Rationale
English is undeniably one of the most widely spoken languages globally In today's era of globalization and international interaction, it serves as a primary means of communication across various sectors, including medicine, science, technology, sports, and education As a result, there is a significant emphasis on teaching and learning English in countries around the world.
In recent years, the demand for English language proficiency in Vietnam has surged, leading to its designation as a compulsory subject in schools nationwide However, teaching and learning English, particularly listening skills, remains challenging for both educators and students Research indicates that many students struggle with listening comprehension, often resulting in disengagement and stress during classes Despite the efforts of English teachers at THD High School to make listening lessons more engaging, many students still find it difficult to absorb spoken messages Recognizing the importance of listening skills, I am committed to exploring effective strategies to enhance English teaching and learning, particularly in listening comprehension.
The choice and organization of activities by teachers are crucial for the success of listening lessons, as engaging and appropriate tasks can enhance student interest and participation It is essential for educators to understand which listening activities resonate with their students and which methods are truly effective Therefore, the researcher aims to conduct a study titled “An Initial Evaluation of Activities Teachers Use for Teaching Listening Comprehension Skills for 10th Form Students at Tran Hung Dao High School.” This study seeks to assist English teachers at THD High School in implementing suitable and effective listening activities to improve their teaching efficiency.
Investigating the current English listening teaching and learning situations at THD high school
Identifying the activities teachers at THD high school often use for teaching English listening comprehension and giving an initial evaluation of these activities
Giving some suggestions to the teachers at THD high school in applying suitable listening activities to make their listening lessons more effective thereby enhancing students‟ interest in listening lessons
To achieve the above aims, the study focuses on finding out the answers of the following questions:
1 What kinds of activities and the ways do teachers at THD high school use to teach listening comprehension?
2 What are teachers‟ and students‟ attitude towards these activities in term of authenticity, suitability and integration?
3 What activities can teachers use in order to teach listening skill more effectively?
This study evaluates the activities utilized by teachers to enhance English listening comprehension skills, focusing on a survey conducted with 10th-grade students and ten English teachers at THD High School Due to time and space constraints, the research aims to identify effective teaching activities and gather feedback on the listening activities employed by educators, ultimately providing suggestions for improvement in teaching and learning listening skills.
The study aimed to achieve its objectives by gathering data from various sources, including two questionnaires designed for students and teachers at THD High School Additionally, the researcher conducted interviews with select teachers and students to verify the information obtained from the surveys To further enrich the data, classroom observations were also performed, providing essential insights for the study.
The study is divided into three parts:
This study provides a comprehensive overview, detailing the rationale behind the research, its objectives, and the key research questions It outlines the scope of the investigation, the methodology employed, and the overall design of the study, ensuring a structured approach to the research process.
- Part B: includes 4 chapters as follow
Chapter 1 explores key concepts related to the research topic, focusing on listening comprehension theory, including its definition and classification It also discusses effective teaching strategies for developing listening skills and outlines the stages of a listening lesson Additionally, the researcher examines theories related to activities, providing definitions, classifications, and evaluation criteria, along with methods for adapting materials for enhanced learning outcomes.
Chapter 2 deals with description of the subjects, instrument of the study and description of the procedure
Chapter 3 is a focus on data collection and discussion
Chapter 4 points out major finfings of the study and some suggestions will be given
- Part C: summarizes the main issues of the whole study, presents limitations of the research and makes recommendation for further research in the same field
PART B: DEVELOPMENT Chapter 1: LITERATURE REVIEW
This chapter provides a theoretical foundation for the study by reexamining key concepts related to the thesis topic It is divided into three sections: the first section explores important issues in listening theory, including its definition, classification, teaching methods, and the three stages of a listening lesson The second section focuses on theoretical aspects of activities, covering definitions, classifications, and evaluation criteria Finally, the last section discusses the adaptation of materials Overall, this chapter serves as a crucial theoretical basis for the applications presented in Chapter 3.
Listening is a crucial skill in language learning, often regarded as the key to mastering a new language Various definitions of listening reflect diverse perspectives on its significance in the learning process.
Listening is a complex process essential for understanding spoken language, as noted by Rost (1994) Harmer (2001) classifies listening as a receptive skill, highlighting how individuals extract meaning from the discourse they hear or see.
Wolvin and Coakley (1985) define listening as a multifaceted process involving the reception, attention, and interpretation of auditory stimuli This definition highlights that listening is not merely about perceiving sounds; it also necessitates a deep understanding of the meaning behind those sounds, making it a complex skill for students to master.
Effective listening, as noted by Scott Shelton (2008), is a complex and demanding process that requires the ability to navigate various accents, unfamiliar vocabulary, and different syntactic structures Listeners must also contend with background noise and consciously avoid distractions to maintain focus Successfully managing these challenges simultaneously is essential for accurately identifying and comprehending the meaning of any message.
Anderson and Lynch (1988) emphasized that listening is a receptive skill, akin to reading, where listeners play an active role rather than a passive one Through effective listening, learners gain the ability to articulate or write about the information they have absorbed, highlighting the primary goal of listening comprehension.
Listening comprehension is an active process where the listener constructs meaning from spoken input by applying their existing knowledge to the sounds they hear.
Listening can be categorized into various types based on several factors, such as the listener's purpose, their role, and the nature of the material being listened to.
Research questions
To achieve the above aims, the study focuses on finding out the answers of the following questions:
1 What kinds of activities and the ways do teachers at THD high school use to teach listening comprehension?
2 What are teachers‟ and students‟ attitude towards these activities in term of authenticity, suitability and integration?
3 What activities can teachers use in order to teach listening skill more effectively?
Scope of the study
The study evaluates the activities employed by teachers to enhance English listening comprehension skills Due to time and page constraints, the researcher conducted a survey among 10th-grade students and ten English teachers at THD High School The aim was to identify effective teaching activities and gather insights on their evaluation of these listening activities, ultimately providing recommendations for improvement.
Methods of the study
To achieve its objectives, the study utilized data collected from various sources, including two questionnaires designed for students and teachers at THD High School Additionally, the researcher conducted interviews with select teachers and students to verify the information gathered from the surveys Complementing these methods, classroom observations were also performed to gather further insights necessary for the research.
Design of the study
The study is divided into three parts:
This article provides an overview of the study, detailing the rationale behind the research, its objectives, and the specific research questions addressed It outlines the scope of the study and describes the research methodology employed, alongside the overall design of the study.
- Part B: includes 4 chapters as follow
Chapter 1 introduces key concepts related to the research topic, focusing on listening comprehension theories, including definitions and classifications of listening It also explores effective teaching methods for listening skills and outlines the stages of a listening lesson Additionally, the researcher discusses theories related to activities, providing definitions, classifications, and evaluation criteria, along with strategies for adapting materials.
Chapter 2 deals with description of the subjects, instrument of the study and description of the procedure
Chapter 3 is a focus on data collection and discussion
Chapter 4 points out major finfings of the study and some suggestions will be given
- Part C: summarizes the main issues of the whole study, presents limitations of the research and makes recommendation for further research in the same field.
LITERATURE REVIEW
Theory on listening comprehension
Listening is a crucial skill in language learning, often regarded as the key to mastering a new language Various definitions of listening reflect diverse perspectives on its importance and role in effective communication.
Listening is a complex process essential for understanding spoken language (Rost, 1994) Harmer (2001) classifies listening as a receptive skill, highlighting how individuals extract meaning from the discourse they hear or see.
Wolvin and Coakley (1985) define listening as "the process of receiving, attending to, and assigning meaning to aural stimuli," highlighting its complexity This definition emphasizes that listening involves more than just perceiving sounds; it also requires understanding and interpreting meaning.
Effective listening is a complex and challenging process, as noted by Scott Shelton (2008) It requires the ability to navigate various accents, unfamiliar vocabulary, and different syntactic structures while managing background noise Additionally, listeners must consciously avoid distractions to fully comprehend the intended message Mastering these skills simultaneously is essential for successful communication.
Anderson and Lynch (1988) emphasize that listening is an active receptive skill, akin to reading This shift in understanding highlights that listeners are not merely passive recipients of information; instead, they engage actively with the content As learners enhance their listening skills, they become capable of articulating or writing about what they have heard, which is the primary goal of listening comprehension.
Listening comprehension is an active process where the listener constructs meaning from oral input by applying their knowledge to the incoming sounds.
Listening can be categorized into various types based on several factors, such as the listener's purpose, their role, and the nature of the audio content being engaged with.
Many students experience a significant disconnect between classroom listening activities and real-life conversations This discrepancy arises because most listening materials, such as textbook dialogues, are heavily focused on grammar and are overly controlled In contrast, real-life interactions feature diverse speakers with varying genders, ages, accents, and speech patterns, often including improper grammar, incomplete sentences, redundancies, contractions, and overlapping dialogue.
There are two ways which people often listen in real-life, they are “casual” and “focus” listening
Many students often engage in "casual" listening by having the radio or television on while studying or performing other tasks This type of listening lacks focus and intention, which can lead to poor retention of information, resulting in little to no memory of what was heard.
"Focus listening" is a purposeful listening technique aimed at acquiring specific information or studying a language This method requires heightened attention, though not all parts of the audio are processed with the same level of concentration The effectiveness of focus listening is closely linked to the listener's expectations and intentions; when listeners have clear goals, their comprehension improves significantly compared to when they encounter irrelevant or unhelpful content.
Class-room listening may be divided into intensive listening and extensive listening
Intensive listening involves focused attention on a brief audio segment to extract detailed information and achieve full comprehension For instance, in an English class, students may listen to a recorded dialogue to analyze its structure and intonation patterns.
Intensive listening is crucial for comprehending the linguistic structure of a text, as it involves grasping both lexical and grammatical elements that contribute to meaning This type of listening demands focused attention on specific language components, including words, phrases, grammatical structures, pragmatic units, sound alterations like vowel reduction and consonant assimilation, as well as aspects such as stress, intonation, and pauses.
Extensive listening involves engaging with natural language to grasp general ideas rather than focusing on specific details, often occurring without direct teacher supervision The listening materials can vary in length and are typically suited to the students' current language abilities, making the experience enjoyable and interesting Unlike other listening types, extensive listening does not emphasize reinforcing grammatical structures or specific course points; instead, it aims to enhance overall comprehension of the text, fostering global understanding Activities should be tailored to match the proficiency level of the listeners to maximize effectiveness.
Students should engage in intensive listening practice before transitioning to extensive English listening This foundational practice allows them to memorize essential English phrases and structures As they encounter new language during extensive listening, it can effectively integrate into their existing knowledge, facilitating further language development.
Listening teaching skills
Underwood (1989) identifies four prevalent methods for teaching listening skills in second or foreign language acquisition: the grammar-translation method, the grammar-method, the audio-lingual method, and the task-based method Each approach offers unique strategies for enhancing learners' listening comprehension and engagement.
The grammar-translation method involves students listening to explanations of a second language's rules in their native language Consequently, when engaging with the second language, their listening skills center on translating vocabulary and grammatical structures.
The grammar method involves students reading a written text while listening to a recording, which encourages them to identify words based on their sentence position, understand the relationships between words and phrases, and utilize both forward and backward inferencing cues This approach also promotes making informed guesses using textual cues, enhancing their overall comprehension and language skills.
The audio-lingual method focuses on enhancing listening skills by emphasizing the importance of pronunciation and grammar forms, which students learn through imitation via drills and exercises This approach relies heavily on dialogues and repetitive practice in the classroom Students are encouraged to listen attentively to recordings or the teacher, subsequently recording their own versions or responding to cues to repeat parts of the dialogue The principle behind this method is that the more students repeat correct phrases or sentences, the more effectively they reinforce their memory of the language structure.
The task-based method emphasizes engaging learners in activities that enhance their communicative competence To effectively implement this approach, a task-based syllabus must be designed to align with the varying difficulty levels of tasks appropriate for learners at different stages of their course.
The four methods of teaching listening are not mutually exclusive and can be effectively combined in various courses With the rise of Communicative Language Teaching (CLT), teaching listening has become more meaningful for students, as it allows them to enhance their listening skills alongside other language competencies.
Stages of a listening lesson
A listening lesson can be divided in to 3 main stages: Pre-listening, while- listening, post-listening Each stage has its own aims and activities
Effective listening lessons can be challenging for learners who lack prior knowledge of the topic or context Even familiar sounds and words may be difficult to comprehend without understanding the setting or the relationship between speakers To enhance comprehension, teachers should prepare students by setting clear expectations and outlining the lesson's purpose before the listening activity This preparatory work is essential for successful listening comprehension.
Pre-listening activities encompass a wide range of tasks, including providing background information, reading relevant materials, examining pictures, discussing topics, and engaging in question-and-answer sessions When selecting an activity, teachers must consider factors such as time availability, material accessibility, class interest, and the nature of the listening text Failure to account for these elements can compromise the effectiveness of the activity By carefully weighing these factors, teachers can choose more targeted and successful pre-listening activities that cater to their students' needs.
The while-listening stage involves activities designed to enhance students' ability to extract messages from spoken language According to Rixon (1986), this stage aims to challenge and guide students in processing information from the listening text It is crucial that these activities are engaging and appropriately tailored to match the students' skill levels, ensuring that all learners, from those who struggle to the high achievers, can participate To prevent discouragement, particularly in the early stages, it is advisable to limit the use of overly challenging tasks, though occasional challenges can be beneficial for student growth.
The activities done by students after the listening completed is known as
Post-listening activities serve as a crucial extension of the pre-listening and while-listening stages, focusing on assessing student comprehension and addressing any gaps in understanding According to Underwood (1989), these activities aim to check learners' understanding, analyze why some students may have missed parts of the message, and encourage reflection on the speakers' attitudes Additionally, they provide opportunities to expand on the topic and language, facilitate the transfer of knowledge to new contexts, and introduce planned work When selecting post-listening activities, teachers should consider factors such as the desired amount of language work, time constraints, inclusion of various skills (speaking, reading, writing), collaboration among students, and the motivational aspect of the activities.
Theory on activities
Activities can be defined as a collaborative effort involving people, work items, communications, and processes aimed at achieving a specific goal This definition highlights the importance of organizing work and fostering teamwork in small groups Additionally, a more focused perspective characterizes activity as a state of being active, emphasizing qualities such as agility, vigorous action, and energy, which contribute to the diverse range of human activities.
Activities can be categorized in various ways, with a notable classification by Simone in "Designing Language Course" (Graves, 2000), which divides them into four types: warm-up activities, presentation activities, practice activities, and consolidation activities This classification aligns with the familiar three-stage lesson planning model of presentation, practice, and production Additionally, according to Rod Ellis (2003), activities can also be classified based on their features into three types: tasks, exercises, and a combination of both tasks and exercises.
Richard (1983) and Nunan (1989) define a task as an activity that involves language use, a perspective echoed by Bygate (2011), who emphasizes that tasks require learners to engage with language Additionally, Lee (2000) characterizes a task as a "classroom activity or exercise," highlighting its role in language learning contexts.
Exercise, as defined by the Macmillan Dictionary, refers to activities or sets of activities undertaken to learn a skill, as well as written questions answered for educational purposes Typically, an exercise focuses on a specific language element and aims to achieve a linguistic outcome.
Certain language-learning activities blur the lines between tasks and exercises, exhibiting characteristics of both Rod Ellis (2003) refers to these as "task-like" activities or "exercises alongside tasks." While they may appear to be exercises, they also incorporate elements typical of tasks, highlighting their dual nature in language acquisition.
In language teaching, tasks are effective for enhancing students' communication skills as they relate to real-life situations, allowing learners to freely utilize their grammar and vocabulary This freedom encourages the use of all known language rather than just the lesson's target language, potentially increasing motivation Conversely, exercises are valuable for emphasizing accuracy To achieve success in language instruction, teachers should integrate both tasks and exercises to meet the objectives of each lesson.
In the evaluation process, it is essential for evaluators to consider specific criteria before conducting assessments, as highlighted by Dudley-Evans and St John (1998) Graves (2000) identified fifteen key criteria for designing effective listening activities, but this paper focuses on the most commonly referenced considerations.
- Authenticity: It means that the teaching activities should correspond to real-world ones To achieve this criteria, activities should:
+ help students develop specific skills they need for authentic communication
+ focus on students‟ outside class needs, if appropriate
+ use authentic text or realia when possible
+ build students‟ confidence so that they can feel confident in transferring what they lean outside of the class
Activities must align with students' abilities and needs, leveraging their prior knowledge and experiences By ensuring relevance to their current situations, these activities can effectively capture students' interest and enhance engagement.
- Integration: Activities should integrate the four skills of speaking, listening, reading and writing because the four skills mutually reinforce each other
The development and selection of evaluative criteria in research is inherently subjective, influenced by the evaluators' perceptions of importance This study adopted three key criteria—authenticity, suitability, and integration, as identified by Graves (2000)—to assess the alignment of activities employed by English teachers at THD High School with the objectives and requirements of listening comprehension lessons.
Materials adaptation is crucial in aligning teaching materials with the needs and interests of learners, as well as the capabilities of teachers This process enhances the relevance of materials to students and course objectives, ultimately boosting the effectiveness of language teaching and learning The goal is to optimize the suitability of teaching resources by adjusting certain internal characteristics of a course book to fit specific contexts According to McDonough and Shaw (1993), adaptation is driven by four key aspects: language use, skills, classroom organization, and supplementary material Additionally, there are six essential methods for modifying materials: adding, deleting or omitting, modifying, simplifying, re-ordering, and re-placing.
This chapter is divided into three main sections: the first part examines the study's context, including the settings, subjects, and textbook descriptions; the second part outlines the instruments utilized for the research; and the final section details the procedures followed during the study.
2.1 Situation analysis 2.1.1 The setting of the study
The study was conducted at THD High School, which has expanded from just two classes 35 years ago to 30 classes today Each class is quite large, accommodating 43 to 50 students, making it challenging for effective teaching and learning The absence of a dedicated lab for English listening skills forces students to use cassette players in noisy classroom environments, hindering their concentration Additionally, the large class sizes complicate classroom management for teachers and limit the effectiveness of interactive activities.
2.1.2 Subject of the study 2.1.2.1 Teachers of English
The school employs eleven English teachers, aged between 30 and 53, comprising eight females and two males Among them, two graduated from the English department of Viet Nam National University, while the remaining eight are alumni of Hai Phong University, with one having completed postgraduate studies Despite their enthusiasm for teaching, the educators face significant challenges, including a lack of essential materials such as cassettes, CDs, and reference books Additionally, the absence of opportunities to interact with native speakers or specialists limits their professional development Furthermore, the low living conditions in An Lao district pose additional obstacles for both teachers and students in the learning process.
The subjects of the study were 140 students from class 10C1, 10C3, 10C9 at
At THD High School, students aged fifteen to sixteen face significant challenges in their English learning due to their socio-economic backgrounds, with many coming from low-income families that struggle to afford basic educational resources Despite having studied English for at least four years, their proficiency remains limited, making it difficult for them to form correct sentences or comprehend spoken language The lack of exposure to native speakers further hampers their listening skills, resulting in a general disinterest in this area To address these issues, it is essential for teachers to create engaging activities that align with students' interests and abilities, ultimately fostering a greater enthusiasm for developing their listening skills.
The Tieng Anh 10 textbook features 16 engaging units that explore diverse themes such as daily life, education, technology, conservation, and cultural topics like music and cinema Each unit includes a listening lesson that must be completed within a single class period, offering a variety of listening texts to enhance students' comprehension and interest.
Instrument for collecting data
The researcher used survey questionnaire, interview and classroom observation as the sources for data collection According to Veronica.A Thurmond,
In 2001, the triangular method was introduced as a strategy for collecting data from various sources to enhance the persuasiveness of findings The author selected these three data collection methods based on their effectiveness and reliability in producing comprehensive results.
Survey questionnaires are a widely used data collection method due to their ease of design and ability to gather substantial information quickly According to Wallace (2001), they are particularly effective for collecting data in field settings, allowing researchers to summarize, analyze, and report findings efficiently, as all respondents answer the same questions Additionally, questionnaires can include both closed and open-ended questions, providing respondents the opportunity to express their opinions This versatility enables researchers to explore the attitudes of teachers and students toward activities used in listening lessons.
Classroom observation is a vital research tool, as highlighted by Wallace (2001), enabling researchers to document real-time teaching and learning activities in foreign language education This method allows researchers to closely monitor and record the interactions and behaviors of both teachers and students in a specific setting Consequently, classroom observation serves as an effective means to validate the reliability of data gathered from survey questionnaires.
Interviews allow researchers to explore aspects that questionnaires may not reveal, providing deeper insights (Fraenkel & Wallen, 1996) While adhering to a structured list of questions, interviews also offer the flexibility to delve deeper into topics, maximizing the information gathered from participants Additionally, respondents' non-verbal cues during their verbal responses can provide significant insights into their perceptions and attitudes regarding the subject matter Consequently, this approach enables the collection of both quantitative and qualitative data.
Description of procedure for collecting data
Two questionnaires were designed for both teachers and students to gather the data for the study
The questionnaire consists of six questions aimed at teachers, serving three primary purposes Firstly, the initial two questions assess the current use of listening activities by teachers at THD High School Secondly, questions three and four gather teachers' opinions on the listening activities provided in the textbook and any modifications they have implemented to enhance these activities Lastly, questions five and six seek to identify challenges teachers face when designing listening activities and their evaluations of the effectiveness of these activities after any adjustments Based on the findings, the researcher will provide recommendations to improve the effectiveness of listening activities.
The questionnaire, consisting of 12 questions (refer to Appendix 3), was translated into Vietnamese and distributed to 140 students from classes 10C1, 10C3, and 10C9 It featured a mix of multiple-choice and open-ended questions, with an additional open option for most multiple-choice questions to allow respondents to express their own opinions The questionnaire is organized into four main sections.
The initial questions assess students' attitudes towards listening skills, while subsequent inquiries evaluate the effectiveness of teacher-led listening activities and textbook resources Further questions explore students' perceptions of authentic listening experiences Finally, the research investigates students' preferences for activities at various stages of a listening lesson Based on these findings, the researcher will provide insights and recommendations to enhance the use of listening activities, ultimately improving the teaching and learning of listening skills.
The study conducted face-to-face interviews with a random selection of five out of ten teachers and twelve students to assess their evaluations of the activities employed for teaching listening skills Each interview lasted approximately fifteen to twenty minutes, and the discussions were conducted in Vietnamese, reflecting the respondents' preferences This choice of language enhanced the reliability of the data collected, ensuring precision and minimizing misunderstandings between interviewers and interviewees.
The researcher conducted observations in three different classes—10C1, 10C3, and 10C9—over three distinct units: Unit 2, Unit 4, and Unit 5, each lasting 45 minutes A checklist was utilized to assess teachers' activities, students' attitudes, their engagement in tasks, and their interactions with peers Additionally, the researcher focused on how teachers organized listening activities, managed long and complex texts, and employed motivational strategies to enhance student listening skills.
With three distinct teachers, classes, and units, the researcher aims to explore a diverse range of listening activities and engage in various lesson environments.
Procedures
After each class observation, both teachers and students completed a questionnaire, dedicating approximately fifteen minutes to ensure thoughtful responses The researcher sought the teacher's permission to engage directly with participants, explaining the study's purpose and significance while addressing any questions from the students.
Following the collection of questionnaires, the researchers conducted interviews with four students from each class to gain deeper insights into their survey responses and address any ambiguities Additionally, five out of ten teachers were randomly selected for interviews to discuss their perceptions of the activities employed in teaching listening skills and to gather their suggestions for enhancing lesson effectiveness.
DATA ANALYSIS AND DISCUSSION
Data analysis of teachers‟ survey questionnaire and interview
3.1.1 The current situation of using listening activities of teachers at THD high school (Survey question 1, 2 and interview question 1, 2)
1 What kind of activities do you often use for teaching listening?
2 What do you think of the activities you use for teaching listening?
Table 1: The current situation of using listening activities
Table 1 reveals that all teachers employed a flexible combination of three types of activities—tasks, exercises, and a blend of both—when teaching listening comprehension, with no teacher relying solely on one type However, exercises were predominantly utilized, as most activities in the textbook consisted of exercises that aligned well with the students' proficiency levels, allowing teachers to save time on lesson design.
Responding to the question “What do you think of the activities you use for teaching listening”, the teachers self evaluate their activities as follow:
A significant portion of teachers (40%) at THD High School believe that their listening activities are ineffective, as evidenced by students' poor performance and lack of engagement While 20% of teachers acknowledge that some activities are effective, none consider their methods to be very effective Despite their efforts to create diverse and engaging activities to enhance student interest, the overall satisfaction with the outcomes remains low among the teachers.
3.1.2 The ways that teachers at THD high school use the listening activities
(Question 3, 4, 5, 6 –Appendix 3 and interview question 3- Appendix 4)
At THD High School, a majority of teachers demonstrated flexibility in utilizing listening activities from the textbook Specifically, 60% of teachers occasionally modified these activities to better align with their students' abilities and interests Additionally, 66.7% frequently replaced textbook activities, while 50% enhanced lead-in activities by incorporating engaging visuals to capture students' attention Furthermore, 33.3% of teachers opted to omit overly challenging activities that were unsuitable for their students.
In response to the question regarding the effectiveness of lesson changes after modifying listening activities in the textbook, 66.7% of teachers reported that the lessons became significantly more engaging and effective Despite this positive feedback, many teachers admitted that they rarely altered or redesigned the textbook activities, acknowledging that some were not aligned with students' interests or abilities The primary challenge cited was the difficulty and time required for activity design These findings highlight that selecting appropriate activities for students is complex, as what works in one context may not be effective in another Therefore, it is crucial for teachers to consider students' interests and abilities when designing and implementing lesson activities.
Data analysis of students‟ survey questionnaire and interview
3.2.1 Students’ attitude towards listening skill ( See table 3 at Appendix 6)
A survey revealed that 61.4% of students believe listening skills are very important, while 25.7% consider them important, and only 12.9% view them as equally important as other skills; notably, none deemed listening unimportant When asked about the significance of learning listening skills, students emphasized that these skills are essential not only for understanding teachers and engaging with classmates but also for long-term goals such as studying abroad, preparing for future careers, and effectively communicating in English.
As for the students‟ attitude towards listening skill, most of the informants (nearly 73%) found listening the most difficult skill in comparison with others, 22
A significant percentage of students perceive listening as a challenging skill, comparable to other language skills Only 5% of students believe that listening is easier than speaking, writing, and reading, while none of them view listening as very easy.
Students at THD High School recognize the importance of developing their listening skills and demonstrate a positive attitude towards improving them Despite their awareness and desire for enhancement, they find listening to be the most challenging of the four language skills Consequently, their performance in listening activities often falls short of their expectations and abilities.
3.2.2 Students’ evaluation of the listening activities used by their teacher
(Questions 3- see Appendix 3 and interview questions 1, 2, 3 see Appendix 4)
A recent survey and interviews conducted among students revealed their evaluation of listening activities used by teachers in the classroom The findings indicated that 64.3% of students expressed interest in these activities, with 66.4% believing they were appropriate for their abilities and interests Additionally, 70% agreed that their teachers effectively integrated listening skills with other language skills However, 13.6% of students were dissatisfied, citing the activities as boring and inflexible, often repeating the same tasks in each lesson Some students also criticized the reliance on textbook activities, which they found too challenging While 48.6% of students felt that most activities were suitable and well-integrated, it was clear that some did not align with their interests or proficiency levels To enhance engagement, it is suggested that teachers incorporate more varied and interesting activities or modify existing textbook exercises to better cater to student needs.
3.2.3 Students’ evaluation on the activities available in the text book
(Question 4- See Appendix 3 and interview question 4- See Appendix 4)
Teachers should assess their students' evaluations of textbook activities to create suitable tasks that align with their abilities and interests In a survey, 51.2% of students found the activities engaging and appropriate, while 22.9% felt they were somewhat difficult and not tailored to their needs This highlights that no textbook is perfect; 7.9% of students described the activities as boring and recommended that teachers incorporate more engaging tasks or utilize authentic listening materials from sources like the internet, TV, or radio.
3.2.4 Students’ perception on the authentic listening (See table 6 at Appendix 6) (Question 5, 6- See Appendix 3)
Based on students' responses to questions 4 and 5, it is evident that all teachers at THD High School (100%) exclusively utilized the listening texts provided in the textbook Students indicated that their teachers have not incorporated any additional listening resources beyond the textbook.
A significant majority of informants, accounting for 78.6%, believe that listening to recordings is considerably more challenging than authentic listening This perception is supported by data indicating that 46.4% of participants find it easier to comprehend speech when they can observe the speaker's facial expressions and lip movements Additionally, 20.9% of informants expressed that the inability to request repetitions from a recorded speaker contributes to the increased difficulty of listening to tapes.
Many individuals struggle to comprehend spoken language, particularly when encountering unfamiliar vocabulary or complex grammar, making it difficult to follow recorded conversations Additionally, a notable portion of participants (10%) reported an inability to maintain focus during listening sessions longer than three minutes.
Students desire authentic listening experiences beyond textbook materials to enhance their real-life listening skills It is essential for teachers to incorporate genuine listening activities alongside textbook content, allowing students to familiarize themselves with spontaneous spoken English This approach not only improves their listening abilities but also boosts their confidence when communicating with native speakers.
3.2.5 Students’ preference for class- listening activities 3.2.5.1 Students’ preference for pre-listening activities
Question 7, 8 (See Appendix 3) and interview question 5 (See Appendix 4)
Chart 1: Pre-listening activities used by teachers and students’ preference
At THD High School, teachers employed a variety of pre-listening activities to enhance classroom engagement, with the most favored methods being pre-teaching vocabulary and pronunciation (80%), posing relevant questions to students (67.1%), and encouraging reading of questions (63.6%) Additionally, discussions in pairs or groups were utilized by 50.7% of the teachers Less frequently, activities such as generating lists of ideas (27.6%) and true/false exercises (24.3%) were implemented Notably, 82% of informants indicated that prediction activities based on pictures were rarely used This suggests that THD High School educators recognize the significance of diverse listening activities to make lessons more engaging and effective for student listening skills.
The data reveals that pre-listening activities favored by teachers align closely with students' interests A significant 65% of respondents expressed a desire to answer questions related to the listening topic prior to engaging with the material, as they believe this approach helps them navigate the listening task more effectively Additionally, 72.1% of students found that learning new vocabulary and pronunciation beforehand enhances their understanding of the text and familiarizes them with native pronunciation Students also noted that predicting true/false statements is a valuable exercise, as it aids in anticipating the content of the listening text and provides clues for subsequent tasks Conversely, activities such as brainstorming ideas and class discussions were perceived as less effective, with 67% of students expressing this sentiment.
A significant percentage of informants expressed a preference for engaging in the activity of predicting text content based on pictures, although this method is seldom utilized by their teachers They noted that incorporating images into lessons enhances interest and creates a more relaxed learning environment Additionally, the use of visuals aids in guessing the content of listening texts and identifying relevant vocabulary related to the topic.
Pre-listening activities play a crucial role in enhancing students' listening skills, and teachers must carefully select those that align with specific listening tasks as well as the interests and abilities of their students As the saying goes, "A good beginning is half the battle," highlighting the significance of engaging pre-listening activities in fostering motivation and interest among learners When teachers incorporate intriguing elements at the start of a lesson, students are more likely to feel motivated and eager to participate in the listening process.
3.2.5.2 Students’ preference for while-listening activities
Question 9, 10 (See Appendix 3) and interview question 5 (See Appendix 4)
Chart 2: While-listening activities used by teacher and students’ preference
In the while-listening stage at THD High School, English teachers primarily engage students in activities such as noting down everything they hear (66.4%) and covering task instructions (63.6%) Other activities include listening for key words (61.4%) and collecting important information (53.6%) However, predicting what will happen next is seldom emphasized by teachers during listening exercises This data highlights a focus on detailed note-taking and comprehension over predictive skills in listening activities.
Listening for key words emerged as the most favored activity among students, with 57.6% selecting it as their preferred method, as it helps them grasp the main information from the listening text Additionally, 54.3% found it beneficial to note down words and phrases while listening, while 52.6% believed that predicting outcomes through guided questions made the listening experience less daunting Furthermore, 49.3% felt that covering the instructions allowed them to concentrate better on capturing key information Notably, 46.4% of respondents emphasized the importance of focusing on collecting essential details for effective listening These findings indicate a disconnect between the listening activities employed by teachers and the preferences of students, highlighting the need for educators to align their methods with student interests to enhance listening effectiveness.
3.2.5.3 Students’ preference for post-listening activities
Question 11, 12 (See Appendix 3) and interview question 5 (See Appendix 4)
Chart 3: Post-listening activities used by teacher and students’ preference
Data analysis of class observation
The researcher has identified key findings regarding the teaching and learning of listening comprehension, focusing on the current practices in listening skills instruction, the effectiveness of various activities for enhancing listening skills, students' preferences for classroom listening activities, their perceptions of authentic listening experiences, and both teachers' and students' evaluations of the activities presented in the textbook "Tieng Anh 10."
4.1.1 The current situation of teaching and learning listening skill
This study reveals the challenges of teaching and learning English listening skills at THDHS High School Data analysis indicates that while most students have a positive attitude toward learning English and recognize the significance of listening, they still consider it the most difficult skill among the four language skills Consequently, their current efforts to enhance their listening abilities appear to be insufficient.
At THD High School, all teachers demonstrated enthusiasm and a strong commitment to supporting student learning They actively sought to enhance their lessons by incorporating engaging activities to boost student motivation Despite their efforts, some teachers expressed a degree of dissatisfaction with their overall effectiveness.
4.1.2 The current situation of activities teachers use for teaching listening skill
A recent survey, along with interviews and class observations, revealed that teachers at THD High School displayed a strong enthusiasm and commitment to creating engaging activities for their listening lessons Key findings from their efforts highlight the effectiveness of these listening activities in enhancing student engagement and learning outcomes.
The teachers at THD high school used various kinds of listening activities, including exercises, tasks and between task and exercise However, exercises were
FINDINGS AND SUGGESTIONS
Major findings
The researcher has identified key findings regarding the teaching and learning of listening comprehension, highlighting the current state of instructional methods and the effectiveness of activities used to enhance listening skills Additionally, the study reveals students' preferences for class listening activities and their perceptions of authentic listening experiences Furthermore, it evaluates both teachers' and students' assessments of the activities provided in the textbook "Tieng Anh 10."
4.1.1 The current situation of teaching and learning listening skill
This study reveals the challenges of teaching and learning English listening skills at THDHS high school Data analysis shows that while most students have a positive attitude towards learning English and recognize the importance of listening, they still find it to be the most difficult skill among the four language skills Consequently, their current efforts to enhance their listening abilities appear to be insufficient.
At THD High School, all teachers demonstrated enthusiasm and a strong commitment to supporting student learning They actively sought to enhance their lessons by incorporating engaging activities to boost student motivation Despite their efforts, some teachers expressed a degree of dissatisfaction with their accomplishments.
4.1.2 The current situation of activities teachers use for teaching listening skill
A recent survey, along with interviews and class observations, revealed that the majority of teachers at THD High School demonstrated enthusiasm and dedication in designing engaging activities for their listening lessons Key findings highlight their effective use of various listening activities to enhance student learning.
At THD High School, teachers primarily utilized listening activities from the textbook, as these exercises required minimal preparation time While various listening tasks were employed, only six out of ten teachers dedicated time to redesigning or adapting activities deemed unsuitable for their students This approach highlights a reliance on existing resources, limiting the potential for tailored learning experiences.
It is clear that after changing, the activities are much more effective than before
4.1.3 Students’ evaluation of the listening activities available in the text book and their suggestions
Many students in the study expressed that the activities in the textbook "Tieng Anh 10" are engaging and suitable for their level and interests These activities effectively assist students in completing assigned tasks However, they recommended incorporating a wider variety of listening activities and more appealing visuals.
4.1.4 Evaluation of the listening activities used by teachers at THD high school
Based on surveys, interviews with students and teachers, and class observations, the researcher has drawn key conclusions regarding the effectiveness of activities employed by teachers to enhance listening skills in 10th-grade students.
The teachers' activities for teaching listening comprehension are generally suitable for students' abilities, interests, and needs They effectively integrate listening skills with other language skills, as evidenced by class observations The lessons not only help students complete tasks and understand listening texts but also enhance their reading, speaking, and writing skills However, the authenticity of the listening activities falls short of learners' demands To improve this, it is recommended to diversify and enrich the teaching activities, ensuring they are more authentic to foster effective listening skill development.
4.1.5 Students’ preference for class listening activities and their perception on authentic listening
Data analysis in Chapter III indicates that the majority of activities employed by teachers during the listening lessons were structured to benefit students effectively.
For pre-listening, both teachers and students shared the same view with the activities “Listening to the pronunciation and meaning of the new words” and
Despite teachers finding certain activities engaging and effective, a disconnect remains between their implementation and student preferences Chapter III highlights that while many students enjoyed and valued the "prediction based on pictures" activity, it was infrequently utilized by teachers.
During the while-listening stage, teachers frequently employed activities such as "listening for key words" and "covering the instructions of the listening text." These methods were found to be beneficial by most students as they engaged with the tape recording.
Many students desired to improve other language skills besides listening by doing some activities in post-listening They highly appreciated the activities
Engaging in activities such as retelling the main ideas of listening texts and role-playing based on the listening content can significantly enhance speaking skills Additionally, students showed a preference for the activity of extending notes into written responses, which effectively combines listening and writing skills.
Students expressed a desire for more opportunities to engage with authentic listening materials beyond the textbook audio resources They found that authentic listening was easier and more beneficial for familiarizing themselves with everyday communication Despite this, teachers have not fully utilized these resources in their instruction.
In conclusion, selecting and implementing effective listening activities requires significant time and effort from teachers In the following section, I will propose various listening activities drawn from my knowledge, experience, and survey findings, aiming to provide THD high school teachers with additional options for enhancing their listening instruction.
Suggestions
This study highlights the effectiveness of teaching activities employed by educators to enhance students' listening skills and their subsequent impact on listening performance Based on the key findings, the author proposes recommendations to enhance both the textbook activities and those currently utilized by teachers at THD High School.
4.2.1 Improving the activities available in the material
A significant number of students at THD High School expressed a preference for the listening activities in the textbook "Tieng Anh 10." However, 30.8% found these activities somewhat challenging and unengaging To better align with students' abilities and interests, it is essential to incorporate a wider variety of activities, such as games and visual aids before listening tasks Additionally, teachers should dedicate more time and effort to create engaging teaching aids, including pictures, songs, and entertaining stories, to enhance student motivation Furthermore, when designing listening activities, educators should focus on improving listening comprehension through task-based exercises and varied follow-up activities, such as role-playing, dictation, summarizing main ideas, and transforming notes into written responses.
4.2.2 Improving the ways that the teachers use the listening activities
A survey conducted at THD High School revealed that teachers often relied on textbook listening activities, which frequently did not align with students' abilities or needs Consequently, the researcher recommends that listening activities be utilized more appropriately and flexibly, integrating them with other language skills to enhance effectiveness.
The suitability here refers to the application of the activities should suit the students‟ levels, meet their needs and interests
Teachers must consider the flexibility of listening activities, adapting them to align with students' proficiency levels and interests This may involve modifying or omitting textbook activities that do not engage students effectively Flexibility also encompasses the ability to maximize the benefits and minimize the drawbacks of each listening activity, recognizing that every activity has its unique advantages and limitations.
One of the biggest challenges teachers face when designing listening activities is effectively integrating listening with other language skills like speaking and writing Since listening enhances speaking and the two skills are interconnected, it is essential for educators to select listening activities that not only improve listening skills but also foster the development of speaking and writing abilities.
4.2.3 Using Authentic Materials and Situations
Students in this survey expressed a desire to engage with authentic listening materials beyond textbook exercises Consequently, teachers should prioritize the incorporation of real-life listening situations to better prepare students for practical language use outside the classroom Several valuable websites offer a wealth of authentic listening exercises that educators can utilize, including ESL Home, VOA News, English to Go, English Listening, and BBC Skillwise in the News.
4.2.4 Useful activities for three stages of a listening lesson
Teachers should structure listening lessons into three stages, ensuring that the selection of activities aligns with both the content of the listening text and the students' abilities and interests Survey findings highlight a range of activities that educators should consider when implementing these stages in their lessons.
In the pre-listening stage, teachers can engage students with activities such as making predictions based on images, practicing pronunciation and understanding new vocabulary, or answering related questions During the listening phase, effective strategies include taking notes, identifying key words, and predicting future content In the post-listening stage, students often enjoy participating in role-plays, summarizing the text, writing on related topics, or dictating the listening material.
To conduct an effective lesson, teachers must understand and implement listening activities that engage their students While various common activities are available, it is impractical to incorporate all of them in a single lesson Instead, teachers should select appropriate activities based on the specific context and objectives of each lesson By following this guidance, educators can enhance the listening skills of students at THD High School more effectively.
Recapitulation
Listening is often regarded as the most challenging skill for both teachers and students, influenced by various factors Research by Underwood (1989), Rod Ellis (2003), and Graves (2000) highlights the significant impact of listening activities on students' comprehension This study aims to evaluate the effectiveness of the listening activities employed by teachers, with the goal of providing recommendations to enhance the use of these activities and improve overall listening skills.
The study initially presented general concepts related to listening and relevant activities Utilizing questionnaires and interviews with both teachers and students, the researcher assessed the effectiveness of listening skill activities employed by teachers for 10th-grade students The findings indicated that teachers at THD High School implemented a variety of activities, primarily focusing on exercises, which were well-aligned with students' abilities and effectively integrated listening with speaking and writing The organization of these activities was noted to be flexible and engaging However, there were discrepancies between the activities favored by teachers during different lesson stages and the preferences of students, particularly regarding activities such as "guessing the meaning of the text based on pictures" and "role-playing based on listening content."
A recent study focused on student discussions in pairs or groups revealed that most students found the listening activities in the "Tieng Anh 10" textbook to be interesting and appropriate for their needs However, a small number expressed concerns about the lack of variety and engagement in these activities Additionally, the survey findings indicated that while the listening activities employed by teachers at THD High School were generally effective in terms of integration and suitability, they fell short of meeting students' expectations for authenticity.
To enhance the effectiveness of listening activities in education, it is essential to diversify the resources available in textbooks by incorporating a variety of engaging activities, such as visual aids and games Additionally, the implementation of listening exercises should be adaptable and integrative, ensuring they meet the needs of all learners Educators should also utilize authentic materials and prepare students for real-life scenarios, enabling them to effectively apply their English communication skills.
Limitations and suggestions for further study
This study faces several limitations due to time constraints and a lack of extensive knowledge Firstly, the data collection was not conducted on a larger scale, which hampers the ability to generalize findings Secondly, the suggested activities may be subjective and lack completeness Lastly, as this research focuses specifically on enhancing listening skills for 10th-grade students, further studies are needed to explore improvements in listening activities across different educational levels.
This study targets 11th and 12th form students at THD High School, emphasizing the enhancement of listening skills, one of the four essential components of English language education To foster a more comprehensive approach to teaching and learning English, it is crucial to conduct further research on improving reading, speaking, and writing skills alongside listening.
1 Anderson, A & Lynch, T 1988 Listening Oxford University Press
2 Buck, G 2001 Assessing Listening Cambridge Cambridge University Press
3 Bygate, (2011), Task-based Language Teaching from Teacher’s perspective
4 Dudley, T- Evans, M and St John (1998), Developments in English for Specific
Purposes: A Multi-Disciplinary Approach, Cambridge University Press
5 Fraenkel, J., & Wallen, N 1996 How to Design and Evaluate Research and Education New York: McGraw-Hill
6 Free Online English Dictionary from Macmillan Publishers
7 Graves, K (2000) Designing language courses: A guide for teachers Donald Freeman Series Editor
8 Harmer, J 2001 The Practice of English Language Teaching Longman
9 http://myeurope.eun.org/ww/en/pub/myeurope/home/schools/inside/activity.htm
10 Lee, J (2000) Tasks and Communicating in Language Classrooms Boston:
11 McDonough, J., & Shaw, C (1993) Materials and Methods in ELT Oxford: Basil Blackwell Mola,
12 Nunan, D & Miller, L 1995 New ways in teaching listening Illinois, USA
13 Nunan, D(1989) Designing Tasks for the Communicative Classroom :
14 O‟Malley, J.M, Chamot, A.U & Kupper, L 1989 Listening Comprehension strategies in Second Language acquisition Applied Linguistics Vol 10, No 4
15 Richards, J.C 1983 Listening comprehension: Approach, design, procedure
16 Rixon, S 1986 Developing Listening Skill London and Basingstoke:
17 Rod Ellis (2003), Task based Language Teaching and Learning: Oxford University Press
19 Scott Shelton (2008) Teaching Listening to Advanced Learners: Problem and Solutions: Developing teacher.com
20 Underwood, M (1988) Teaching listening New York: Longman
21 Ur, Penny, (1984), Teaching Listening Comprehension, Cambridge: Cambridge University Press
22 Veronica A Thurmond, (2001), The point of triangulation Clinical Scholarship, Journal of Nursing Scholarship
23 Wallace, M J (2001), Action Research for Language Teachers, Cambridge:
24 Wolvin.A.D & Coakly, C (1985) Listening, Dubuque: William C Brown
Câu hỏi khảo sát cho GIáO VIÊN
Bảng câu hỏi dưới đây được thiết kế nhằm phục vụ cho nghiên cứu "Đánh giá bước đầu về các hoạt động mà giáo viên sử dụng để dạy kỹ năng nghe cho học sinh lớp 10 tại trường THPT Trần Hưng Đạo".
Các thầy (cụ) vui lòng trả lời các câu hỏi dưới đây bằng cách khoanh tròn câu trả lời phù hợp nhất hoặc viết câu trả lời vào những chỗ cần thiết Những câu trả lời mà các thầy (cụ) cung cấp không chỉ quan trọng đối với đề tài nghiên cứu này, mà còn góp phần nâng cao chất lượng dạy và học kỹ năng nghe hiểu tại trường chúng ta.
Cảm ơn sự hợp tác của các thầy (cụ)!
1 Thầy (cô) thường sử dụng loại hoạt động nào trong việc giảng dạy kỹ năng nghe hiểu?
C Giữa nhiệm vụ và bài tập
D Tất cả các loại hoạt động trên
2 Thầy (cô) nghĩ gì về các hoạt động nghe thầy (cô) đã sử dụng để dạy nghe hiểu?
E Ý kiến khác, xin vui lòng ghi rõ :
3 Thầy (cô) có thường xuyên thay đổi các hoạt động nghe được thiết kế sẵn trong sách giáo khoa"Tiếng Anh 10" không?
(Nếu câu trả lờicủa là "Có", tiếp tục trả lời câu hỏi số 4 và 5 Nếu câu trả lời
"Không", bỏ qua câu hỏi4 , 5 và trả lời câu hỏi số 6)
4 Thầy (cô) thường thay đổi các hoạt động nghe được thiết kế sẵn trong sách giáo khoa"Tiếng Anh 10" như thế nào?
A Xóa bỏ B Sắp xếp lại
C Đơn giản hóa D Thay thế
G Ý kiến khác, xin vui lòng ghi rõ
5 Thầy (cô) nghĩ gì về bài giảng của thầy (cô) sau khi đã thay đổi các hoạt động nghe có sẵn trong sách giáo khoa?
E Ý kiến khác, xin vui lòng ghi rõ:
6 Thầy (cô) thường gặp khó khăn gì khi thiết kế các hoạt động nghe?
A Rất khó để thiết kế chúng
B Thiết kế chúng mất thời gian
C Xử lý chúng đôi khi ngoài tầm kiểm soát
D Đôi khi các hoạt động được sử dụng không phù hợp với sở thích của học sinh
E Ý kiến khác, xin vui lòng ghi rõ
Appendix 2 Phỏng vấn giáo viên
Chào thầy (cô), tôi là Hoàng Thị Ngát, giáo viên Tiếng Anh tại trường THPT Trần Hưng Đạo Tôi thực hiện bài phỏng vấn này nhằm thu thập số liệu cho đề tài "Đánh giá bước đầu về những hoạt động giáo viên sử dụng trong giờ dạy kỹ năng nghe hiểu cho học sinh lớp 10 trường THPT Trần Hưng Đạo".
Sự tham gia của thầy (cô) trong cuộc phỏng vấn sẽ được đánh giá cao và rất hữu ích cho nghiên cứu của tôi Tôi cam kết rằng thông tin thầy (cô) cung cấp chỉ được sử dụng cho mục đích nghiên cứu và nhằm nâng cao chất lượng dạy kỹ năng nghe tại trường Xin chân thành cảm ơn thầy (cô) đã tham gia.
1 Thầy/ cô th-ờng sử dụng loại hoạt động nào trong giờ day kĩ năng nghe hiểu (tasks, exercises, between task and exercise)? Tại sao thầy/ cô lại sử dụng hoạt động đó?
2 Thầy/ cô đánh giá nh- thế nào về tính hiệu quả của các hoạt động mà thầy (cô) sử dụng trong giờ dạy kĩ năng nghe?
3 Thầy/ cô có hay thay đổi các hoạt đông nghe đ-ợc thiết kế sẵn trong sách giáo khoa Tiếng Anh lớp 10 không? Tại sao có? Tại sao không?
Câu hỏi khảo sát cho học sinh
Bảng câu hỏi dưới đây được thiết kế nhằm phục vụ cho nghiên cứu “Đánh giá bước đầu về các hoạt động của giáo viên trong việc dạy kỹ năng nghe cho học sinh lớp 10 tại trường THPT Trần Hưng Đạo”.
Các em hãy vui lòng trả lời các câu hỏi dưới đây bằng cách khoanh tròn câu trả lời phù hợp nhất hoặc viết câu trả lời vào những chỗ cần thiết Những câu trả lời mà các em cung cấp không chỉ quan trọng cho đề tài nghiên cứu này, mà còn góp phần nâng cao chất lượng dạy và học kỹ năng nghe hiểu tại trường chúng ta.
Cảm ơn sự hợp tác của các em!
1 Em nghĩ nh- thế nào về kĩ năng nghe?
C quan trọng như những kĩ năng khác
D khụng quan trọng chút nào
2 Theo em kĩ năng nghe là ……
A kỹ năng khó khăn nhất
B khó như các kỹ năng khác
C dễ hơn hơn các kỹ năng khác
3 Em cảm thấy nh- thế nào về cỏc hoạt động nghe mà giỏo viờn của em sử dụng?
D1 Không thích E1 ý kiÕn khác, xin vui lòng ghi rõ:
3.2 A2 Phù hợp với trình độ tiếng Anh của học sinh
B2 Không phù hợp với trình độ tiếng Anh của học sinh C2 Kết hợp đ-ợc kĩ năng nghe với các kĩ năng khác
D2 Không kết hợp đ-ợc kĩ năng nghe với các kĩ năng khác E2 ý kiÕn khác, xin vui lòng ghi rõ:
4 Em nghĩ gì về các hoạt động nghe đ-ợc thiết kế sẵn trong sách giáo khoa TiÐng Anh 10?
F Phù hợp với trình độ, sở thích và nhu cầu của học sinh
G Không phù hợp với trình độ, sở thích và nhu cầu của học sinh
H ý kiÕn khác, xin vui lòng ghi rõ:
5 Giáo viên của em có khai thác các nguồn tài liệu nghe nào khác(ví dụ nh- tài liệu trên mạng, ti vi hay đài) ngoài sách giáo khoa không?
C ý kiÕn khác, xin vui lòng ghi rõ:
6 Em có nghĩ rằng nghe ghi âm là khó khăn hơn nhiều so với nghe đích thực?
A Em khụng thể nhỡn thấy khuụn mặt và chuyển động mụi của người núi
B Em không thể yêu cầu người nói lặp lại những gì em muốn nghe
C Em khụng thể tập trung vào một bài nghe qúa ba phỳt
D Em cố gắng dịch từng chữ sang tiếng Việt
E ý kiÕn khác, xin vui lòng ghi rõ:
7 Tr-ớc khi nghe băng ghi õm, g iáo viên của em th-ờng sử dụng hoạt động nào trong các hoạt động sau đây ?
(Em có thể chọn một hoặc hơn một lựa chọn)
A Nghe phát âm và ý nghĩa của những từ mới
B Thảo luận về chủ đề nghe theo cặp hoặc nhóm
C Trả lời các câu hỏi có liên quan
D Dự đoán dựa trên hình ảnh
E Đọc qua các câu hỏi
F Làm một danh sách các khả năng / ý tưởng / góp ý
G ý kiÕn khác, xin vui lòng ghi rõ:
8 Những hoạt động nào là hữu ích víi em trước khi nghe băng ghi âm?
(Em có thể chọn một hoặc hơn một lựa chọn)
A Nghe phát âm và ý nghĩa của những từ mới
B Thảo luận về chủ đề nghe theo cặp hoặc nhóm
C Trả lời các câu hỏi có liên quan
D Dự đoán dựa trên hình ảnh
E Đọc qua các câu hỏi
F Làm một danh sách các khả năng / ý tưởng / góp ý
G ý kiÕn khác, xin vui lòng ghi rõ:
9 Trong khi nghe băng ghi õm, g iáo viên của em th-ờng sử dụng hoạt đông nào trong các hoạt động sau đây ? (Em có thể chọn một hoặc hơn một lựa chọn)
A Dự đoán những gì sẽ xảy ra tiếp theo
B Ghi lại tất cả mọi thứ bạn nghe
C Thu thập thông tin quan trọng
D Nắm bắt đ-ợc nhiệm vụ của bài nghe
F ý kiÕn khác, xin vui lòng ghi rõ:
10 Những hoạt động nào là hữu ích víi em trong khi nghe băng ghi âm?(Em cã thể chọn một hoặc hơn một lựa chọn)
A Dự đoán những gì sẽ xảy ra tiếp theo
B Ghi lại tất cả mọi thứ bạn nghe
C Thu thập thông tin quan trọng
D Nắm bắt đ-ợc nhiệm vụ của bài nghe
F ý kiÕn khác, xin vui lòng ghi rõ:
11 S au khi nghe băng ghi âm, giáo viên của em th-ờng sử dụng hoạt đông nào trong các hoạt động sau đây ? (Em có thể chọn một hoặc hơn một lựa chọn)
B Thảo luận nhóm về các câu trả lời
C Chơi trò ph©n vai dựa trên nội dung nghe
D Mở rộng cỏc ghi chỳ vào cõu trả lời thành văn bản
E ý kiÕn khác, xin vui lòng ghi rõ:
12 Hoạt động nào hữu ớch và hiệu quả nhất đối với em s au khi nghe băng ghi âm ? (Em có thể chọn một hoặc hơn một lựa chọn)
B Thảo luận nhóm về các câu trả lời
C Chơi trò ph©n vai dựa trên nội dung nghe
D Mở rộng cỏc ghi chỳ vào cõu trả lời thành văn bản
E ý kiÕn khác, xin vui lòng ghi rõ:
Appendix 4 Phỏng vấn học sinh
Chào các em, cô Hoàng Thị Ngát, giáo viên Tiếng Anh tại trường THPT Trần Hưng Đạo, thực hiện phỏng vấn này để thu thập dữ liệu cho đề tài “Đánh giá bước đầu về những hoạt động giáo viên sử dụng trong giờ dạy kỹ năng nghe hiểu cho học sinh khối 10” Sự tham gia của các em trong cuộc phỏng vấn rất quan trọng, không chỉ cho nghiên cứu mà còn góp phần nâng cao chất lượng dạy và học kỹ năng nghe hiểu tại trường.
Xin cảm ơn sự tham gia của các em!
1 Em hãy cho cô biết đánh giá của em về những hoạt động mà giáo viên dạy Tiếng Anh ở lớp em đã sử dụng trong giờ dạy kĩ năng nghe hiểu
2 Em nghĩ thế nào về cỏch thức mà giỏo viờn của em tổ chức cỏc hoạt động nghe trong lớp học?
3 Theo em các hoạt động nghe mà giáo viên của em đã sử dụng có phù hợp và có kết hợp đựợc giữa kĩ năng nghe và các kĩ năng khác nh- đọc ,nói, viết không?
4 Theo ý kiến của em, những gì nên được thực hiện để cải thiện các hoạt động nghe cú sẵn trong sỏch giáo khoa Tiếng Anh 10?