INTRODUCTION 1 1 Rationale
Aims of the study
This research aims to investigate how modified listening tasks in English 11 enhance listening comprehension among 11th-grade students at Kinh Mon Upper-Secondary School The study specifically focuses on assessing the effectiveness of these tasks in improving students' listening skills.
To investigate students‟ attitudes towards listening tasks in English 11 and the difficulties they face
To study whether the modified listening tasks could help students improve their listening comprehension
Research questions
As a basis for my investigation, the following research questions were formulated:
1 What makes students uninterested in listening lessons?
2 How can the modified listening tasks help improve students‟ listening comprehension?
Scope of the study
The research was constrained by limited knowledge, energy, and time, resulting in a focused action study conducted over just 8 weeks with four listening lessons This study involved 50 eleventh-grade students at Kinh Mon High School during the 2011-2012 academic year, which means the findings are specific to this teaching context and participant group.
Design of the study
This study consists of three parts:
Part I: The introduction: provides the basis information such as rationale for the study, aims of the study, research questions, methods of the study, scope of the study and the design of the study
Part II: The development: consists of three chapters The first chapter is literature review which discussed theoretical background relevant to the purposes of the study The next one is the methodology which gives a detailed description of how the study was conducted The last chapter is to report the data analysis as well as the results of the study
Part III: The conclusion: summarizes the action research Then some recommendations are proposed, some limitations of the study are pointed out as well as some suggestions for further research are given out.
DEVELOPMENT 3
Definitions of listening
Listening is a crucial skill in daily life, utilized twice as often as speaking, which is in turn used twice as much as reading and writing (River, 1981) In educational settings, listening and speaking are the most frequently employed skills (Brown, 1994) Consequently, effective listening is vital for learning and communication, facilitating active participation in various aspects of life.
Listening is an active process that goes beyond simply hearing words; it involves receiving, constructing meaning from, and responding to both spoken and nonverbal messages Various definitions of listening have emerged over the years, highlighting its complexity and significance in effective communication (Emmert, 1994).
Brown (1994) argues that listening is a skill in which to identify and understand what is being said, listeners must comprehend “a speaker‟s accent or pronunciation, his grammar and his vocabulary”
Sharing similar ideas, Barker (1971) defines listening as “the selective process of attending to, hearing, understanding and remembering aural symbols”
Listening is undeniably the most crucial skill for language acquisition, serving as a fundamental basis for all facets of language and cognitive development.
Definitions of listening comprehension
Listening comprehension, as defined by Boyle (1981), is the ability to understand spoken language in a second or foreign language This perceptive skill enables listeners to identify and remember the information conveyed in speech.
Listening comprehension, as defined by Woven and Coakley (1985), involves the process of receiving, attending to, and assigning meaning to aural stimuli This highlights that listening comprehension extends beyond merely perceiving sound; it also necessitates an understanding of the underlying meaning.
Rixon (1986) categorizes listening comprehension into two distinct types: extensive and intensive listening Extensive listening focuses on gaining a general understanding through activities like watching films or following instructions, where the enjoyment of the content is paramount In contrast, intensive listening requires a detailed analysis of the language and is aimed at extracting specific information, such as answering targeted questions like identifying the speaker's favorite type of music.
Listening comprehension is a complex and challenging process that requires individuals to navigate various accents, unfamiliar vocabulary, and intricate sentence structures Additionally, listeners must manage competing background noise and maintain focus to avoid distractions Successfully achieving these tasks simultaneously is essential for accurately identifying and understanding the intended meaning of any message.
The significance of listening comprehension
Listening comprehension plays a crucial role in language learning, as it provides essential input for learners According to Rost (1994), understanding spoken language is vital for interaction, enabling learners to engage effectively with speakers The ability to comprehend spoken language not only facilitates communication but also enhances the learning process, as it encourages interaction and fosters language acquisition By improving listening skills, students can increase their exposure to language input, ultimately accelerating their ability to perceive and understand speech.
To conclude, given the importance of listening in language learning and teaching, it is essential for language teachers to help students become effective listeners.
Factors affect students’ listening comprehension
Listening comprehension is an essential skill for language learners, yet it often presents significant challenges Many learners find it more difficult than reading, speaking, and writing This raises the question of why listening comprehension is so tough and what factors influence a learner's ability to listen effectively.
According to Brown and Yule (1983: 74), there are four main factors:
-The speaker: including the number of speakers, the speaker‟s speech speed and the speaker‟s accents
-The listeners: involving the role of the listener, the level of response required and the listener‟s interest in the subject
-The content: consisting of grammar, vocabulary, information structure and background knowledge
-Support: pictures, diagrams, visual aids, e.t.c…
Anderson and Lynch (1988) suggest five factors which make listening difficult as follows: -The organization of information
-The familiarity of the topic -The explicitness and sufficiency of the information
-The type of referring expressions used -Whether the text describes a „static‟ or „dynamic‟ relationship
Similarly, Joseph P Boyle believes that the difficulties in listening comprehension come from three factors as follows:
- Listener factors: including experience in listening to the target language, general intelligence and background knowledge as well as physical, educational and especially psychological factors
- Speaker factors: referring to language ability of the speaker, speaker‟s pronunciation, accent or voice, speaker‟s speed of delivery and prestige and personality of the speaker
When analyzing listening passages, it's essential to consider the materials and medium, which encompass the language elements such as stress, intonation, and the presence of strong or weak forms Additionally, the complexity of the content and concepts plays a crucial role, as do potential distractors like background noise or interference that can impact comprehension.
Students face various challenges in listening comprehension due to factors such as familiarity with the topic, speech patterns, pronunciation, vocabulary, and grammar Additionally, the complexity of oral texts and individual psychological barriers also contribute to these listening difficulties.
Listening tasks
A "task" is commonly understood as an activity aimed at achieving specific learning objectives According to Crookes (1986), a task is described as a piece of work or an activity with a defined goal, typically conducted within an educational setting, in a professional context, or utilized for data collection and research purposes.
According to Lee (2000), a task is defined as a classroom activity that involves interaction among participants, structured sequencing, and a focus on meaning exchange It is also characterized as a language learning endeavor where learners must comprehend, manipulate, and produce the target language while engaging in specific work plans.
Whatever task is defined, it is undeniable that in teaching and learning, tasks play a vital role With tasks, teachers and learners can measure the improvements
1.2.2.Criteria of a good listening task
A good listening task in CLT approach has several features:
Goal: Establish a clear purpose for listening: to use language to accomplish a goal, not to use language merely as language itself
Input: Require listening to an authentic, connected piece of discourse Activities: Activities must
- Reflect a subject or topic that will interest students
- Provide a topic that is broad enough for every listener to approach from some angle or understand
- Involve in solving a true problem or relate to learners‟ own life
- Allow enough time for listeners to respond to the listening task (written or oral) in some meaningful way
Learner role: A good listening task
- Motivates listeners to consider their knowledge of the topic
- Allows Ls to use all of the language skills they have, rather than specific forms or vocabulary, and tend to self-correct when they realize they need to
- Allows listeners to make use of contextual and nonverbal cues
To enhance students' listening comprehension, it is crucial to understand the various types of listening tasks Listening tasks are diverse, and as noted by Ur (1996), they can be categorized based on the nature of students' responses.
With no overt response, listening tasks can be categorized as follows:
Students engage in simultaneous reading and listening to a written text, enhancing their comprehension Additionally, listening to familiar texts allows students to enjoy meaningful English sounds without the pressure of complex comprehension skills, providing a pleasant auditory experience.
Listening aided by visuals (e.g pictures, diagrams…): Students look at visual materials while simultaneously following a spoken description of it
Listening to an informal talk: Students can listen to their teacher or any good speakers of
Engaging with entertaining content such as stories, songs, films, and television programs offers students valuable breaks that can be strategically placed before or after challenging tasks This approach is particularly effective when students' focus is waning, helping to refresh their concentration and enhance their overall learning experience.
Students can demonstrate their understanding through simple tasks that require short answers, such as following instructions By listening to commands, they can respond with physical actions like standing up or sitting down, as well as engaging in activities like building models and picture dictation, where they draw based on verbal guidance.
Ticking off items: Learners tick beside the items: Learners tick beside the items that they hear in the listening
True/False: Identify whether the statement is true or false based on the listening Detecting mistakes: Some fact is mentioned with intentional mistakes for students to point out
Cloze: students make a guess of what can be fill in the blanks in the listening text
Guessing definitions, akin to guessing games, involves students listening to a description or definition and identifying what it refers to For instance, students may be presented with a set of similar pictures and must listen carefully to select the correct option based on the audio clues provided.
Skimming and scanning: learners have to make out some general ideas (skimming) and details (scanning) of the listening
Using one or more pictures, students are tasked with identifying various elements depicted They can either name these components or arrange them in the sequence in which they are referenced This activity promotes engagement and reinforces comprehension skills.
Maps: Using a map, students are asked to name a specific place as they listen Besides that, changes can be made Sts have to listen and mark these changes
Ground-plans serve as unique maps that can be interpreted in multiple ways for various listening tasks Their primary advantage is their simplicity, making them easy to trace and understand.
Grids are rectangular frameworks divided into squares for data presentation Students may encounter grids that are incomplete or incorrectly filled, requiring them to listen attentively and accurately fill in or correct the information.
Family trees: family tree is a kind diagram Students listen to stories or descriptions of families, then identify family member relationship
Graphs: Students are given a graph with some missing details While listening to the information, they fill in the missing details
With longer response, listening tasks can be:
Answering questions: based on the content of the listening, students are required to give longer and full answer to the questions
Note-taking: students take notes of the talk
Paraphrasing and translating: students use their own words to rewrite or retell the listening texts either in the same language or in their mother tongue
Summarizing: learners write a summary of the content of what they have just listened
Long gap-filling: similar to a cloze exercise, the only difference is that the information to be filled in the gap is longer
Dictation is also a recommended kind of task which can boost learners‟ listening skills a lot
Predictions play a crucial role in language learning, as students anticipate the continuation of an utterance or passage This skill can be enhanced when combined with other language exercises, particularly those focused on discourse passages By integrating prediction practice with various activities, learners can improve their comprehension and engagement.
Listening tasks are generally more challenging than other types of activities, as they lay the groundwork for further learning Students must not only comprehend the listening material but also compare, analyze, interpret, evaluate, and reason based on it These tasks can be considered communicative, engaging students' emotions, attitudes, preferences, and values alongside their intellectual skills.
Problem solving: students listen to all the information relevant to a particular problem and then set themselves to solve it, either individually or through group discussions
Jigsaw listening is an engaging educational activity where students are divided into groups, each listening to a unique but related audio passage This method allows each group to gather specific information that contributes to a broader understanding of a topic Following the listening session, the groups reconvene to share their insights and engage in discussions, enhancing their comprehension and critical evaluation of the material.
Interpretative listening involves students absorbing not only the content of a speaker's message but also various contextual elements such as the speaker's personality, delivery style, mood, and attitude This skill is a vital aspect of effective communication, allowing students to make deeper interpretations beyond mere words.
Evaluative and stylistic analysis involves examining various audio recordings, including interviews, comedy, drama, advertising, rhetoric, and poetry For students to effectively analyze the style and impact of these texts, they must comprehend both the explicit information and the implicit messages conveyed This level of analysis requires a high proficiency in spoken English.
Material adaptation
Madsen and Bowen (1978) assert that adaptation involves utilizing various techniques such as supplementing, expanding, personalizing, simplifying, modernizing, localizing, or modifying cultural and situational content This perspective aligns with Tomlinson's views on the importance of adapting content to fit different contexts.
(1998) believes that adaptation means “reducing, adding, omitting, modifying and supplementing.”
It is essential to distinguish between "adapting" and "adopting." Adaptation follows adoption and is dependent on it, focusing only on specific components rather than the entire course book While adoption involves evaluating the whole curriculum, adaptation pertains to modifying or adjusting individual parts to better suit needs.
In short, adaptation matches internal to external factors It involves changing some of the internal characteristics of a course book to better suit a particular circumstance
Cunningham (1995) emphasizes that educational materials often lack clarity about their teaching methodologies and may not align with actual practices, leading to inconsistencies Additionally, course books may not be suitable for all teaching and learning contexts, highlighting the necessity for material adaptation Therefore, it is essential for teachers to modify published resources to better meet the specific needs and proficiency levels of their students.
In addition, it is beneficial to evaluate our own motivations alongside the list provided by McDonough and Shaw (1993: 86), which highlights potential areas of mismatch that can be addressed through adaptation in this study.
- Not enough grammar coverage in general
- Not enough guidance on pronunciation
- Not enough practice of grammar points of particular difficulty to these learners
- Subject- matter inappropriate for learners of this age and intellectual level
- The communicative focus means that grammar is presented unsystematically
- Amount of material too great/ too little to cover in the time allocated to lessons
- Too much/ too little variety in the activities
- Dialogues too formal, and not really representative of everyday speech
- Vocabulary list and a key to the exercises would be helpful
This study highlights the significance of material adaptation theories and the previously outlined reasons, which will be instrumental in enhancing listening tasks within the English 11 curriculum.
Material adaptation is essential, but it must be approached with care and adherence to specific principles McDonough and Shaw (1993) emphasize that adapting materials should be guided by three key principles to ensure effectiveness.
„Personalizing‟ refers to increasing the relevance of content in relation to learners‟ interests and their academy, educational or professional needs
„Individualizing‟ addresses the learning styles both of individuals and of the numbers of a class working closely together
„Localizing‟ considers the matters of international geography of English language teaching and recognizes that what may work well in this learning environment may not do so in that environment
In brief, the above principles play a vital role in adapting materials In this study, the author also bases on these principles for modifying listening tasks of English 11
To adapt materials, McDonough and Shaw (1993) offer a list of techniques as follows:
The term "Addition" refers to supplementing materials by adding more, considering the impact on time allocation There are two methods of adding: extending and expanding Extending involves providing additional materials of the same type to achieve a quantitative change, while expanding entails introducing different elements to create a qualitative change.
Deleting or omitting: Like technique of addition, a teacher can delete or omit materials both quantitatively ( by subtracting ) or qualitatively ( by abridging )
Modification refers to any change within a specific context, particularly focusing on internal adjustments in exercises or materials This important and commonly utilized procedure enhances adaptability and can be applied to various content aspects Modification can be categorized into two types: rewriting, which involves altering the text, and restructuring, which focuses on changing the organization or format of the material.
Simplifying: When simplifying, teachers can make many elements of a language course such as the instructions, explanations, exercises or activities become easier and more accessible to learners
Re-ordering in course books allows for flexibility in the arrangement of content, enabling educators to modify the sequence of presentation within a unit or to approach units in a different order than initially planned This adaptability can enhance the learning experience by tailoring the material to better suit the needs of students.
Tanner and Green (1998: 122) also propose four different techniques for adapting materials They are changing, removing, replacing and adding
Changing: Changing means making small changes to the existing material in the course book to make the material more appropriate to students
Removing: Removing means that a course book‟ activity will be removed from the lesson
Replacing: Replacing means that one activity in an area not covered sufficiently in the book will be replaced by a more suitable activity
Adding: It means that the teacher can add an extra activity in an area not covered sufficiently in the book
There are various techniques for adapting materials, with the most common being modifying, replacing, adding, and simplifying content As an English teacher, the researcher believes these techniques can be applied individually or in combination, depending on the learning context, as well as the students' levels, needs, and interests.
Textbook adaptation can be done at three levels
Effective macro adaptation should occur prior to the start of a language program By comparing the textbook content with the syllabus or examination requirements, teachers can identify specific areas or entire units that may be omitted, as well as determine additional content that needs to be included.
Macro adaptation plays a crucial role in optimizing the educational process by enabling both teachers and students to conserve time and energy It allows educators to anticipate necessary supplements, ensuring they remain aware of relevant materials that can enhance learning outcomes.
Unit adaptation can be achieved by reorganizing, combining, omitting, or enhancing activities and materials This process is advantageous as it fosters a smoother and more cohesive classroom experience, enabling teachers to effectively meet the objectives of the unit.
The third level involves adapting specific activities within a unit While some activities may be considered valuable, they may lack proper design or feasibility for a particular classroom setting.
If the teacher still wants to use the activity, he or she needs to adapt it
2.1 Research method of the study
To carry out the research, action research (AR) was used
2.1.1 An overview of action research
Action research is known by many other names: participatory research, collaborative inquiry, emancipatory research, action learning or contextual action research There are a number of definitions of AR
Action research is a collaborative, self-reflective inquiry conducted by participants in social or educational settings to enhance the rationality and fairness of their practices while deepening their understanding of these practices This method involves a group identifying a problem, implementing solutions, assessing their effectiveness, and making further attempts if necessary According to Kemmis and McTaggart (1988), action research is only valid when it is collaborative, with individual contributions critically examined As noted by Wallace (1998) and Coles and Quirke (2001), action research entails systematic data collection and analysis aimed at driving improvements and resolving issues.
Data collection instruments
To successfully conduct this action research, both qualitative and quantitative data were collected through various methods, including pre and post tests, survey questionnaires, classroom observations, document analysis of listening tasks, and teaching diaries.
2.2.1 Pre- test (Appendix 1) and post- test (Appendix 6)
Testing was chosen as a mean of collecting data for this study firstly because test results students‟ improvement as the test score can show a relative degree of validity and reliability
This study involved administering tests to assess students' listening skills at two key stages: a pre-action test to establish their initial level and a post-action test to evaluate their improvement Each test was conducted within a fifteen-minute timeframe.
Questionnaire 1 is used to identify the real situation of the student‟s learning listening skill and probe how students self-evaluate the listening tasks in English 11
Questionnaire 1 consists of 9 questions Question 1 is used to find out students‟ opinion about learning listening skill Question 2 probes how students self-evaluate their listening competence Question 3 aims to discover whether students always complete listening tasks in the textbook Question 4 examines frequency of appearance of types of listening tasks in English 11 Question 5 is about students‟ opinions about listening tasks in the textbook Students‟ feelings when doing listening tasks are the focus of question 6 Question 7 examines students‟ opinions about the effect of listening tasks on their listening competence Question 8 probes what kinds of listening tasks students like best in listening lessons The last question seeks how the teacher treats listening tasks in class
Questionnaire1 is designed in Vietnamese to facilitate easy comprehension for students To maintain confidentiality, students are not required to provide their names The questionnaires will be distributed to students on Monday of the second week and will be collected on Saturday of the same week.
This questionnaire is adapted from Peacock (1997) It is to evaluate students‟ improvement created by the modified listening tasks in listening lessons during three weeks of the implementing phase
The questionnaire consists of two key questions aimed at assessing student satisfaction with modified listening tasks The first question employs a semantic differential scale to gauge students' opinions, featuring three closed items: boring/interesting, unsatisfying/satisfying, and inappropriate/appropriate Each item is rated on a scale from one to five, ranging from boring to interesting The second question invites students to provide comments and suggestions for enhancing the appropriateness of the listening tasks.
Similar to Questionnaire 1, Question 2 is presented in Vietnamese and does not require students to disclose their names Copies of the questionnaire will be distributed to students at the conclusion of each lesson and will be collected during subsequent lessons.
The observation sheets were utilized five times throughout the study, with two observations conducted during the pre-action stage in week 2 and three during the action stage from weeks 5 to 7 by a non-participant observer The initial observations aimed to assess student satisfaction with original listening tasks, while the subsequent observations focused on the effectiveness of modified listening tasks in enhancing students' listening skills Each observation lasted 45 minutes and utilized a checklist to evaluate students' concentration, involvement, enjoyment, and persistence during the tasks Additionally, the observer noted students' reactions to the modified tasks and their preferences regarding listening activities.
The observation sheet includes six items rated on a scale from one (low) to five (high) A non-participant observer fills out the sheet during the lesson and calculates the total score at the end of the session.
The article discusses the observation of five listening lessons, focusing on Units 1 (Friendship) and 2 (Personal Experiences) during the pre-action stage to evaluate the suitability and motivational impact of the original tasks In contrast, Units 3 (A Party), 4 (Volunteer Work), and 7 (World Population) are examined during the action stage, where tasks have been modified to enhance engagement and effectiveness.
All the information collected from the class observations along with data from other data instruments were analyzed to evaluate the effects of modified listening tasks on students‟ listening comprehension
Teaching diaries involve documenting classroom activities, enabling educators to gather, analyze, and evaluate information about student engagement and learning effectiveness This process helps teachers identify what strategies work best for their students and what may need adjustment Consequently, teaching diaries serve as a valuable tool for reflecting on lesson plans and instructional methods, ultimately leading to meaningful improvements in teaching practices.
Textbook analysis involves a systematic examination of textual materials, employing various methods to evaluate elements such as the text's structure, the author's focus, design and organization, language content, topics, methodologies, and the effectiveness of learning aids This comprehensive approach assesses the aims and instructional strategies of the book, ultimately determining its educational value.
This study evaluated the listening tasks in English 11 lessons to determine their suitability The analysis was based on established criteria for effective listening tasks outlined in Chapter I, Section 1.2.2 This comprehensive evaluation enabled the researcher to assess the listening tasks in the textbook and identify which ones require modification to enhance students' listening comprehension.
The results of the textbook analysis are presented in Chapter 3.
Participants
In the 2011-2012 school year, a study was conducted at Kinh Mon High School, focusing on data collection, analysis, and the implementation of improvement strategies Participants in this research played a crucial role in the study's outcomes.
With six years of experience teaching English at Kinh Mon High School, this 30-year-old educator is a graduate of Hanoi National University, specializing in Languages and International Studies Currently, she is furthering her expertise by pursuing a Master's degree in TESOL at the same institution.
The participant in this study is an English teacher from Kinh Mon High School, who holds a Bachelor's degree in English from Hanoi National University - College of Languages and International Studies At the age of forty, she brings 15 years of teaching experience to her role.
The study focuses on fifty grade 11 students (28 females and 22 males) from Class 11I at Kinh Mon High School during the 2011-2012 academic year Aged between 16 and 17, these students hail from various communes in Kinh Mon district and have been learning English since the sixth grade Despite their experience, their English proficiency, particularly in listening, remains low Many students neglect listening practice, perceiving it as unimportant since it is not assessed in the National Examination During the 2011-2012 school year, they have only one 45-minute session per week dedicated to improving their listening skills.
Summary
This chapter outlines the research methodology, including the instruments used for data collection and analysis, as well as participant descriptions To achieve the research aims and objectives, the researcher utilized survey questionnaires, observation sheets, teaching diaries, and document analysis The subsequent chapter will detail the data analysis and findings.
CHAPTER THREE: DATA ANALYSIS AND FINDINGS
This chapter begins by analyzing initial data gathered from observations, questionnaires, textbook reviews, and teaching diaries It then outlines the hypothesis along with the planning and action phases Lastly, the researcher discusses the methods employed to modify listening tasks and evaluates the action research process.
3.1 Initial data 3.1.1 Results from pre-listening test
As stated in Chapter 2, on the first day of week 2 students would do a test to measure their level
Below are the results of the test
Table 1: Results of the pre-test Marks Marks 1-2 Marks 3-4 Marks 5-6 Marks 7-8 Marks 9-10
The data reveals that 74% of students scored below average in their listening skills, with only 20% achieving average scores and a mere 6% reaching scores between 7 and 10 This indicates a significant weakness in listening abilities among students, highlighting the urgent need for targeted support to enhance this essential skill.
3.1.2 Results from pre-action stage observations
In the pre-action stage, a researcher conducted lessons on Unit 1 (Friendship) and Unit 2 (Personal Experiences) using non-modified tasks, while another teacher observed and recorded notes on student participation This observing teacher also assessed and provided total marks for student involvement during the two periods A detailed description of one lesson follows.
Number of students in class: 50
As usual, the lesson started with warm-up The teacher asked her students some questions
In a recent lesson, students engaged in a pair activity where they discussed their best friends, focusing on questions such as their identity, the duration of their friendship, and the qualities they admire After a brief sharing session, the teacher introduced the day's lesson, which involved listening to two monologues by Lan and Long about their best friends To prepare students, the teacher presented key vocabulary and phrases before they tackled Task 1, where they determined the truthfulness of various statements Students worked individually to underline key words in the 11 statements before listening to the audio twice for clarity.
The teacher requested students to provide their answers, but only a few were fully prepared, while some showed little interest in the task To ensure understanding, the teacher took the time to review each response individually.
In task 2, students were required to take notes on what Lan and Long appreciated about their friends and the circumstances of their meeting The teacher played the audio twice, but students struggled with the task, resulting in minimal note-taking Consequently, the teacher stepped in to offer assistance, causing the lesson to progress at a slower pace.
Finally, the teacher gave some cues and asked students to work in pairs to talk about Lan‟s and Long‟s best friends
The observation results indicate that the observation sheet comprised six items; however, during Units 1 and 2, only four items were utilized to assess student involvement in tasks Each item was scored out of a maximum of 5 points, with the highest possible score for the entire class in each lesson being 20 points Consequently, the highest total score achieved across the two lessons was 40 points.
Below are the concrete results:
Table 2: Students’ involvement in the tasks
Unit 2 (Personal experiences) Marks of students’ involvement in the tasks
It can be seen from the table that level of students‟ involvement in the tasks was quite low
In Unit 1 (Friendship), the percent of students who involved in the tasks accounted for
In Unit 1, only 40% of students engaged with listening activities, while participation increased to 45% in Unit 2, highlighting that over half of the students neglected their listening studies This lack of engagement may stem from two primary factors: the tasks may be perceived as uninteresting, and students might possess a low level of listening competence.
3.1.3.1 Students’ evaluation about listening skill and their own listening competence
When answering the first question about their evaluation about learning listening skill, most of the students (96 %) admit that learning listening skill is difficult, even extremely difficult
In a recent self-evaluation survey, only 2% of students rated their listening comprehension as very good, while a staggering 78% expressed that they felt very poor in this area During listening lessons, most students reported hearing very little, highlighting a significant challenge in their listening skills development.
3.1.3.2 Students’ opinions about listening tasks in English 11 (Questions 3, 4 and 5)
In a recent survey regarding the completion of listening tasks during lessons, only 2% of students reported always finishing these tasks, while 14% indicated they often completed them The majority, 84%, stated they sometimes managed to finish Additionally, 66% of students expressed that the variety of listening tasks in the textbook was limited.
Question No 4 tried to seek the frequency of listening tasks in listening lessons The results are clearly presented in the table below:
Table 3: Frequency of listening tasks in listening lessons
Completing missing information in the table/ charts (%)
Ticking the things you hear (%)
In English listening lessons, open-ended questions are the most commonly used tasks, followed by filling in missing words and true/false statements, each comprising 24% of the activities Other tasks, such as numbering pictures, multiple-choice questions, and ticking items heard, are occasionally included, while completing missing information in tables or charts is rarely utilized This data reinforces the observation that listening tasks in English 11 are limited in variety.
3.1.3.3 Students’ feelings when doing listening tasks in English 11
Question No 6 examines students‟ feelings when doing listening tasks in English 11 The results can be seen in the following table:
Table 4: Students‟ feelings when doing listening tasks in English 11
A survey conducted among English 11 students revealed that 54% of them found the listening tasks in their textbook to be very boring, while 38% reported feeling neutral about the activities Only a small percentage of students expressed genuine interest in the listening tasks.
Many students find the listening tasks in textbooks unengaging, leading to a lack of motivation to participate in lessons and hindering the development of their listening skills.
3.1.3.4 Students’ evaluation about the effectiveness of listening tasks to their listening competence
Table 5: Students‟ evaluation about the effectiveness of listening tasks
Very effective (%) Effective (%) Not clear (%) Ineffective (%)
Table 5 reveals that merely 6% and 8% of students considered the listening tasks in the textbook to be very effective and effective, respectively Additionally, 34% of students expressed uncertainty about whether these tasks would aid in enhancing their listening comprehension skills.
52% believed that their ability for listening comprehension was not improved They claimed that the tasks were totally ineffective
3.1.3.5 Students’ preferences for listening tasks
Question 8 was used to collect information about the listening tasks that students preferred The results are shown in the table below:
Table 6: Students‟ preferences for listening tasks
Completing missing information in the table/ charts (%)
Ticking the things you hear (%)
The hypothesis
The analysis and discussion of the initial data formed the following hypothesis:
Modified listening tasks in listening sections of English 11 could help improve student’s
An action plan was developed to enhance students' listening comprehension by modifying original listening tasks, making them more engaging and suitable for students during listening lessons.
Planning action steps
In this action plan, the researcher focuses on modifying inappropriate listening tasks basing on the principles and techniques for adapting presented in sections 1.3.3 and 1.3.4 of
Chapter 2 to make the tasks more appropriate for students at Kinh Mon High School The choice of each specific technique depends on students‟ opinions and the analysis of original listening tasks With a carefully prepared plan, the researcher wishes to attract students to listening lessons, then, in part, help them better at listening
The followings are some techniques exploited to modify listening tasks
In Task 1 of Unit 4 on Volunteer Work, students listen to a passage and fill in missing numerical information However, this task lacks depth, prompting a replacement with a more informative exercise.
Modified task: Listen to the passage again and then underline false information in the following sentences
1 Dance , theatre, singing and folk music classes were set up in 1998
2 Children from these classes raise money to continue their studying and Performance Arts classes
3 The school requires volunteers to help organise their fund-raising dinner in which children dance, sing and play music at one of the largest clubs in HCM City
4 They need foreign volunteers to contact students‟ parents and help to expand the school activities
5 Volunteers are required from February until July to help organise the events
According to Questionnaire 1, many students expressed boredom with repetitive listening tasks, particularly when answering questions, which they also found somewhat challenging Therefore, in Unit 4 (Volunteer Work), Task 2 (Answering Five Questions) will be replaced with a more engaging alternative.
Modified task: Listen to the passage about Spring School, a special school in Ho Chi Minh City and then choose the best answer:
1 The aim of Spring School is ………
A to teach disadvantaged children all over the country
B to teach disadvantaged and poor students how to dance and sing
C to provides classes to disadvantaged children in Ho Chi Minh City only
2 The number of students at the school is …………
3 The school set up English classes in………… in the cooperation with………
A 1996/ The Organization for Education Development
B 1997/ The Organization for Ecomomic Development
C 1998/ The Organization for Education Development
4 The fund-raising dinners are held………
A Once a year B Twice a year C Every two year
5 At fund-raising dinners, the children often………
A Sing and dance B Dance and play music C Sing, dance and play music
Certain tasks in the textbook, particularly in Unit 3 (A Party), may be excessively lengthy for students to finish within the allotted time Task 1 requires students to listen and determine the truth of five statements, while Task 2 involves listening again to answer seven open-ended questions To allow adequate time for both tasks, it is advisable to reduce the number of questions in Task 2.
(Questions No 3 and No 5) are omitted
In this research, a technique called changing is employed to enhance comprehension Specifically, in Task 2 of Unit 7 (World Population), the five open-ended questions are lengthy and challenging for weaker students Consequently, the task will be modified to facilitate better understanding for these students.
Modified task: Listen to the passage again and then answer the following questions:
1 According to the expert, how many people will there be by the year 2015?
2 How is the rate of population growth in different parts of the world?
3 What are the bad effects of population explosion?
4 What are the four solutions offered by the expert?
In brief, three main techniques employed for modifying the tasks in the textbook are
Data collected in the action stage
In the action stage, the researcher implemented modified listening tasks across three lessons (Units 3, 4, and 7), with observations recorded by a colleague using assessment sheets Each sheet featured six criteria, allowing a maximum score of 5 per item, resulting in a total possible score of 30 for each lesson and 90 across all three observed lessons Table 10 presents the scores reflecting student involvement in the tasks.
Table 10: Students’ involvement in tasks
Marks of students’ involvement in tasks
The data indicates a gradual increase in student engagement with modified listening tasks throughout the lessons, with 63.3% participation in Unit 3 and a 10% rise in Unit 4 By Unit 7, student involvement reached 76.7%, demonstrating that modified listening tasks significantly enhanced interest in learning However, the overall average participation rate of 71.1% across three lessons suggests that there remains room for improvement, as some students showed disinterest This finding motivates the researcher to further refine the modified listening tasks to boost student participation.
Questionnaire 2 (Appendix 2) was delivered to each student after finishing each lesson during three weeks (from week 4 to week 7) to see how students evaluate the modified listening tasks
A total of 150 questionnaires were collected over three lessons, each consisting of four items with a maximum score of 5 per item This means the highest possible score for a single questionnaire was 20, leading to a cumulative total score of 1000 for the entire class.
The results of the questionnaire were illustrated in the table below:
Table 11: Students’ evaluation about modified listening tasks
The data indicated that a majority of students favored the modified listening tasks, perceiving them as more engaging and relevant Notably, the preference for these tasks rose progressively with each lesson, starting at 63% in Unit 3 and increasing to 72.5% in subsequent units.
4 and 75.5% in the last lesson
Students expressed positive feedback regarding modified listening tasks, feeling satisfied with the teacher's adjustments Their comments indicated that these modifications significantly facilitated their listening process, reducing stress and making it easier to extract information from the passages They were able to complete most tasks successfully and conveyed a desire for more frequent modifications to enhance their listening skills further.
The findings from observations and Questionnaire 2 indicate that modified listening tasks significantly enhanced student engagement As a result, students demonstrated greater concentration during lessons, with many successfully completing the listening tasks independently This suggests that the implementation of more suitable listening tasks contributed to an improvement in students' listening competence.
To closely monitor the effectiveness of modified listening tasks and identify any arising issues during lessons, the researcher maintained teaching diaries after each session.
During the pre-action stage, nearly half of the students showed little interest in lessons covering Units 1 and 2, often failing to complete the 45-minute sessions due to the use of non-modified listening tasks However, this trend shifted positively with the introduction of modified tasks in Units 3, 4, and 7, leading to increased student engagement.
The researcher observed significant improvements in students' listening comprehension over three lessons during the action stage, as noted in her teaching diaries The modified listening tasks positively impacted students' progress, with most students able to complete the tasks independently Additionally, the tasks were perceived as more interesting and satisfying, leading to increased engagement and reduced anxiety during listening activities This contributed to a relaxed classroom atmosphere throughout the three weeks of the action stage.
Teaching diaries revealed that some students were off-task, remaining silent in class and only completing part of their assignments This indicates that the modified tasks need further adjustments to engage a larger number of students effectively.
In conclusion, the use of teaching diaries, observations, and questionnaires enabled the researcher to accurately assess the impact of modified listening tasks on student progress This approach allowed for the identification of strengths and challenges after each lesson, facilitating targeted adjustments to improve student comprehension.
Following the implementation of modified listening tasks in her teaching, the researcher developed a test to assess whether these tasks effectively enhanced students' listening comprehension skills.
The table below presents the results:
Table 12: Results of the post-test Marks Marks 1-2 Marks 3-4 Marks 5-6 Marks 7-8 Marks 9-10
Students demonstrated significant progress in the recent test, with a notable decrease in the number of individuals receiving below-average marks Over half of the students achieved higher scores compared to their previous test results, reinforcing the positive impact of the modified listening tasks This indicates that most students experienced success in enhancing their listening comprehension skills.
Action research evaluation
This section evaluates the action research by analyzing data collected from both the pre-action and action stages to determine if modified listening tasks can enhance students' listening comprehension.
3.5.1 Students’ involvement in tasks before and after action plan
Chart 1: Students‟ involvement in tasks before and after action plan
The graph indicates that student involvement in tasks during the pre-action stage was 40% in lesson 1 and 45% in lesson 2, suggesting that nearly half of the class was off-task However, during the action stage, participation significantly increased, rising from 63.3% in Unit 3 to 73.3% in Unit 4 and reaching 76.7% in Unit 7 This demonstrates that the majority of students were more engaged with the modified listening tasks, leading to notable improvements in their listening skills as the action plan was implemented.
The data collected from both the initial and action stages reveals a significant improvement in students' listening comprehension Throughout the action stage lessons, there was a noticeable increase in the percentage of students remaining on-task, demonstrating the effectiveness of the modified listening tasks.
Unit 1 Unit 2 Unit 3 Unit 4 Unit 5
Students‟ involvement in tasks before action plan
Students‟ involvement in tasks after action plan
3.5.2 Students’ progress reflected through tests
Chart 2: Students‟ progress reflected through tests
The chart demonstrates significant progress in students' listening comprehension following the implementation of action plans, as evidenced by a substantial increase in post-test scores compared to pre-test scores Notably, the number of students receiving low marks was halved, while those achieving high marks saw a dramatic rise, confirming the effectiveness of the strategies employed.
3.5.3 Summary of major findings and discussions
3.5.3.1 The unsuitability of listening tasks in the textbook and its effects on students’ listening comprehension
Numerous studies have explored the factors influencing students' listening comprehension, which can stem from both teachers and students However, analysis of questionnaires and observations reveals that the inadequacy of listening tasks in textbooks significantly impacts students' listening skills.
According to the findings from questionnaire 1, pre-action observations, and textbook analysis, a significant number of students perceive the listening tasks in the textbook as tedious and largely unhelpful in enhancing their listening skills This highlights the ineffectiveness of the current listening activities in fostering student engagement and skill development.
Result of the pre-test Result of the post-test tasks in English 11 do not meet students‟ needs and interests There exists some appropriateness
The tasks in the English 11 textbook can be deemed unsuitable for students due to three main issues First, some tasks are overly difficult, leading to heightened stress levels among students who struggle to meet these challenges Second, many tasks are excessively long, making it impossible for students to complete them within the allotted time Lastly, the presence of repetitive tasks fails to engage students, as the monotony quickly leads to boredom and a lack of motivation.
Obviously, inappropriate tasks could not create a motive and interests for students to learn, thus, students‟ listening competence can not be improved much as expected
3.5.3.2 Students’ preferences for listening tasks
Listening tasks come in various forms, including answering questions and filling in missing information Among these, students particularly favor multiple-choice questions, True/False statements, and gap-filling exercises This preference likely stems from the fact that these tasks align well with their skill levels, allowing them to approach the activities with confidence and a positive mindset.
3.5.3.3 Modified listening tasks could help improve students’ listening comprehension
The action plan was implemented during three lessons (Unit 3, Unit 4 and Unit 7) with the modification of the listening tasks in English 11, i.e replacing, omitting and changing the unsuitable tasks
Observations, questionnaire results, and teaching diaries reveal that modified listening tasks significantly enhance student engagement in lessons Consequently, there is a noticeable increase in the percentage of student participation in tasks with each lesson.
In Units 3, 4, and 7, students achieved scores of 63.3%, 73.3%, and 76.7%, respectively Notably, learners expressed that the lessons were engaging and relevant, aided by well-structured tasks Throughout the three lessons focused on the action stage, most students reported high satisfaction, as they successfully completed the tasks independently.
Modified listening tasks have positive effects on improving students‟ listening comprehension because of the following reasons:
The modified tasks were designed to align with listening theories and material adaptation principles while also incorporating student feedback, ensuring they meet students' needs and interests effectively.
After each lesson, the researcher gathered reflections from students via questionnaires, received feedback from a colleague through observations, and maintained teaching diaries This process enabled her to make necessary adjustments for subsequent lessons to better meet students' needs Consequently, all modified listening tasks were meticulously prepared Additionally, the researcher employed various techniques to adapt the materials, ensuring that the modified tasks were more suitable for her students.
CONCLUSION
Conclusions
Over an eight-week action research period, the study identified a significant issue: students' lack of interest in listening lessons Initial observations, discussions with teachers, and student conversations in the first week highlighted this problem In the subsequent week, further investigations using observations, a questionnaire, and document analysis confirmed that the listening tasks in the English 11 textbook were unsuitable The analysis revealed that many students struggled with listening skills, while the complexity and length of certain tasks contributed to their disengagement.
Finding the answer for the first research question led to the hypothesis whether modified listening tasks could help increase students‟ listening comprehension
An action plan was developed to address the issue by revising the listening tasks in the textbook This modification was guided by principles for adapting materials, taking into account the actual needs and interests of the students The techniques employed for these modifications included replacing, omitting, and altering tasks to enhance their relevance and effectiveness.
Three weeks after implementing the action plan in Units 3, 4, and 7, data from questionnaire 2, observations, and teaching diaries indicated that most students showed improvement in their listening skills Although there were some limitations, the modified listening tasks proved effective in increasing student engagement and enhancing their listening competence.
Recommendations
As discussed in this study, the application of modified tasks can be effective in improving students‟ listening comprehension So as for EFL teachers to have effective modifications,
I have some recommendations as follows:
Teachers should engage in conversations with students to identify their preferred types of listening tasks and to understand which tasks do not align with their needs and proficiency levels.
Secondly, a plan about modifying listening tasks should be well and thoroughly prepared The teacher must point out what he/ she intends to do with the tasks
Thirdly, after each modified listening taught to students, a small survey or an informal interview may be helpful as it will help teachers measure the appropriateness of the modified tasks
The researcher suggests several effective techniques for modifying listening tasks, including omitting, replacing, changing, adding, or simplifying content Teachers can select the most appropriate techniques based on the specific needs of their class, ensuring a tailored action plan for enhancing listening skills.
Limitations of the study
The study has gained some success in improving students‟ listening comprehension through modified listening tasks However, it still bears some limitations
The research spanned eight weeks, with modified tasks implemented over just three weeks and three lessons To enhance the reliability of the results, a longer study period with additional lessons would have been beneficial.
The study was conducted with a limited sample size of 50 students, which the researcher acknowledges may restrict the findings The researcher expresses a desire to expand the research to a larger scale in order to achieve more comprehensive and impactful results.
Finally, the study would be more effective if the researcher were much better at academic language proficiency, and had more experience in carrying out the research.
Students’ involvement in tasks before and after action plan
Ticking the things you hear (%)
The data indicates that multiple choice questions are the most favored listening tasks, followed by tasks that involve filling in missing words Third in preference are true/false statement tasks, while tasks requiring listeners to tick items they hear and complete missing information in tables or charts follow closely The least preferred listening task is answering open-ended questions.
3.1.3.6 Students’ opinions about the way their teachers treat listening tasks
Table 7: Students‟ opinions about the way their teachers treat listening tasks
9 In what way does your teacher teach listening tasks in the Textbook?
In a recent survey, 76% of respondents indicated that the teacher consistently adheres to the tasks outlined in the textbook Meanwhile, 8% noted that the teacher occasionally substitutes challenging tasks with simpler alternatives Additionally, 16% of participants observed that the teacher frequently adjusts listening tasks to better align with the students' proficiency levels.
A significant majority of students reported that their teachers strictly adhere to the textbook tasks without making any adaptations Only 16% noted that their teachers frequently modify listening tasks to enhance comprehension, while 8% mentioned that difficult tasks are occasionally substituted with easier alternatives These statistics indicate a reliance on textbooks among teachers, suggesting a lack of necessary adjustments to accommodate varying student proficiency levels.
3.1.4 Results from document analysis 3.1.4.1 English 11
English 11 was officially in use in the year 2007 It is developed from a theme-based syllabus Like English 10, English 11 consists of 16 units Each unit presents a topic as shown in the below table:
2 Personal experiences 10 Nature in danger
4 Volunteer work 12 The Asian Games
8 Celebrations 16 The wonders of the world
Each unit consists of five key components: Reading, Speaking, Listening, Writing, and Language Focus Each component is structured around pre-activities, while-activities, and post-activities, incorporating a diverse range of tasks These activities are meticulously designed to enhance students' communicative competence.
3.1.4.2 Listening tasks in listening sections of English 11
In English 11, the listening sections focus on enhancing students' listening comprehension of unit topics, with all activities and tasks meticulously crafted to achieve this objective.
A typical listening section features two main tasks: Task 1, which includes filling in gaps, determining True/False statements, or selecting the best answer, and Task 2, focusing on comprehension questions The table below provides a clearer overview of the various types of listening tasks in English 11.
Table 9: Types of listening task in English 11
Units Tasks Types of listening task Units
Tasks Types of listening task Unit 1
True/False statements Multiple choice questions
True/False statements True/False statements
True/False statements Multiple choice questions
Gap-filling Multiple choice questions
Multiple choice questions True/False statements
True/False statements True/False statements Comprehension questions Comprehension questions
Multiple choice questions True/False statements Comprehension questions Comprehension questions
The textbook's listening tasks lack variety in format and style, often relying on repetitive activities like True/False statements and comprehension questions, which may contribute to student boredom during listening lessons.
Not all tasks align with the background and knowledge of students, particularly those from mountainous areas like Kinh Mon district.
In Unit 3, titled "A Party," the listening topic is familiar; however, Task 2 presents challenges with its lengthy format, featuring seven comprehension questions Additionally, some questions may pose difficulties for students, impacting their ability to respond effectively.
In Unit 4 (Volunteer Work), the listening passage focuses on Spring School, a unique institution in Ho Chi Minh City that many students may not be familiar with Students may encounter challenges in Task 2, particularly with question 3 regarding the reasons children engage in fund-raising performances and question 5 concerning the necessity of foreign volunteers To answer these questions effectively, students need to listen carefully to lengthy sentences, highlighting the importance of strong memory and note-taking skills.
Despite some positive aspects, the listening tasks in English 11 lack diversity and often do not align with students' proficiency levels This mismatch can result in boredom, ultimately hindering students' listening comprehension skills.
The initial data analysis reveals a lack of interest among students in English 11 listening tasks, as they find these repetitive activities boring and ineffective for improving their listening skills This disinterest stems from the unsuitability of the original tasks, which ultimately discourages student engagement in listening lessons Consequently, the research identifies the key factor contributing to students' disinterest in listening lessons.
Based on the collected data, the researcher identified several reasons for the unsuitability of the original listening tasks Firstly, some tasks exceed the students' knowledge and abilities Secondly, certain tasks are excessively lengthy Lastly, the repetitive nature of some tasks fails to engage students' attention.
The analysis and discussion of the initial data formed the following hypothesis:
Modified listening tasks in listening sections of English 11 could help improve student’s
An action plan was developed to enhance students' listening comprehension by modifying original listening tasks, making them more engaging and suitable for students during listening lessons.
In this action plan, the researcher focuses on modifying inappropriate listening tasks basing on the principles and techniques for adapting presented in sections 1.3.3 and 1.3.4 of