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(LUẬN văn THẠC sĩ) an investigation into listening strategy instructions and applications in a private EFL school in vietnam

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  • 2. Research aims/ objectives (14)
  • 3. Research questions (15)
  • 4. Context of the study (15)
  • 5. Importance/ value of the study (16)
  • 6. Definitions of some key terms (17)
  • CHAPTER 1: LITERATURE REVIEW 6 1.1. Listening comprehension (18)
    • 1.1.1. The nature of listening (18)
    • 1.1.2. Significance of listening (19)
    • 1.1.3. Difficulties in listening comprehension (20)
      • 1.1.3.1. Problems with spoken language (21)
      • 1.1.3.2. Problems in dealing with sounds (21)
      • 1.1.3.3. Problems with background knowledge (22)
      • 1.1.3.4. Problems with mood (22)
    • 1.2. Listening strategies (23)
      • 1.2.1. Nature of strategies (23)
      • 1.2.2. Categories of listening strategies (23)
        • 1.2.2.1. Metacognitive listening strategies (24)
        • 1.2.2.2. Cognitive listening strategies (0)
        • 1.2.2.3. Social affective strategies (26)
    • 1.3. Teachers‟ roles in listening (26)
      • 1.3.1. Why listening strategies are taught in the context of classroom (26)
      • 1.3.2. What a teacher does in a listening class (27)
    • 1.4. A review of previous researches on teaching/applying listening strategy (28)
  • CHAPTER 2: METHODOLOGY OF THE RESEARCH 17 2.1. Instruments (31)
    • 2.1.1. Observation (31)
    • 2.1.2. Think aloud/ Stimulated recall (31)
    • 2.2. Participants (0)
      • 2.2.1. The teachers (33)
        • 2.2.1.1. Teacher 1 (33)
        • 2.2.1.2. Teacher 2 (33)
        • 2.2.1.3. Teacher 3 (34)
      • 2.2.2. The learners (34)
        • 2.2.2.1. Learner 1 (34)
        • 2.2.2.2. Learner 2 (35)
        • 2.2.2.3. Learner 3 (35)
    • 2.3. Data collection procedure (35)
    • 2.4. How to use the data to answer the research questions (36)
  • CHAPTER 3: RESULTS AND DISCUSSIONS 23 3.1. Teachers‟ strategy instructions when teaching listening (38)
    • 3.1.1. Teacher 1‟s (T1‟s) (38)
    • 3.1.2. Teacher 2‟s (T2‟s) (40)
    • 3.1.3. Teacher 3‟s (T3‟s) (41)
    • 3.1.4. Summary of the three teachers‟ listening strategy instructions (42)
    • 3.2. Learners‟ strategy applications when learning listening (43)
      • 3.2.1. Learner 1‟s (L1‟s, in T1‟s upper-intermediate class) (0)
      • 3.2.2. Learner 2‟s (L2‟s, in T2‟s primary class) (45)
      • 3.2.3. Learner 3‟s (L3‟s, inT3‟s intermediate class) (0)
      • 3.2.4. Summarize of learners (47)
    • 3.3. Teachers‟ and learners‟ problems (47)
    • 2. Implication of the study to practice (49)
    • 3. Limitation and suggestion for future research (51)
    • 4. Final consideration (51)

Nội dung

Research aims/ objectives

This research aims to address the practical challenges faced by EFL learners in listening comprehension It seeks to identify the obstacles hindering the teaching and learning process, particularly focusing on the effective instruction and application of listening strategies Initially, the study examines how teachers implement strategy instructions within the classroom context Subsequently, it analyzes how learners apply these strategies Ultimately, the research uncovers the challenges that impact listening instruction and learning outcomes, providing insights for future improvement.

Research questions

The general question addressed in this study is: How are listening strategies instructed and applied in EFL class?

This question can be answered by addressing these specific questions:

1 How do teachers instruct listening strategies when teaching?

2 How do learners apply listening strategies into their practice in their class?

3 What are the challenges in teaching and applying listening strategies?

Context of the study

Vietnam-Europe International School, a private English institution established in 2010, is located in District 12 of Ho Chi Minh City, with a head office at 114 Nguyen Anh Thu Street and a branch at 5C To Ky Street As English language demand has surged, the school has expanded its offerings, now employing 45 teachers, including experts from Melbourne University and both foreign and Vietnamese educators, serving over 1,400 students The school primarily caters to students from the University of Labor and Social Affairs (ULSA) and offers three key curriculums: communication, TOEIC, and IELTS, with a strong emphasis on the communication program to fulfill the needs of most English learners.

The selection of a communication course for this research is grounded in three key criteria Firstly, the program emphasizes listening as a crucial skill, highlighting the necessity for learners to employ effective strategies like predicting, inferring, and recognizing cognates to achieve their listening objectives Secondly, tasks are designed around various contexts, making it essential for students to develop background knowledge and appropriate strategies related to these contexts Lastly, it is important to note that effective oral communication cannot occur without proficient listening skills.

To ensure objective and reliable outcomes, the researcher selected this program to explore the thesis topic The context aligns with the thesis requirements, focusing on a private English school that emphasizes communicative listening through the implementation of strategic applications and instructions.

Importance/ value of the study

This research aims to enhance listening strategies for EFL teachers and learners, focusing on practical applications It seeks to raise awareness among educators about how students engage with instructed strategies and identify effective instructional methods For learners, the findings will encourage greater attention to listening strategies and their effective utilization Ultimately, the study intends to aid administrators of private English schools in Vietnam in improving the quality of listening education, thereby better serving their students.

Definitions of some key terms

“Listening comprehension is an active process of constructing meaning, and that this is done by applying knowledge to the incoming.” (Buck, 2000, 30)

Language learning strategies are defined as the techniques or approaches that learners utilize to improve their second language (L2) skills (Oxford, 1990) These strategies can be categorized as "conscious," which educators can teach, and "unconscious" or "autonomous," which learners often employ instinctively due to the lack of opportunities to practice them in real-life situations.

Cognitive strategies: the strategies relate directly with processes of listening, in other words, steps of acquiring listening knowledge for reasoning, analyzing, summarizing, and practicing a listening task (Anderson, 1991)

Metacognitive strategies play a crucial role in language learning by enabling individuals to evaluate their progress, plan language tasks, actively seek practice opportunities, maintain focus, and monitor their errors These strategies serve as a foundational framework that governs other learning techniques (Efteckhary & Gharib, 2013).

Social affective strategies: the techniques listeners used to interact, collaborate with others, such as teachers, speakers, or peers to clarify understanding or to lessen their stress during listening (Vandergrift, 2003)

LITERATURE REVIEW 6 1.1 Listening comprehension

The nature of listening

Listening comprehension is often perceived as a passive and straightforward process, as it involves receiving information from speakers who control the pace, structure, and meaning of the conversation While it may seem uncreative and requires no active production, effective listening does demand a certain level of knowledge and skill However, this simplistic view has been challenged by researchers who argue for a more nuanced understanding of listening comprehension.

At first, researchers, such as Buck (2000), Underwood (1989), and Vandergrift (1999), defeated the term “passive”; they proved that listening had to be „active‟ Underwood

In 1989, the term "passive" was used to describe the act of "hearing" rather than "listening." Vandergrift's 1999 study emphasized that listeners are not passive participants; they actively differentiate between various elements of speech, including sounds, vocabulary, grammar, pronunciation, and their own prior knowledge, while processing auditory input.

(2000) proved, “listening comprehension is an active process of constructing meaning, and that this is done by applying knowledge to the incoming” (p.30)

Listening is a complex process that demands intense concentration and deep understanding According to Brody (2004), mere focus is insufficient for effective listening This complexity is further highlighted by the need to simultaneously process various language components, including phonology, syntax, and semantics, along with contextual knowledge (Pearson, 1983, cited in Butt et al., 2010) Consequently, mastering listening skills is challenging and relies on multiple factors within an active learning framework Despite these challenges, it is essential for learners to strive for proficiency in this intricate and dynamic skill, as the subsequent section will explore.

Significance of listening

In the modern era, listening has become a crucial goal in language teaching curricula, as highlighted by Rahimi (2012) Research by Richards (1999) emphasizes that advancements in second language acquisition have significantly enhanced the focus on listening skills Brown (2001) asserts that listening is essential for language learners to absorb linguistic information, which is necessary for effective communication While speaking is important, listening is indispensable for maintaining dialogue; misunderstandings can lead to communication breakdowns Vandergrift (1999) further underscores the importance of listening comprehension in facilitating language learning, while Rost (2002) notes that strong listening skills foster knowledge, confidence, and motivation in learners The significance of listening is evident in its everyday application, its pivotal role in communication, and its contribution to cognitive benefits Given its importance, achieving proficiency in listening is vital, though it presents complex challenges that learners must navigate.

Difficulties in listening comprehension

Mastering listening skills is essential, yet it remains a challenging endeavor due to its complex nature Siegel (2013) identifies listening as the most difficult of the four macro skills, highlighting the various challenges that learners face in this area.

Number Sources of listening problems %

3 Unable to recognize words they knew 90

10 Unfamiliar pronunciation beside what they usually listen to

Table 1: Top ten listening problems (Renandya & Farrell; 2010, 54)

The identified issues can be categorized into four main groups: Problems 1, 2, and 5 pertain to spoken language difficulties; Problems 3 and 10 relate to challenges in processing sounds; Problems 4, 7, and 8 are associated with knowledge deficits; and Problems 6 and 9 involve listeners' mood-related issues Each of these problems is elaborated upon before exploring potential solutions in section 2.2.

EFL learners face significant challenges in listening comprehension due to three main factors: speaking rate, missing subsequent input, and distraction The speed of speech makes it difficult for learners to employ strategies typically used in written texts, such as breaking down words, consulting dictionaries, or inferring meanings from context (Ridgway, 2000) Additionally, learners must juggle multiple tasks during listening, including identifying word meanings, understanding context, gauging the speaker's attitude, and interpreting the deeper meanings of words (Eysenck and Keane).

In 1995, it was noted that learners often face challenges in listening comprehension due to inadequate input, which is difficult to avoid Siegel (2013) highlighted that distractions can impede learners' focus during listening activities When listeners miss crucial information because of factors such as fast speaking rates or unfamiliar vocabulary, they tend to overlook subsequent ideas (Rahimi, 2012) Ultimately, these three challenges associated with spoken language create significant barriers for learners striving for listening success.

1.1.3.2 Problems in dealing with sounds

Learners often struggle with recognizing familiar words and unfamiliar sounds, which can hinder their listening comprehension Goh (2002) noted that insufficient pronunciation knowledge prevents learners from effectively processing what they have learned Even a vocabulary-rich EFL listener can become confused by the diversity of speech patterns.

Speakers often modify, drop, and add sounds during conversation, leading to significant phonological changes in speech While some words are clearly articulated, this variability is a natural part of communication (Renandya & Farrell, 2010) This phenomenon becomes particularly noticeable when listening to recorded materials.

EFL learners face significant challenges when using CDs for language practice, as they miss out on the opportunity to interact and receive support from non-verbal gestures (Renandya & Farrell, 2010) This issue is exacerbated by the need to adapt to different English accents, including British, American, and Australian English, among others Without extensive exposure to various listening experiences, learners struggle to comprehend these diverse pronunciations, leading to overall negative impacts on their listening skills.

EFL learners must first grasp the basic elements of a language, including vocabulary, sentence complexity, and background knowledge, to deepen their understanding Ridgway (2000; cited from Swan, 1985) emphasizes the importance of vocabulary, as losing meaning can hinder listening comprehension (Griffiths & Parr, 2001) Even if listeners can clearly identify sounds, without understanding the content, listening becomes merely a process of hearing Furthermore, recognizing individual words does not guarantee comprehension, as constructing meaning from complex sentences presents a significant challenge (Underwood).

In 1989, it was highlighted that listeners face challenges in distinguishing between content words and transitional words, which is essential for identifying key ideas Additionally, a lack of sufficient background knowledge, as noted by Field in 1999, complicates the listening process This deficiency prevents listeners from effectively orienting themselves and limits their ability to use prior knowledge to interpret ambiguous information Ultimately, without the necessary knowledge, listeners struggle to fulfill their listening objectives.

A positive mood and confidence significantly enhance the learning experience for students, particularly English as a Foreign Language (EFL) learners (Brody, 2004) However, these learners often experience anxiety when preparing for listening tasks, which can hinder their ability to achieve their learning goals and grasp key ideas (Jung, 2003) This stress negatively impacts their listening outcomes (Brown, 2006) Additionally, when EFL learners struggle to comprehend a particular idea, they may become frustrated and lose focus on subsequent information (Pearson, 1983) In summary, a student's mood plays a crucial role in their listening comprehension process.

Listening strategies

The word “strategy” appears as an essential part of learning Discussing about the origin of the word, Oxford (1990) cited that it “comes from the ancient Greek word

“strategia”, which means steps or actions taken for the purpose of winning a war”

Modern language learning strategies emphasize control and goal-directedness According to Oxford (1990), these strategies are defined as techniques that learners employ to improve their progress in developing second language (L2) skills Building on this definition, Li (2010) suggests that foreign language learning strategies encompass the behaviors and thought processes that contribute to an effective learning experience.

To deal with problems mentioned in 2.1.3., listening strategies is discussed The term

“listening strategies” includes ways to strengthen language learners‟ motivation (Vandergrift, 2005) and techniques during learning (Rahimi & Katal, 2012) They are evaluated through outcome of each listening section (Zhang & Liu, 2008)

Throughout listening comprehension, “three-phase model proposes that comprehension happen to learners include perception, parsing, and utilization”

The listening process consists of three key phases: perception, parsing, and utilization Perception involves encoding the oral message, while parsing focuses on understanding the meanings of words based on their segments The final and crucial step, utilization, involves recombining these segments to create a meaningful representation of the original message Additionally, listening strategies can be categorized into three main types, as adapted from Dornyei (2005), highlighting their significance in effective listening.

1 Metacognigive listening strategies involve clarifying objective, preparing mind, requesting progress, guessing unfamiliar accents, checking what part students confuse, double checking answers, being and correcting them, reflecting on problems, evaluating understanding, and taking notes

2 Cognitive listening strategies deal with learning vocabulary before listening, identifying content words, inferring missing words by prior knowledge, listening to main ideas, predicting on text, guessing meaning basing on context, and visualizing lesson by charts or diagrams

3 Social-affective listening strategies include behaviors and control of emotional conditions and experiences that shape learners‟ learning improvement

Metacognitive strategies play a crucial role in enhancing students' listening skills by preparing, monitoring, and evaluating their learning processes (O'Malley and Chamot, 1990) Effective preparation involves setting clear goals and outlining steps to achieve them before listening (Zhao, 2013) During the listening phase, these strategies help regulate cognitive processes, boosting learners' self-confidence and motivation as they adapt their approaches Active monitoring is essential for organizing and managing key events to reach desired outcomes (Goh, 2008) Finally, learners assess their listening performance by comparing actual results with their initial goals, allowing them to draw valuable lessons for future improvement In summary, developing metacognitive listening strategies is essential for facilitating the listening process, making it a shared responsibility in education (Zhao, 2013; Liu & Goh, 2006; Rahimi & Katal, 2012; Vandergrift, 2004).

1.2.2.2 Cognitive strategies in listening comprehension

Effective listening strategies are essential for language learners, as they encompass the processes of acquiring listening knowledge necessary for reasoning, analyzing, summarizing, and practicing listening tasks A solid understanding of listening processes enables learners to grasp their roles in the learning journey In the context of English language receptive skills, knowledge of bottom-up and top-down strategies is crucial Top-down strategies, such as identifying main ideas and making predictions, utilize background knowledge to interpret meaning, while bottom-up strategies focus on decoding sounds from phonemes to complete texts Depending on the task, top-down strategies may take precedence for general information, whereas bottom-up strategies are more relevant for specific details Ultimately, successful listeners effectively integrate both processes in their listening activities.

Effective learning strategies are influenced by factors such as emotions and attitudes, which significantly impact learners' behavior and the quality of their learning (Oxford, 1990) According to Habte-Gabr (2006), socio-affective strategies, distinct from academic approaches, focus on enhancing the learning experience by reducing anxiety and fostering confidence in listening tasks Vandergrift (1997) emphasizes the importance of personal motivation in improving listening competence O'Malley & Chamot (1990) highlight that social-affective strategies directly affect the learning environment In conclusion, maintaining a positive mood and motivation energizes learners, making it crucial for listeners to have a clear understanding of their learning levels and to remain calm throughout listening activities.

Teachers‟ roles in listening

Listening in a non-native language is inherently complex, presenting significant challenges for language learners To effectively develop listening skills, it is essential for learners to receive guidance and observation from the outset.

Classroom learning provides a focused environment that minimizes distractions, fostering an effective educational experience Establishing clear, challenging, and achievable goals enables students to track their progress, which can enhance their motivation for learning.

To effectively improve listening skills, learners must assess their progress through proficiency tests, as suggested by Buck (2001) These evaluations allow students to gauge their abilities and seek guidance from teachers to address areas of weakness Therefore, it is essential to incorporate listening instruction in the classroom to enhance students' knowledge and strategies for future application Focusing solely on listening in a distraction-free environment can significantly accelerate skill development.

1.3.2 What a teacher does in a listening class

This article explores three types of strategies—cognitive, metacognitive, and social affective—adapted from Cheng (2000), highlighting the crucial role of teachers in facilitating effective learning through appropriate strategy selection and implementation (Renadya & Farrell, 2010) A proficient teacher not only understands these strategies but can also adapt them to different learning contexts, thereby enhancing students' listening skills (Rost, 2002a) Despite the teacher's vital role, research by Griffiths (2007) indicates a disconnect between teachers' instructions and students' application of listening strategies, as evidenced by the Strategy Inventory for Language Learning (SILL) and the observations of Nunan (1988) and Willing (1989) regarding mismatched perceptions This gap underscores the necessity for further investigation into how teachers' and students' views intersect, with the aim of improving classroom practices (Griffiths, 2007) Consequently, this research seeks to identify differences between instructional approaches and learners' actual strategies.

A review of previous researches on teaching/applying listening strategy

Rahimi and Katal (2013) conducted a study on the impact of metacognitive instruction on the listening comprehension and oral language proficiency of EFL learners Their findings highlighted the importance of teaching listening strategies to EFL students The research involved fifty participants, aged 19 to 24, from two upper-intermediate English courses, divided into an experimental group (18 females and 7 males) and a control group (17 females and 8 males) To assess the participants' awareness and use of listening strategies, the researchers employed the Metacognitive Awareness Listening Questionnaire (MALQ).

The study utilized a questionnaire with 21 items categorized into problem-solving, planning evaluation, mental translation, person knowledge, and directed attention, alongside a TOEFL iBT test to assess learners' abilities before and after training Over sixteen weeks, the experimental group received metacognitive instruction focused on listening strategies, while the control group underwent standard listening instruction without strategic emphasis Results indicated that, after controlling for initial metacognitive awareness and proficiency in English listening and speaking, the experimental group demonstrated a significant increase in metacognitive awareness by the end of the experiment.

Wond and Nunan (2011) explored the learning styles and strategies of effective language learners to identify key differences between more and less effective learners, such as overall learning style, individual strategy preferences, time spent studying, academic specialization, perceived importance of English, self-rated language ability, and enjoyment of learning English These differences significantly influence the listening process outcomes Participants were categorized into two groups based on their examination scores, with the strong competence group achieving A grades and the weak group receiving E or F grades The study included a two-part survey: the first part gathered comprehensive information about learners, including their faculty, years of study, English usage, weekly practice hours, perceived importance of English, self-rated proficiency on a five-point scale, and enjoyment of English The second part featured a 30-item questionnaire from Willing’s (1994) survey, designed to assess the impact of learning strategies on the learning process, utilizing software for data analysis and categorization The level of strategy use correlates with learner ability, highlighting the unique impact of each element on the overall learning experience.

Selamat and Sidhu (2011) investigated the perceptions of ESL students regarding a metacognitive strategy instruction program aimed at enhancing lecture listening comprehension The study, conducted with 34 first-year students from a Malaysian public university's Faculty of Education, utilized questionnaires and semi-structured interviews for data collection Results indicated that students found the MetSI training beneficial in improving their lecture listening skills and effectively extracting information from lectures Additionally, the findings highlighted various challenges in listening strategies and emphasized the necessity for students to take a more proactive approach in addressing their listening difficulties.

METHODOLOGY OF THE RESEARCH 17 2.1 Instruments

Observation

Observation was the primary method utilized in this research to document the instruction and implementation of strategies in the classroom This approach is essential for capturing the activities of both teachers and learners The researcher conducted lesson observations and recorded them using an MP3 device, focusing on three listening strategies—metacognitive, cognitive, and social-affective—as outlined in Appendix 1 and adapted from Cheng (2002) To maintain objectivity, the researcher remained a non-participant during the observations.

Think aloud/ Stimulated recall

Hosenfeld (1976) adapted the instrument for stimulated recall, which enables participants to remember and reflect on their activities during an event using video or audio replays as aids (Norman, 1983) This method offers a significant advantage by providing in-depth data that reveals the strategies of both teachers and learners, capturing the actual classroom dynamics along with participants' motivations and viewpoints Consequently, stimulated recall is a more comprehensive and objective approach compared to traditional questionnaires or interviews, where learners typically share only their subjective perceptions of their learning experiences.

After each lesson, the researcher transcribed recorded observations and emailed them to participants for review Subsequently, she developed relevant questions and prepared recordings for the recall process, which took place the day after the observations Six participants, including three teachers and three students, met with the researcher to discuss their application of cognitive, metacognitive, and social-affective strategies These recall sessions were recorded for data analysis, with strategies identified based on a list of activities adapted from Cheng (2002) provided in Appendix 1.

The research employed observation and stimulated recall to thoroughly examine the instruction and application of listening strategies Given the nature of these instruments, the study involved a limited number of participants to allow for an in-depth exploration of each individual's performance, perspective, and strategy selection Consequently, six members were selected for the study, comprising three teachers and three of their students.

Participants

Three teachers chosen are those who are teaching in communication program at Vietnam-Europe Language School There are the following reasons for my selection

Teachers must complete a minimum of two years in a communicative program to gain valuable experience and insights into student behavior Additionally, they progress through various levels of this program, which necessitates different strategic approaches tailored to each level's specific requirements.

It is beneficial for the researchers to draw conclusion of how learners of different levels use strategies differently

The first teacher selected is a 52-year-old head teacher at the Vietnam-Europe Language School, with 12 years of teaching experience, including two years at this institution Specializing in the communicative program, he has earned the affection of his students and is dedicated to enhancing the program amidst competition from other private schools in the area He is particularly focused on addressing the limitations faced by communicative learners and hopes that research can directly improve both his teaching methods and his students' learning outcomes.

The second teacher (T2), a 30-year-old female with five years of experience and a degree in teaching methodology from the National University of Singapore, has been with the Europe-Vietnam Language School for one year and eight months Renowned for her dedication, she not only teaches main classes but also leads extra sessions focused on speaking and listening skills Aware of her students' struggles with applying English in lessons with foreign teachers and their challenges in listening comprehension, she has partnered with a researcher to identify effective solutions for enhancing her students' learning experience.

The last teacher, a 25-year-old female educator, has been teaching at the school for two years and also works part-time as an interpreter for an education consulting company With a major in communicative programs and IELTS, she has become concerned about her students' oral skills She aims to identify their challenges and share insights to enhance their future learning experiences.

The research involves three selected learners who meet specific criteria: each is a student of the referenced teachers, ensuring direct exposure to the listening strategies taught While they are not necessarily the top students, they demonstrate active and enthusiastic engagement in their learning The researcher confirms that these participants receive clear instructions from their teachers Additionally, each learner possesses defined goals for their English studies and a strong motivation to enhance their learning experience Below is a description of the three chosen participants based on these standards.

A middle-aged businesswoman specializing in cosmetic purchasing is preparing to immigrate to Colorado, USA, with her family in the next two years Although she learned English in secondary school, her limited communication experience has hindered her ability to converse with relatives in the US To enhance her oral skills, she enrolled in a language school six months ago, yet she still struggles with confidence in her abilities Driven by a strong desire to improve her learning style, she is committed to achieving her language goals.

A junior at the University of Labor and Social Affairs, the second learner (L2) is set to graduate in October 2015 and aspires to secure a position as an accountant in a foreign corporation To achieve this goal, she has been studying English for over a year at a language school, focusing on enhancing her listening skills, which she finds unsatisfactory.

The third learner (L3) is a 14-year-old secondary school student who began learning English at the age of six through a children's program After six years, she transitioned to a school focusing on a communicative curriculum, where she has been studying for the past two years Her goals include achieving proficiency in English at her state school, communicating with foreigners, and preparing for the IELTS to study abroad before entering high school She actively participated in the research due to her keen interest in listening skills.

Data collection procedure

Data collection occurred in two phases, beginning with observational methods to examine listening strategy instructions and their classroom applications The researcher utilized an MP3 device to record and store observations, which were subsequently transcribed for analysis The analysis was guided by the list of strategies outlined in Cheng (2000) and was conducted immediately following each observed lesson.

In the second step, stimulated recalls are utilized to gather insights that inform classroom strategies Data is collected from both teachers and students to clarify the effectiveness of these strategies This process also addresses the sub-research questions outlined in Chapter 1 The entire procedure spans three days of observations followed by three days dedicated to stimulated recalls.

Table 2: table of data collection procedure

How to use the data to answer the research questions

Research question 1: “How do teachers instruct learners listening strategies?” is answered via observations and explained via stimulated recalls

Research question 2: “How do learners apply listening strategies?” is outlined in observations but clarified via stimulated recalls

Research question 3: “What are the challenges in teaching and applying listening strategies?” is decided via stimulated recalls.

RESULTS AND DISCUSSIONS 23 3.1 Teachers‟ strategy instructions when teaching listening

Teacher 1‟s (T1‟s)

T1 is currently teaching an upper-intermediate class, where he employs metacognitive listening strategies His perspective aligns with Cross (2009), emphasizing that metacognitive strategies—like planning, monitoring, and self-evaluating listening lessons—are essential for effective teaching The researcher observed several instances of these strategies being utilized in T1's classroom.

At first, he instructed metacognitive listening strategies during his lesson as he expressed:

To foster independent learning, I focus on teaching students how to learn rather than simply instructing them on tasks My ultimate goal is to equip learners with metacognitive strategies that empower them to study autonomously, reducing their reliance on my guidance.

At the beginning of the lesson, the instructor emphasized the importance of clarifying objectives to help students understand their responsibilities and develop appropriate strategies He advised students to focus on main ideas rather than getting lost in details, while also encouraging attention to specifics in exercises that involve data, numbers, and spelling Additionally, he required students to prepare vocabulary and background knowledge at home, insisting that they complete lesson preparations a week in advance, regardless of their skill level.

In listening tasks, the instructor emphasized the importance of monitoring the listening process, reminding learners to stay calm and focused to avoid distractions that can hinder comprehension To reinforce the lesson, he encouraged students to summarize what they had learned, believing this practice helps prevent the forgetfulness of key information He also highlighted the necessity of reviewing knowledge both in class and at home to solidify understanding.

While he did not overlook cognitive and social-affective strategies, he emphasized the importance of vocabulary and background knowledge as essential components for accessing a topic (Brody, 2004) His approach involved checking vocabulary and stimulating learners' background knowledge to prepare them for listening effectively.

Prepared knowledge is crucial for effective learning, and it should be cultivated primarily at home Given the limited time available in the classroom, students must engage in self-study to acquire new information and skills.

In terms of social affective strategies that influence learners' psychology, interaction proved effective in the classroom, as students eagerly engaged in expressing their thoughts and expanding the discussion.

[The final purpose of listening is communication Therefore, interaction – an active way to express learners‟ thinking – should be encouraged] (T1/ Sti/23/7)

Teachers play a crucial role as consultants, employing both authority and encouragement to guide students towards self-study Metacognitive listening strategies are integral to their instructional methods A pertinent question arises: do all teachers utilize the same strategies as Teacher 1? To uncover the truth, an analysis of Teacher 2's teaching approach was conducted.

Teacher 2‟s (T2‟s)

Unlike T1, T2 exclusively employed cognitive listening strategies in her primary classroom During the "think aloud" process, T2 emphasized that while metacognitive and social-affective listening strategies are significant, cognitive strategies are crucial for managing both types This viewpoint aligns with the findings of Wong and Nunan (2011), which indicate that the effectiveness of strategy use is linked to learners' abilities through cognitive strategies.

At first, her standpoint is found in the work of Anderson (1995) that, without the deployment of appropriate cognitive strategies, the potential of these metacognitive strategies was curtailed T2 said,

[I try to provide learners with cognitive strategies, such as identifying main ideas, guessing, predicting, inferring, checking.] (T2/Sti/2/8)

In the pre-listening phase, she equipped learners with essential background knowledge, vocabulary, and sound structure, believing that a solid foundation leads to better outcomes During the listening activity, she refrained from any interruptions, emphasizing that disruptions could hinder the listening process Afterward, she encouraged students to assess their understanding by reconstructing sentences Overall, her approach focused on guiding learners in their study habits rather than teaching them how to study.

The instructor acknowledged the limited attention given to various strategies due to the diverse backgrounds and learning levels of students in a private center, making it challenging to manage individual learning processes In low-level classes, the difficulty of acquiring cognitive strategies rendered other strategies nearly impossible While she frequently reminded students to complete homework and prepare lessons for metacognitive listening, compliance was minimal In terms of social-effective listening strategies, she tried to foster interaction and encourage participation during pre- and post-listening activities, but students remained passive and hesitant to engage in discussions.

To enhance learners' understanding, I initially provided instructions, encouragement, and verbal interactions; however, these efforts were limited by their lack of foundational knowledge Consequently, I opted to implement cognitive strategies to deliver essential information Once their comprehension improves, I will introduce additional strategies for practice.

T2 employed cognitive listening strategies primarily with low-level learners who heavily rely on their teachers However, this raises the question of whether low-level learners are incapable of utilizing metacognitive and social-affective strategies After engaging with two teachers who implemented different strategic approaches, the researcher proceeded to further her investigation with T3.

Teacher 3‟s (T3‟s)

Unlike her predecessors, Teacher 3 effectively integrated various instructional strategies for intermediate learners, recognizing the unique benefits of each approach She emphasized that the choice of strategies should align with the learners' proficiency levels and the demands of the textbook During the observation, it was evident that Teacher 3 skillfully blended these strategies to enhance the learning experience.

In cognitive strategies, T3 adapts its approach by utilizing either bottom-up or top-down strategies, or a combination of both, based on the task at hand For simpler tasks, such as filling in blanks or answering questions, teachers focus on bottom-up strategies to help students acquire vocabulary Conversely, for more complex tasks that necessitate advanced background knowledge and learner competence, teachers guide students in filtering appropriate background information.

T3 acknowledged the challenges learners face when they lack control over their listening skills, echoing findings from Rahimi and Katal (2011) During observations, T3 engaged students by asking questions to assess their background knowledge and introduced new vocabulary before the lesson began, highlighting the interconnectedness of these teaching strategies.

[When you give preparation well, you do metacognitive and cognitive strategies at the same time.] (T3/Sti/19/8)

During listening, she observed and gave interference to students who got distraction Later, she double checked learners‟ knowledge to give them something for later use

Finally, she especially emphasizes the role of social affective strategies into learning listening She always encourages learners‟ spirit and activeness via interactions in class As she said,

[I always provide learners with comfortable environment so that they can fulfill their will and joy while studying] (T3/Sti/19/8)

Unlike the previous two teachers, T3 effectively integrated cognitive, metacognitive, and social-affective strategies in her teaching approach Cognitive strategies equip learners with essential knowledge, metacognitive strategies foster autonomous learning, and social-affective strategies enhance motivation and engagement T3 believes that with sustained training in these three strategies, learners will experience significant improvement in their skills over time.

Summary of the three teachers‟ listening strategy instructions

The article highlights the differing instructional strategies of three teachers regarding listening skills Teacher T1 views metacognitive listening strategies as a comprehensive approach that encompasses two additional categories, while Teacher T2 focuses on the importance of cognitive listening strategies Teacher T3 asserts that the effectiveness of all three strategies depends on the class level and task requirements The researcher believes that these strategies should be taught concurrently, as they collectively enhance the listening process (Liu & Goh, 2006) Ultimately, the effectiveness of teaching is reflected in student performance, raising the question of whether the varying perspectives of the teachers influence learners' outcomes The subsequent section will explore the specific classroom activities and strategies students employ in their listening practice.

Learners‟ strategy applications when learning listening

This research involved three learners selected from observed classes, each receiving distinct listening strategy instructions based on their teachers' styles L1 was taught metacognitive listening strategies by T1, while L2 received careful instruction in cognitive listening strategies from T2 In contrast, T3 instructed L3 in three types of strategies simultaneously during each lesson This led the researcher to question whether their strategy acquisition differed and, if so, to what extent their performance reflected these differences.

3.2.1 Learner 1’s (L1’s , in T1’s uper-intermediate class)

During the research, L1 expressed surprise at the unfamiliarity of various strategy types However, during the stimulated recall, it became evident that she was unconsciously employing certain strategies Notably, her preferred strategies included cognitive and social-affective listening techniques, while T1 focused on guiding her metacognitive listening strategies This assessment is supported by the following explanations.

Her cognitive strategies involved preparing background knowledge, acquiring language skills, and identifying content words in sentence segments Initially, she was an engaged learner, actively answering questions about background and linguistic knowledge, which she found to be valuable listening materials While listening, she effectively focused on main ideas, although she struggled with details, numbers, and percentages due to pronunciation challenges As an extrovert, she utilized social-affective strategies by interacting with teachers and classmates, and she remained calm and self-encouraging when faced with unexpected distractions.

She neglected to utilize metacognitive listening strategies such as preparation, monitoring, and evaluation in her learning process Her preparatory efforts were solely aligned with T1's requirements During the recall phase, she admitted this oversight.

[At home, I always begin listening without any preparation I also ignore controlling my listening since it takes time and uninteresting.] (L1/Sti/21/7)

She struggled to manage distractions during listening tasks and failed to regulate her emotions in those moments When asked to assess her abilities, she acknowledged feeling inadequate but could not articulate the reasons behind her perception Furthermore, she found it challenging to analyze her strengths and weaknesses effectively.

[I think I am weak at listening as I do not see my progress but I cannot tell you where is my weakness] (L1/Sti/21/7)

Contrary to T1's expectations regarding the use of metacognitive listening strategies, L1 exclusively utilized cognitive and social-affective strategies This discrepancy between T's guidance and L's actual practices raises questions about its prevalence To investigate further, T shifted focus to L2, a student of T2.

Similar to L1, L2 was unfamiliar with listening strategy theories and merely adhered to teachers' instructions to fulfill listening task requirements As a novice learner, her actions were limited to cognitive strategies Additionally, her lack of confidence hindered her ability to manage her thoughts during listening tasks.

In cognitive strategies, her classroom performance involved gathering background knowledge, expanding her vocabulary, and verifying results through word analysis Initially, she relied on T2's guidance for background knowledge, occasionally expressing her thoughts, though predominantly in Vietnamese.

[I want to talk about what I think, but I‟m afraid of mistakes However, I want to listen to teachers‟ explanations about what I prepare to listen to] (L2/Sti/2/8)

Through T2's guidance, she actively expanded her vocabulary When the teacher assessed her listening skills, she focused intently, diligently noting down as many details as possible, regardless of whether they were content or function words.

The individual did not utilize metacognitive strategies such as preparation, monitoring, and evaluation while listening, especially when studying independently at home Furthermore, she tends to be introspective and passive in social interactions, rarely engaging in discussions with her teacher and classmates due to a fear of making mistakes and losing valuable input This lack of engagement has led to a gradual decline in her interest in the subject.

The learner relied solely on cognitive strategies without conscious awareness, resembling a blind person awaiting assistance to reach their goal This realization prompted the researcher to investigate the issues faced by the learner, leading to the exploration of the listening strategies employed by the final participant, L3.

Similar to the previous participants, she was unaware of strategy theories, suggesting that her strategic approaches were instinctive Guided by T3, who integrated three strategy types into the lesson, her strategy use unexpectedly aligned with cognitive and social-affective strategies.

In cognitive strategies, she effectively identified main ideas despite struggling with enunciation, demonstrating her broad background knowledge on the topic Additionally, she utilized note-taking and diagramming to summarize listening tasks and retain information for future reference In terms of social affective strategies, her active engagement allowed her to communicate effectively with others and maintain composure during distractions.

Different from the strategies above, she did not use metacognitive strategies, as she said,

To improve my listening skills at home, I recognize the need for consistent practice, but I often find myself too lazy to commit to it As a result, I primarily engage with audio-visual content or complete listening assignments for school Unfortunately, this lack of dedicated practice has hindered my ability to notice any significant progress in my listening abilities.

Em mong muốn cải thiện bản thân nhưng thường cảm thấy lười biếng, chỉ nghe bài tập về nhà hoặc thưởng thức nhạc và phim Kết quả là em không thấy sự tiến bộ rõ rệt trong việc học.

Teachers‟ and learners‟ problems

This chapter explores the interconnected challenges faced by teachers and learners, highlighting how teachers' difficulties are directly linked to students' poor performance, which in turn stems from learners' issues Despite employing various approaches to listening strategy instruction, the three teachers encounter similar obstacles arising from the problems their students face.

Firstly, in metacognitive listening strategies, they complained about the stagnation in learners‟ progress Even T1, who seems to be successful in forcing learners prepare lesson at home, expressed that,

Students often view homework as a burdensome obligation, completing it with reluctance Their enthusiasm was evident when they learned that a substitute teacher would be taking over the class, as it meant they could avoid doing homework for the time being.

The problem originated from their lack of awareness of listening purpose Teachers consciously supply learners with strategies However, they did not instruct theory of the strategies

Cognitive listening strategies can pose challenges for learners, particularly when they struggle with sounds, leading to difficulties in following subsequent ideas These issues often arise from discrepancies between the sounds, structures, and meanings of the target language and the learner's native language.

[When the tape starts, I feel nervous because I cannot catch up with its speed It is too fast with numerous links, stressed words, word blends, and complex structures.] (L3/Sti/ 19/ 8)

In social affective strategies, teachers often struggle to grasp the psychology of learners who exhibit a passive learning style, with only a few being more dynamic At private schools, students come from diverse backgrounds, possess varying abilities, and have unique goals, making it challenging to assess their understanding effectively When faced with difficulties in keeping up with lessons, many students experience disappointment and may choose to give up rather than seek solutions.

Challenges in listening strategy instructions and applications primarily stem from three sources Firstly, a lack of metacognitive strategies hinders learners from independently managing their learning plans, leading to an over-reliance on teacher guidance Secondly, inadequate knowledge of pronunciation barriers disrupts the listening process for learners Lastly, a passive learning style obstructs meaningful interaction and comprehension between teachers and students.

This research aims to enhance listening skills in language teaching and learning The concluding section summarizes the thesis, addresses its limitations, and offers strategies to overcome listening challenges encountered in the educational process Additionally, it highlights considerations for future research based on the findings of this study.

Implication of the study to practice

In the previous chapter, it was highlighted that while teachers employed various methods to instruct listening strategies, learners often overlooked metacognitive approaches Additionally, issues related to phonology and a passive learning style were identified These challenges prompted the researcher to consider solutions connected to prior studies The proposed solutions necessitate collaboration among three key stakeholders: schools, teachers, and learners.

To enhance listening skills, teachers must instruct students on effective listening strategies, as highlighted by Gerami and Baighlos (2011), who define learning strategies as conscious actions aimed at achieving educational goals Rahimi and Katal (2013) further emphasize the importance of metacognitive instruction in fostering autonomous learning, where students prepare, monitor, and evaluate their own progress However, time constraints within the curriculum often hinder teachers from implementing these strategies effectively Schools should allocate time for teachers to guide students in understanding and practicing these strategies Moreover, teachers should act as facilitators in the learning process, encouraging students to take control of their learning, even outside the classroom.

Phonetic challenges hinder learners' progress in cognitive strategies, as identified by Goh (2002), which include issues with the phonetic system, liaisons, and spoken forms To address these challenges, schools should offer additional classes focused on phonetics and encourage bottom-up approaches to enhance sound identification (Richard, 1999) Furthermore, teachers must integrate cognitive theory and practice into all communication classes Additionally, learners should engage in self-study to reinforce their understanding before seeking assistance from the school, as this foundational knowledge is crucial for the effectiveness of other learning strategies.

Attitude plays a crucial role in the listening process, as highlighted by Brown (2006), and schools should promote active participation through speaking activities Teachers are essential in this process; they must encourage students, monitor their progress, and help alleviate any stress that may lead to passive listening (Jung, 2003; Brown, 2006) To combat passive listening, students should create a plan for improvement and seek assistance from teachers and peers if they struggle to recognize their progress.

The improvement of learners is a shared responsibility among teachers, private schools, and the students themselves When weaknesses are identified, effective solutions must be implemented; however, it is crucial for learners to actively engage in addressing their own challenges By fostering collaboration among schools, educators, and students, we can enhance learning outcomes and help learners achieve better results.

Limitation and suggestion for future research

The research faced several limitations that impacted its results Firstly, the study was conducted over just one month with only three teachers and three motivated students, which may introduce subjectivity Secondly, the "stimulated recall" method, which typically requires filming for objectivity, was hindered by school restrictions, resulting in the use of only audio records Additionally, the focus on motivated students excluded insights from less motivated or demotivated individuals Finally, while the user identified the application of strategies, the effectiveness of these strategies across different types of students could not be measured.

Final consideration

This study aims to enhance listening skills within EFL private schools for both learners and teachers Future research will focus on assessing learners' progress following gradual modifications in listening strategy instruction and its practical applications.

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FOR OBSERVATIONS AND STIMULATED RECALLS

1 Clarifying the objectives of an anticipated listening talk to propose strategies for handing it

3 Requesting oneself to make progress

4 Trying to guess if learners are unfamiliar with speakers‟ accents

7 Being aware of my inattention and correct it while doing listening test

8 Reflecting on my problems, such as the key words that I don‟t understand

9 Evaluating how much they could understand

10 Writing down the words I don‟t know and take notes information

Cognitive strategies Bottom-up strategies

13 Noticing on content words and transitional words and wh questions

14 Piecing parts of a text into details

15 Listening for main ideas first and then details

16 Inferring missing words by prior knowledge

17 Predicting or make hypotheses on text by titles

18 Guessing the meaning based on the context

19 Forming pictures mentally to help me comprehend texts

20 Asking teachers or classmates for unclear information

21 Keeping calm, not being nervous

22 Encouraging themselves through positive self talk

Pre listening: discussed benefits of sports

Can you tell me some benefits of swimming?

The health improved, ok But improve what? What part of the body improved?

The whole body? The whole body improved? Really? There are parts that cannot be improved…?

What can affect your eyes?

Your skin also Sometimes it makes your eyes

If you don‟t cover your eyes, it can get red Ok You lose your hair? (laugh) do you often go swimming?

Before I sometimes went swimming with my colleague Colleague? But now?

My student goes swimming every week And, look at her skin there (show a tanned girl)

Asked a girl: you go swimming really often? Really? Asked another man: and what kind of sport do you like? Do you like cycling?

I used to cycle a lot When I was a boy, I used to be athletic

My health was full of energy But now not

So, what benefit does cycling bring about? Don‟t tell me general answer, you say health, but what kind of health? Muscle

Oh, cycling improves your muscle, right? Hand muscle or leg muscle?

Walking! What benefit does walking bring about?

Lose weight? Really? I see you walk to school every day Does it help you a lot?

Because I don‟t have a motorbike (laugh) How about jogging? What does it help?

Ok ok, could you look at the pictures in exercise number 3

Teacher asks students something about the pictures, ask vocabulary

Listening Exercise number 4: listen to the lecture about activities

Let‟s talk about walking first, is it good for heart? Is it good for lung? Born? Muscle? Actually, I do go walking a lot every day, one or two kilometer

Jogging is beneficial for overall health, positively impacting the heart, bones, lungs, and muscles It's an accessible form of exercise that can easily be incorporated into your routine by simply walking or jogging.

Swimming? Heart? Yes Lung? Yes Bone? No Muscle? Yes

Cycling? Heart? Yes Lung? Yes Bone? No Muscle? No Open up: tell me one kind of sport that helps you improve your muscle well

Listening Now, come to exercise 5 I know that some of you do exercise 4 and 5 at the same time Anyway, I ask you to listen again

Number one: 20% less than 30 years ago What does it mean by the sentence? Why 20% less than 30 years ago?

Nowadays we go to work, go to everywhere by cars

So we less walk Ok?

Power walking is walking… Very fast Very good So no 1:

3 improve your jogging time by… 10 % Good, 10 % Number four

Number 5: let‟s go swimming for long … is good Why swimming for long … is good?

Number 6: students can‟t listen to

Number 7: go cycling takes 200 calories And it‟s good for people … turn to work

Finished Now, more understanding, focus on my questions

Post listening: summarizing and discussion

Tell me one common thing out of the four sport you have heard

They don‟t use equipment while doing

Swimming can be an expensive activity, but there are ways to enjoy it for free If you're interested in swimming without the cost, feel free to visit my house Additionally, listening is an important skill, and my friend will provide a summary of key ideas related to it.

Pre listening: discuss food students like

In this unit, we explore the topic of restaurants What types of restaurants do you enjoy most? Do you prefer dining out with partners or friends? There is a diverse range of cuisines to choose from, including Thai, French, Mexican, Korean, Japanese, Chinese, and fast food Which cuisine resonates with you the most?

Because I like my mother‟s food

So you like your mother food? Yes

I like Vietnamese food Because I live in Vietnam, so I like Vietnamese food

Teacher confirmed: there are many Vietnamese people, but they always like another food, foreign food So how about you, student 3?

I like Japanese and Korean, because they are delicious

Have you ever tried Japanese, Chinese, Korean food? Where, where do you often?

And in our city, there are a lot of restaurants And how about you, student 5?

I like Thai, Korean, Chinese, Vietnamese And what kind of Thai food do you like most?

Spicy it means… what kind of food Thai food flavor is most spicy

And how about Chinese food?

And you call hot pot

And class: cay is spicy Let‟s move on You also know about some kinds of restaurant in the world

To determine what to eat, listen carefully and identify the correct answers For example, consider the term "Chinese restaurants"—it's essential to pronounce "restaurant" correctly Additionally, understand that the Vietnamese translation for "fat fried chicken" is crucial for your culinary choices.

4: beef steak? 5 Sea food? 6 Fast food 8 Vegetarian restaurant: only for people who don‟t eat meat and fish Now, let‟s start to listen

Do you find some difficult words during listen?

Now, listen again, I will pause and ask you some questions

Question 1 What do you feel like eating tonight? It means what do you want to eat tonight?

Continue to listen: something quick It means she wants to eat quickly It may be she doesn‟t have time

We have the huge lunch in a Chinese restaurant (huge: big) It means we are full and we need to eat something quickly Listen again at 13: 59

So let‟s pick up fast fried chicken Number 1: B (the whole class)

Question 2 I‟m really starving (starving, it means hungry) Student repeated What can we eat? There are pizzas or hamburgers (listened and repeated) pizza sound better than hamburger (listen, repeated) It sounds better, it means she likes…(1 student repeated) pizza (Teacher repeated) She likes pizza more than hamburger Number 2: a or b?

Question 3 Listened and repeated: do you want to eat out tonight or eat at home, and we eat out a lot this week And then we stay home for a change Teacher explained: It means tomorrow you eat out, today you eat at home, it means for a change

Number 3: Teacher asked: a or B Students answered: A

Question 4 Students listened and repeated: we can find a Korean restaurant Let‟s have Korean food I don‟t feel like steak tonight It means she doesn‟t want to eat steak She wants to eat Korean food I want to try seafood restaurant today What do you think? Sea food sounds good I want to suggest to eat pizza It means she wants to try, she wants to eat pizza Seafood is a lot better

Question 5 Students listened and repeat: where do you want to eat tonight? I‟m really hungry We eat Japanese a lot So Mexican is a nice change

Teacher: So number 6 you choose A or B?

Question 6 Students listened and repeated: Hamburger, it means fast food (Teacher explained: I‟m sick of junk food It‟s kind of fast food but it‟s not good for your health  he likes or doesn‟t like junk food? Students: doesn‟t like Students listened and answered: let‟s try something special why don‟t we try a new French restaurant?

So A or B? Students: B, French restaurant

Question 7 What is the occasion? I got something I want to ask you

Teacher explained: có việc gì đó mới mời đi ăn

And now, let‟s move on the last

Question 8 Students listened and repeat: Do you feel like vegetarian food today? I have a great time in vegetarian restaurant Teacher explained: great time: it means a good time Students listened and repeated: but I have great vegetarian spaghetti Sure, why not?

So they want to eat at home or restaurant? Students: at home Choose A

In this lesson, we will explore clothing vocabulary, focusing on various items First, we have "jeans," which are casual trousers Next is "tie," a formal accessory worn around the neck "Sandals" refer to open-toed footwear, while a "jacket" is a versatile outer garment A "dress" is a one-piece outfit typically worn by women The term "scarf" denotes a piece of fabric worn around the neck for warmth or style A "wind jacket" is designed to protect against the wind, and a "skirt" is a garment that hangs from the waist Additionally, "hat" refers to headwear, while "suit" describes a formal outfit consisting of a jacket and trousers "Shorts" are knee-length or shorter trousers, and a "T-shirt" is a casual top usually made of cotton.

13 Glasses: mắt kính 14 Pants: quần dài 15 Shirt: áo sơ mi

16 sneakers: giày thể thao 17 Blouse: áo kiểu 18 Shoulder bag: túi đeo

Let the class listen and repeat after the words

Pre listening Explained: listening 1: listen and choose what people are describing Chúng ta nghe và mô tả những người này đang nói về cái gì

Sentence 1 a jacket and a tie Distinguished two people with ties but one used jacket and one not Continued with: and a blond hair (15:

45) Explained “reddish blond hair” Chose the most suitable picture

Sentence 2 She‟s wearing a long dress and glasses Chose the most suitable picture

Does she have long hair? No, it‟s not really long She is wearing a dark suit and sneakers Chose the most suitable picture

Sentence 4 She is wearing white pants and a red blouse The one with a scarf Chose the most suitable picture

He is wearing shorts and a T-shirt He has short black hair

Chose the most suitable picture

Sentence 6 Yellow skirt and blue blouse, and red sandals Chose the most suitable picture

Sentence 7 She is wearing jeans and a green shir and she is wearing a hat

Chose the most suitable picture

Sentence 8 She is wearing sneakers, socks and a tight shirt He likes to show off his muscles Explained: after “like” is V-ing or to V Chose the most suitable picture

She is wearing: present continuous Question: what is she wearing?

Distinguished “look for” and “look at”

R: hôm qua em thấy thầy dạy lớp upper-intermediate, có vẻ lớp đó khá phải không Thầy? T1: Thầy bắt tụi nó về chuẩn bị trước đó Không chuẩn bị là chết với Thầy

R: học viên ngoan ghê Thầy ha

Dạy học không chỉ đơn thuần là truyền đạt kiến thức, mà còn là giúp học viên phát triển khả năng tự học Nếu học viên chỉ phụ thuộc vào thầy, họ sẽ không thể tiến bộ Do đó, việc rèn luyện kỹ năng siêu nhận thức là điều quan trọng nhất trong quá trình giáo dục, nhằm giúp học viên tự tin và độc lập trong việc học tập.

R: vậy có phải Thầy đang sử dụng metacognitive strategies?

T1: thuật ngữ này lâu rồi không dùng tới, may là hôm qua em cho thầy coi trước, giải thích trước Ờ đúng rồi, đấy là strategy quan trọng nhất mà

R: có phải Thầy muốn học viên tự học không Thầy?

Chuẩn bị kiến thức là rất quan trọng, nhưng học sinh cần phải làm bài ở nhà để củng cố kiến thức Thời gian trên lớp thường không đủ để nắm vững những kiến thức mới.

Ngày đăng: 17/12/2023, 02:33

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