you love?

1 What are the difficulties that you face in this listening excerpt?

2 Do(es) your friend(s) have the same challenges?

3 What are your solutions to improve your listening skill?

THE GLER LIST OF RESOURCES (ADAPTED FROM NGUYEN &

No Name of GLER Location/ site

1/ Speaking speed is slow to average

2/ Accents and dialects are easy to listen to

3/ Vocabulary pool is non- academic

4/ Grammar is rudimentary 5/ Contents are familiar, repetitive, and thematic; most topics revolve around daily life and necessities

2 Easy English YouTube A1 Daily activities

YouTube B1 Business 1/ Speaking speed is fast

2/ Accents are native-like, e.g., British, American, etc

3/ Vocabulary pool is non- academic; metaphors are sometimes embedded

4/ More grammar structures are utilized

5/ Background knowledge may be required to appreciate certain topics and nuances of the target language, i.e., English

6/ Contents revolve around daily life and necessities; some contain political/ social topics

22 Foil Arms and Hog Facebook B1 Comedy

23 The Midwest Guy Facebook B1 Comedy

25 Lily Singh Facebook B1 Daily activities

26 The Action Lab YouTube B1 Science

33 Screen Rant YouTube B2 Art form

37 The Daily Show YouTube B2 Society

40 Armchair Historian YouTube C1 History 1/ Speaking speed is fast

3/ Narrations are mostly available and lengthy

4/ Vocabulary pool employs a variety of collocations and idioms 5/ Background knowledge is required to appreciate the various nuances and connotations deployed

6/ Contents are academic and thought-provoking

44 Nerd of the Rings YouTube C2 Fantasy

47 Epic History TV YouTube C2 History

48 Kings and Generals YouTube C2 History

CEFR’S COMMON REFERENCE LEVELS: SELF-ASSESSMENT GRID

I can recognize familiar words and very basic phrases concerning myself, my family and immediate concrete surroundings when people speak slowly and clearly

I can understand phrases and the highest frequency vocabulary related to areas of most immediate personal relevance (e.g., very basic personal and family information, shopping, local area, employment)

I can catch the main point in short, clear, simple messages and announcements

I can comprehend the key ideas of clear standard speech on familiar topics related to work, school, and leisure Additionally, I understand the main points of various radio or TV programs discussing current affairs or subjects of personal and professional interest, provided the delivery is slow and clear.

I can comprehend extended speech and lectures, following complex arguments as long as the topic is familiar Additionally, I understand most TV news and current affairs programs, as well as the majority of films in standard dialect.

I am capable of comprehending lengthy speech, even when it lacks clear structure and when connections are implied rather than explicitly stated Additionally, I can easily understand television programs and films.

I can easily understand any spoken language, whether it's live or broadcast, even at fast native speeds, as long as I have some time to acclimate to the accent.

THE SAMPLE OF A LESSON PLAN WITH GLER EMBEDDED AS AN

Previous lesson: Unit 09 – International Market

Book(s): Market Leader 3 rd Edition – Intermediate, pp 93–110

Unit 10: INTERNATIONAL MARKET Lesson Classwork – Course book Further work

- Reading: The ethics of résumé writing

- Completing the gap-filling exercise of a GLER

- Case study: Principles or profit?

- Listen to a business topic from GLER and discuss the corresponding questions

At the end of the lesson, students are expected to:

- Knowing how to engage in a conversation regarding business ethics

- Expanding vocabulary regarding business and ethics in business

- Acquiring grammar on narrative tenses

- Presenting ‘for’ and ‘against’ ideas in a formal setting

- Listening for details and specific vocabulary

- Discussing a case study on ethics

- Listening: Helping environmental research + GLER

- Case study: Principles or profit? + GLER

Stage Content Teachers’ activities Students’ activities

- Ask Ss to form into groups of two or three

- Present a series of pictures depicting natural disasters/ grievances, e.g., soil erosion, deforestation, monsoon, oil spill, drought, flood, etc

- Ss pair up with one another

- Ss try to give explanations and insights into the natural disasters/ grievances seen

- Ask Ss to give reasons & consequences of the aforementioned

- Award bonuses to valid and appropriate responses

Word attack approach & lexical items’ sentence construction

T prepares a handout featuring a relevant vocabulary set that includes key lexical items along with their corresponding definitions, which have not yet been matched This handout integrates terms from the listening exercise, practice book, and language review, ensuring a comprehensive resource for learners.

1/ Qualification (n.) 2/ Reference (n.) 3/ Conservation (n.) 4/ Field research (n.) 5/ Cope (v.)

6/ Degrade (v.) 7/ Desperate (adj.) vs depressed (adj.) 8/ Corporate (n.) 9/ Fundamental (adj.) 10/ Dismiss (v.) 11/ Effect (n./v.) vs affect (v.)

12/ Unless vs if 13/ Dilemma (n.) vs issue (n.) & problem (n.)

- T asks Ss to form into groups of three to four members

- T asks Ss to match the given words/ phrases with their according definitions; use of dictionary is allowed

- T asks Ss to form sentences that they potentially use on a daily basis using the given words/ phrases

- Ss perform as T requires in an active manner

- Ss cooperate with one another to connect the words/ phrases to their correct definitions

- Ss attempt to form sentences in day-to- day use with the newly acquired words/ phrases

- Ss stand up and move around to blend in with other groups to exchange and review their sentences for feedback

- Ss poised to receive feedback in a periodical and sporadic manner from T as he monitors around the class

- T orders the Ss to go back to their original group of three to four formed at the beginning of the vocabulary stage

- T opens listening file CD2.26 and lets Ss fill in the blank in section A

- T opens listening file CD2.26 again and lets Ss answer the questions in section B

- T opens listening file CD2.27 and lets Ss follow up to answer the questions posed in section C

In the final segment of the interview, as outlined in listening file CD2.28, students are tasked with identifying three key factors regarding the collaboration with HSBC, a prominent international banking system, in section D.

- T reminds Ss to exchange notes with one another

- T calls up Ss to answer the inquiries; bonuses are awarded in section D

- Ss prepare notes to jot down details of the audios

- Ss exchange notes with peers for corrections and feedback

- Ss actively raise hand to answer the questions

Ss watch the first half of the channel Nomad Capitalist:

Problems with HSBC banking in Hong Kong

Students are instructed to take out their notebooks and prepare to note important insights related to the question, "Why do customers hesitate to open an account with HSBC?" This exercise aims to gather valuable information that can help understand customer concerns and preferences.

- T asks Ss to reflect back on the Vietnamese banking system, then give out the

- Ss watch the video as requested with attention

- Ss note down the question then listen for answers

- Ss answer the questions, then reflect back on their experience with the Vietnamese banking system

- Ss draw up a SWOT model and/ or list out the pros and cons of a pros and cons of a bank of their choice to their peers

- T calls Ss up for responses; appropriate ones are awarded bonuses specific bank of choice

- Ss raise hand and give the responses

Usage of tenses in different situations

- T lets Ss listen to CD2.29 of section A, then have them put the events happened in order

- T gives an overview of tenses usage in English: past simple, past continuous, past perfect, and present perfect

- T opens the listening file CD2.29 again and asks Ss to focus on the verbs and write down their tenses (section B)

- T asks Ss to fill in the correct verb tenses in section C; the five fastest works are awarded bonuses if correct

- T asks Ss to get back in the groups of three and four formed at the beginning to do section D

- Ss listen to the audio then shuffle the events back to order of occurrence

- Ss practice listening for detail, i.e., the verbs’ tenses

- Ss fill in the blanks with the appropriate verbs in section C

- Ss get back into groups of three to four members to practice discussing section D using various verb tenses

- Each S chooses one or two topics to talk about

A review of ethics and its relation with business

- T lets Ss read the article

‘Principles or profit’ in three minutes

- T lets Ss listen to audio CD2.31 two times to understand the main idea

- T presents the dilemma between ethics and profits to the Ss and ask them to choose their approach; there is no correct answer

- T asks Ss to write down their ideas and approaches

- T calls up Ss to present their approaches; appropriate answers are

- Ss read then listen to the audio about the case study

- Ss prepare to write down their approach to the issue – they will choose to prioritize either ethics or profit

- Ss raise hand to present their approach awarded bonuses; there is no correct answer

- T requests Ss to listen to the YouTube channel PolyMatter: The end of cheap Chinese labor, as a homework

- T requests Ss to write down five new words/ phrases with sentence examples and summarize the video in under 80 words

- Ss listen to the channel at home

- Ss self-create sentence examples based on the new words/ phrases

- Ss write a short summary with personal thought on the watched video

THE ENGLISH 7 DETAILED COURSE SYLLABUS GUIDE

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