INTRODUCTION
Rationale of the study
Listening is a crucial skill in language acquisition, defined as the ability to understand speech in a second or foreign language It constitutes the primary mode of communication, with research indicating that individuals spend 50% of their conversation time listening, compared to 25% speaking, 15% reading, and 10% writing (Richards, 2008) Morley (1984) emphasizes that effective communication hinges on listening skills, as misunderstandings can easily arise without them Despite its importance, students often feel anxious about listening, particularly when faced with material they struggle to understand To enhance focus and engagement, pre-listening activities are essential; they help activate background knowledge and clarify expectations Effective pre-listening tasks involve discussions or questions related to the listening content, enabling students to build confidence and improve comprehension during the listening phase.
Pre-listening activities, as outlined by Medley (1977), can be categorized into readiness and guidance activities Readiness activities aim to engage students' prior knowledge by encouraging them to read the title, make predictions about the audio content, explore key vocabulary, examine accompanying visuals, interpret listening tasks, and receive scaffolding support In contrast, guidance activities focus on clarifying the tasks students will undertake and their objectives for completing these tasks.
According to Ur (1984), listening is an active and intricate process that benefits from pre-listening activities, which help activate students' background knowledge and enable them to form hypotheses and predictions By incorporating various pre-listening tasks, students experience reduced anxiety, leading to increased confidence during listening lessons This enhanced motivation ultimately results in improved comprehension and success, fostering effective learning outcomes.
Many students at my college, particularly those from northern midland and mountainous regions of Vietnam, struggle with poor background knowledge, making it challenging to enhance their listening skills Additionally, English teachers at Industrial Economics Technology College often neglect the pre-listening stage due to limited teaching time and a misconception about its importance This lack of preparation contributes to students' low motivation and engagement in lessons, leading to feelings of exhaustion and the perception that listening is the most difficult skill to master.
The pre-listening stage plays a crucial role in teaching listening skills, prompting the need to assess the understanding and implementation of pre-listening tasks among teachers and students at my college It is essential to evaluate the types of activities employed, their effectiveness, and whether they are diverse enough to engage students and sustain their attention Addressing these questions will necessitate a thorough investigation to uncover insights and potential improvements in pre-listening strategies.
For those reasons, the researcher conducted this research under the title
“Diversification of pre-listening activities to improve students' listening skill: an action research at Industrial Economics Technology College”.
Aims and scope of the study
The long-term goal of this research is to develop effective pre-listening activities that enhance listening comprehension among college students Initially, a variety of pre-listening activities were tested to identify which methods proved most effective This exploration aims to create a framework for designing tailored pre-listening activities suited to the specific needs of students The primary objective of this action research is to assess whether diversifying pre-listening activities positively impacts students' listening comprehension Additionally, the study investigates students' reflections on these varied tasks, as their feedback is invaluable for teachers in designing effective lesson plans and teaching materials, particularly for listening lessons.
The study concentrated on the effects of alternating pre-listening activities on improvement of students‟ listening skill in Industrial Economics Technology College
A study involving 40 second-year students from class K9 at IETC, who have completed three semesters of English with six 45-minute lessons weekly, revealed that they are currently at a pre-intermediate level The curriculum utilized an adapted version of the Market Leader textbook, which is specifically designed to integrate real-world international business scenarios into the learning environment.
Developed in collaboration with the Financial Times, a premier source of professional information, this adaptation ensures a broad and authentic range of international business content Tailored for local students and the instructional curriculum, the revised version includes various Test of English for International Communication (TOEIC) activities, such as reading comprehension, photo selection listening, and listening comprehension, created by English teachers at the Industrial Economics Technology College (IETC).
Research questions
To examine the effectiveness of pre-listening activities in order to deliver the afore- mentioned objective, the following question was formulated:
1 To what extent does diversification of pre-listening tasks help students at my college improve their listening comprehension?
2 What are these students‟ attitudes towards diversification of pre-listening tasks?
Summary of Chapter 1
Listening is a crucial skill for English learners, yet many struggle to master it, highlighting a gap for exploration This study specifically targeted second-year students at IETC with a pre-intermediate level of English The primary objective was to assess the impact of varied pre-listening activities on enhancing students' listening skills.
LITERATURE REVIEW
Theoretical background of listening skill
Listening is the most frequently utilized language skill, accounting for up to fifty percent of daily communication (Goh, 2002) Rubin (1994) supports this view, noting that listening occurs twice as often as speaking, four times more than reading, and five times more than writing Effective listening is crucial for successful communication, as understanding spoken English poses greater challenges for language learners compared to interpreting written texts Therefore, emphasizing the teaching of listening comprehension is essential.
Listening is a vital component of communication, as emphasized by Rost (1994), and plays a significant role in effective interaction A learner may articulate their thoughts verbally, but without the ability to comprehend spoken English, meaningful communication remains unattainable In everyday life, listening is the most frequently utilized language skill, with individuals listening twice as much as they speak, four times more than they read, and five times more than they write.
Listening is a vital communication skill that encompasses everything from recognizing sounds to comprehending complex messages (Underwood, 1989) It involves actively paying attention and deriving meaning from what we hear, distinguishing it from mere hearing, which is the recognition of sounds According to Emmert et al (1994), listening is an active process that requires understanding a speaker's accent, pronunciation, grammar, and vocabulary to fully grasp their meaning Additionally, effective listening involves the ability to interpret implicatures within conversations, highlighting its importance in successful communication.
2.1.2 Listening comprehension in language learning and teaching process
Listening is a crucial aspect of language development, whether in a native or second language Various definitions of listening comprehension highlight the diverse perspectives on this important skill.
Listening comprehension is an active process of meaning construction that involves applying both linguistic and non-linguistic knowledge to incoming sounds (Buck, 2001) Context is crucial in this process, as it aids in constructing meanings from auditory information Researchers such as Garrod (1986) and McDonough and Shaw (1993) emphasize the necessity of activating contextual information and background knowledge for effective listening comprehension.
Lynch (1995) describes listening comprehension as an interactive process where listeners engage with the text, influenced by their interest, emotional responses, and motivation, which can enhance or hinder understanding Successful listening entails comparing and integrating new information with existing knowledge Mendelsohn and Rubin (1995) further emphasize that listeners actively construct their knowledge and continuously monitor incoming information to further its development.
Listening comprehension involves the active processing of sounds to construct meaning, highlighting the listener's engagement in understanding information (Underwood, 1989) It encompasses both top-down and bottom-up processes, where top-down refers to the activation of prior knowledge to interpret the information received in the bottom-up process.
Factors affecting students‟ listening comprehension
Listening comprehension is influenced by various factors categorized into four main groups: the speakers, which include the number of speakers, their speed, and accents; the listeners, encompassing their roles and interest in the topic; the content, consisting of vocabulary, grammar, and background knowledge; and the support provided through visual aids such as pictures and diagrams.
Anderson and Lynch (1988) categorize influential factors affecting listening performance into three areas: language type, listening purpose, and contextual setting Their research identified several elements that can hinder students' listening abilities, including the organization of information, topic familiarity, clarity and adequacy of the information provided, as well as the nature of referring expressions and the relationships depicted in the text, whether dynamic or static.
Several influential factors impact listening comprehension, as highlighted by Helgesen, Brown, Dunkel, and Ur Key characteristics of spoken language that challenge listeners include clustering, redundancy, reduced forms, performance variables, colloquial language, delivery rate, and elements of stress, rhythm, and intonation Understanding these factors is essential for improving listening skills.
In conclusion, factors affecting listening comprehension could be listed as follows:
Unfamiliar topics pose significant challenges for listeners, as highlighted by Ur (1984) and Rixon (1986), who note that while we may have general expectations, processing familiar subjects is considerably easier Nunan (1988) further emphasizes that comprehending unfamiliar topics, especially those not directly addressed to listeners, is much more difficult than understanding familiar subjects tailored to them.
Rost and Candlin (2014) emphasize that listening to unfamiliar topics poses greater challenges for listeners compared to more familiar subjects To enhance comprehension, it's recommended that teachers choose input related to common themes in everyday conversations during the initial stages of learning This approach not only supports students at the beginning of their courses but also streamlines the overall learning and teaching process (Anderson and Lynch, 1988).
Understanding the cultural context of a language is crucial for learners, as it significantly impacts their comprehension When listening tasks incorporate unfamiliar cultural elements, students may struggle with understanding Therefore, it is essential for teachers to provide necessary background knowledge prior to these listening activities (Azmi, Celik, Yidliz, & Tugrul, 2014).
2.2.3 Pronunciation, stress, rhythm and intonation
Pronunciation is a significant challenge for students during the listening process, as noted by Rost (1994) Rixon (1986) emphasizes that aspects like word stress and the distinction between strong and weak forms in spoken language complicate listening comprehension compared to reading Additionally, Helgesen et al (1994) highlight that features such as assimilation and elision can further hinder understanding Rhythm and intonation also play crucial roles in listening difficulties, with unfamiliar patterns making comprehension harder Brown (1977) points out that rhythm reflects the unique characteristics of a language, and understanding English rhythm is essential for grasping the structure of spoken messages.
Research by Azmi Bingol, Celik, Yidliz, and Tugrul Mart (2014) highlights that listening texts with familiar vocabulary significantly enhance students' comprehension When students understand the meanings of words, their interest and motivation increase, positively influencing their listening skills However, many words possess multiple meanings, and using them in the wrong context can lead to confusion Although students may attempt to infer meanings from context, this approach is often ineffective, especially when the speech is rapid.
2.2.5 Length and Speed of Listening
According to Azmi Bingol, Celik, Yidliz, and Tugrul Mart (2014), students' proficiency levels significantly impact their ability to listen to lengthy audio segments and retain information Lower-level students struggle to engage with listening tasks lasting over three minutes, making shorter passages more conducive to comprehension and reducing fatigue Additionally, Underwood (1989) notes that the speed of speech can complicate listening, as rapid delivery hinders L2 learners' understanding of vocabulary In such cases, listeners cannot regulate the speakers' pace, leading to substantial challenges in comprehension.
Hamouda (2013) emphasizes the importance of student attentiveness during listening lessons, as they must quickly process and comprehend newly introduced information A lack of concentration can lead to missed content, ultimately hindering their overall understanding of the listening task.
Listening Comprehension in EFL Classrooms
Normally the listening lesson is divided into three stages which are pre-listening, while-listening and post-listening Each stage has its own characteristics and time allocation
The pre-listening stage is a brief period, typically lasting seven to fifteen minutes, designed to equip learners with the necessary background to comprehend spoken texts This phase not only activates students' prior knowledge on the topic but also raises their awareness of relevant vocabulary and experiences, thereby enhancing their interest According to Baker and Westrup (2000) and Lewis and Hill (1992), this stage incorporates targeted activities that stimulate interest, provide linguistic preparation, and foster a dynamic learning environment By giving learners a clear reason for listening, the pre-listening stage effectively encourages their willingness to engage with the material It is crucial for teachers to assist students in activating their existing knowledge, pre-teaching essential vocabulary, and establishing clear listening objectives, as simply introducing the topic is insufficient.
The pre-listening stage is crucial in teaching listening skills, as highlighted by Lewis and Hill (1992) This phase prepares students for the listening activity by sparking their interest and expectations about the upcoming audio text Teachers can enhance motivation by sharing background knowledge, facilitating discussions on related topics or images, and posing relevant questions Overall, the pre-listening stage serves as a warm-up, aiming to direct learners' attention to the listening task while minimizing comprehension challenges These preparatory activities foster an engaging learning environment, boost student motivation, provide context for listening, and equip learners with necessary language skills.
2.3.2 While-listening stage and post-listening stage
These are the main stages of the listening process According to Rost and Candlin
While-listening activities are designed to engage students during the listening process, focusing on enhancing their listening comprehension by helping them extract meaning from spoken language To be effective, these activities should be interesting and relevant, capturing students' attention and motivating them to participate Selecting listening texts that align with students' interests is crucial to fostering this engagement and ensuring a meaningful learning experience.
Post-listening activities are essential for reinforcing language skills acquired during the listening process, as they offer students opportunities to practice and apply what they have learned These activities typically include information transfer tasks, summary writing, and other similar exercises that enhance comprehension and retention of the material.
In this research, the writer will investigate the activities which are often made use of in the first stage of listening, the Pre-listening activities
2.3.3 The roles of pre-listening activities
Students often struggle with listening lessons when they are unaware of the content beforehand Familiar words can become confusing if they lack essential background knowledge or context about the speaker.
To enhance listening comprehension, it is essential to consider listeners' expectations and purposes, as this mirrors real-life listening in their native language Teachers can facilitate this by engaging students in "pre-listening activities" that activate their background knowledge, encourage them to predict the topic, and establish context for the upcoming listening task Varied activities, such as role-playing daily conversations and completing true or false questions or vocabulary exercises, can effectively prepare students for the listening experience (Nunan, 2002).
Pre-listening activities play a crucial role in engaging students and enhancing their understanding of listening texts, as highlighted by Sheerin (1987) Effective pre-listening stages equip learners with essential linguistic tools and stimulate their interest in the audio material Recognizing the importance of this phase, researchers such as Baker and Westrup (2000) and Doff (1988) have proposed a range of recommended pre-listening activities to optimize the learning experience.
2003), Rost (1994), Underwood (1989) and Ur (1984) In the following part of the study, the researcher will provide a list of different activities for pre-listening stage
Pre-listening activities are essential for preparing students to engage with foreign language audio, as they provide context and reduce anxiety (Berne, 1995) These activities not only facilitate class discussions but also encourage increased interaction among students Additionally, various pre-listening tasks can be easily tailored to suit different classes, proficiency levels, and specific listening lessons.
Predicting information about a topic before engaging with it enhances learners' focus and can boost their self-esteem during the task To implement this strategy, teachers can start by asking a question and introducing a key idea, prompting students to brainstorm and discuss their thoughts with peers This collaborative activity not only sharpens students' attention on the forthcoming content but also enriches their understanding through the exchange of ideas.
Pre-listening activities are crucial when students are preparing to hear a recorded text Teachers typically introduce the topic by providing background information and outlining what students can expect Engaging in pair and group discussions is essential, as it encourages students to share ideas and enhances their focus on the upcoming listening task (Lingzhu, 2003) By posing guiding questions and facilitating discussions, teachers can create diverse groups with varying skill levels, allowing students to support one another in articulating their thoughts and fostering a greater willingness to listen.
Greher (2002) highlights the effectiveness of using pictures in pre-listening activities as a valuable teaching tool These activities often involve having listeners match images with specific words or deduce vocabulary from visual cues, thereby enhancing their engagement with the topic and reinforcing relevant vocabulary.
Teachers should refrain from using an excessive number of unfamiliar words and lengthy explanations during activities, as this can distract and demotivate listeners from engaging with the task.
Engaging students' background knowledge enhances their curiosity and improves their comprehension of spoken texts By prompting students to predict the context and content of a listening activity through titles or visual aids, educators can foster a more accurate understanding of the material.
To enhance listening comprehension, students can be encouraged to read through the questions related to listening tasks beforehand This preparation not only familiarizes them with the content but also aids in their overall understanding of the material.
One effective predicting activity involves using True or False statements, where teachers present a range of statements related to the listening material The approach encourages students to engage in discussions and make predictions without disclosing whether their statements are true or false until after completing the listening task This method enhances comprehension and critical thinking skills.
Pre-teaching of new words and difficult key words
Previous research
In their 2001 study, Ash Pekin, Janset Muge Altay, and Didem Baytan explored effective and ineffective listening habits, emphasizing the importance of engaging students in the listening process They identified three key stages of listening: pre-listening, during listening, and after listening The researchers highlighted that pre-listening activities should focus on providing cultural context, building prior knowledge, and stimulating student interest Additionally, they suggested that instructors incorporate movie watching into lessons rather than solely relying on audio tapes, as this approach enhances student attention and allows for visual engagement with language and culture This method's effectiveness, however, may depend on the availability of modern technology.
Listening comprehension is a challenging language skill that has garnered attention from pedagogy specialists Research by Berne (1995) highlights the influence of listening habits on comprehension, advocating for teachers to offer students ample listening opportunities to foster active engagement The listening process comprises three essential phases: pre-listening, during listening, and post-listening The pre-listening phase aims to equip students with cultural and lexical knowledge, review necessary skills, and stimulate interest in the task Effective listening habits lead to better comprehension, and the researchers suggest that watching movies is more beneficial than listening to tapes, as movies engage students visually and audibly However, implementing these strategies in the Vietnamese teaching context may pose challenges due to a lack of necessary facilities.
Hui Sui Yuehua Wang (2002) found that implementing pre-listening activities significantly enhances student motivation and transforms them from passive to active listeners, thereby increasing language input The research emphasizes the importance of teachers dedicating effort to design and incorporate these activities into their teaching practices to benefit their students' learning experiences.
Nguyen Van Trao (2002) advocates for the use of pre-listening activities, highlighting their role in helping students feel prepared and reducing anxiety associated with listening tasks The study effectively demonstrated the positive impact of these activities on listening comprehension However, it is recommended that future research includes a detailed analysis of pre-test and post-test results, focusing on changes in specific sections of the listening test Additionally, extending the duration of the experiment beyond one month could enhance the reliability of the findings.
In her M.A thesis, Duong Thi Bich Thuy (2005) conducted an experimental study to assess the impact of pre-listening activities on student motivation and listening comprehension The experimental group engaged in multiple pre-listening activities, while the control group received only new vocabulary and structures prior to listening Both groups participated in identical while and post-listening activities The effectiveness of the pre-listening activities was measured by comparing pre-test and post-test results, revealing that these activities significantly enhanced the experimental group's test scores.
Research has investigated the impact of video formats on listening comprehension tests Londe (2009) compared two video styles—a close-up of the lecturer's head and a full-body view—with an audio-only format during a listening comprehension assessment involving one hundred participants The study aimed to determine if performance varied across these formats Findings revealed that incorporating visual elements did not enhance or hinder students' performance in English as a second language listening comprehension tests.
Farrokhi (2012) conducted a study examining the impact of two pre-task activities—a glossary of unknown vocabulary and content-related support—on the listening comprehension of Arian EFL learners The findings revealed that these pre-task activities significantly enhanced learners' listening performance Additionally, the study concluded that the supportive roles of pre-task activities varied between low and high proficient learners.
In 2006, Vu Thi Thanh Ha conducted an experiment to investigate the impact of pair and group pre-listening activities on the attitudes and motivation of first-year English major students at Dong Do University, as well as their listening comprehension, compared to whole class activities The findings revealed that pair and group activities significantly enhanced students' motivation and listening comprehension more effectively than traditional whole class methods This research contributes valuable insights to the teaching and learning of English at Dong Do University, highlighting the potential for improved outcomes with further efforts and contributions.
Duong Thi Ngoc Tu (2012) investigated the impact of incorporating video during the pre-listening stage on the motivation of grade 10 students in English listening lessons at Tran Hung Dao School The study revealed that students exhibited significant interest in listening activities, eagerly sharing their knowledge and opinions Furthermore, they engaged in positive discussions about the listening topic prior to listening to the tape script or completing comprehension tasks, highlighting the effectiveness of video as a motivational tool in the classroom.
Research indicates that pre-listening activities significantly enhance language learners' comprehension of listening tasks Despite the consensus on their importance, studies have yet to explore the benefits of diversifying these pre-listening activities.
Summary of chapter 2
In conclusion, listening is a crucial skill that significantly contributes to successful conversations Effective listening comprehension relies on both linguistic knowledge, such as sound systems and grammar, and non-linguistic knowledge related to specific topics Various factors can influence listening comprehension, including unfamiliar subjects, cultural differences, pronunciation, and speaking speed However, these challenges can be mitigated through the implementation of pre-listening activities, which have been shown to enhance comprehension for language learners This study investigates the effectiveness of diverse pre-listening activities utilized by teachers in listening lessons.
METHODOLOGY
Research methodology
There are many different definitions of action research that have been presented as follows:
Action research, as defined by Cohen, Manion, and Morrison (2004), involves small-scale interventions in real-world settings and closely examines their effects The term was coined in the 1940s by Kurt Lewin, a pioneering German-American social psychologist, whose foundational principles of action research continue to be relevant today.
Action research, as described by O'Brien (1993), encompasses various terms such as participatory research, collaborative inquiry, and action learning, all reflecting a common theme of "learning by doing." This approach involves a group identifying a problem, implementing a solution, assessing the effectiveness of their actions, and making further attempts if necessary Key attributes of action research set it apart from everyday problem-solving activities, highlighting its unique methodology and collaborative nature.
Action research, as defined by Gay, Mills, and Airasian (2011), involves teachers systematically gathering information to identify areas for improvement within educational settings The primary objective is to establish a straightforward, practical, and repeatable process that fosters iterative learning, evaluation, and enhancement, ultimately yielding improved outcomes for schools, educators, and educational programs.
According to Abbott and Mayes (2014), action research is characterized by a self-reflective and critical inquiry approach taken by individuals who are also part of the research context The primary goal of action research is to enhance the existing conditions within the educational environment where the research is conducted.
According to Creswell (2002), action research design has the following features: practical focus, the educator-researcher‟s own practices, collaboration, a dynamic process, a plan of action, and sharing research
Action research aims to address real problems within the educational environment, focusing on practical issues that can enhance education This approach often originates from concerns raised by teachers or educational institutions Researchers typically prioritize improving their own practices over studying existing literature Schein (1995) identifies four core themes of action research: participant empowerment, collaborative participation, knowledge acquisition, and social change The process involves structured routines that facilitate ongoing engagement with data regarding the health of a school community, following a five-phase inquiry action research cycle: identifying the problem area, collecting and organizing data, interpreting data, taking action based on findings, and reflecting on the outcomes.
Action research is often examined through various lenses, with MacIsaac (1995) presenting a straightforward model that illustrates the cyclical nature of the action research process This model comprises four essential steps: planning, acting, observing, and reflecting, which together form a continuous cycle of improvement and learning.
Figure 1 Simple Action Research Model adapted from MacIsaac (1995)
Burns (2009) introduced a fifth step to the action research model: dissemination, which involves sharing research findings through presentations and publications to a broader audience Elliott, as referenced in Rudduck and Hopkins (1985), outlines the essential cycle of action research design, beginning with an exploratory phase to understand the problem and devise an intervention strategy (The Reconnaissance and General Plan) Following this, the intervention is implemented (The Action in Action Research), and relevant observations are gathered during the process (Monitoring the implementation by Observation) The cycle continues with the application of new strategies, allowing for ongoing reflection and revision until a comprehensive understanding or a viable solution to the problem is attained This iterative and cyclical protocol aims to enhance understanding by systematically addressing the problem through multiple interventions and evaluations.
Additional, Susman (1983) emphasizes that action research have five steps and it is presented in a cycle as below:
Figure 2 Detailed Action Research Model adapted from Susman (1983)
The process begins by identifying a problem, followed by brainstorming multiple potential solutions, leading to the implementation of a single action plan Results from the intervention are then collected and analyzed, with findings interpreted to evaluate the action's success Subsequently, the problem is re-assessed, initiating another cycle of this iterative process, which continues until the issue is resolved (McKay, 1992).
In his 2009 study, Burns highlighted that the action research process comprises a series of cycles, each consisting of eleven distinct phases: exploring, identifying, planning, collecting data, analyzing and reflecting, hypothesizing, intervening, observing, reporting, writing, and presenting.
My action research study will follow a structured seven-step process, which includes identifying a problem, collecting data, analyzing the data to generate hypotheses, planning actions, implementing the action plan, monitoring changes through additional data collection, and finally analyzing and evaluating the outcomes of the changes.
DIAGNOSING Identifying or defining a problem
SPECIFYING LEARNING Identifying general findings
TAKING ACTION Selecting a course of action
EVALUATING Studying the consequences of an action
ACTION PLANING Considering alternative course of action
Action research can be a worthwhile pursuit for educators for a number of reasons Foremost among these is simply the desire to know more According to Schein
Action research, established in 1995, addresses specific school issues or collective interests, primarily involving students and teachers as participants It often appears disconnected from educators' daily experiences, yet it provides reassurance to parents and education administrators that teachers are not merely implementing the latest research blindly Instead, they are actively transforming this knowledge into meaningful practices within the classroom.
Action research empowers teachers to enhance their professional growth and confidence by fostering critical thinking skills and a positive attitude towards change It enables educators to gain insights into their own teaching practices, understand their students and colleagues better, and identify continuous improvement strategies Additionally, action research has the potential to drive meaningful school-wide changes, allowing teachers to assess the impact of their instruction on student learning and explore collaborative approaches with peers for overall school enhancement.
The research questions restated
To what extent do diversification of pre-listening tasks help students improve their listening comprehension?
The participants
The participants involved in this research were students in Industrial Economics Technology College and two experienced teachers in IETC that were specified in the following table:
Participants Population Age Means of collecting data
This research involved 40 second-year students from the K9 class at Industrial Economics Technology College, who have been trained in listening skills since their first year Their familiarity with these skills made this class an ideal choice for the study.
Two experienced teachers were trained to conduct classroom observations using a specific worksheet After becoming familiar with the observation process, they were invited to observe the class while the researcher implemented the action plan.
Data collection instruments
To address the research question of this study, the researcher utilized three data collection instruments: tests, learner questionnaires, and observations, to gather insights into students' listening comprehension.
So far, a number of methods to evaluate students‟ listening comprehension ability have been suggested In this study, listening comprehension is measured by students‟ performance on their listening tests
Brown (1977) highlights that tests serve as effective tools for gathering both quantitative and qualitative data, offering insights into students' overall proficiency, specific language challenges, and achievements in prior programs In this study, the researcher designed two primary tests to evaluate participants' progress during and after the intervention The initial test assessed students' listening comprehension at the start, while the second test, administered post-intervention with diverse pre-listening activities, aimed to measure improvements in listening skills Both tests were modeled after the TOEIC listening test format, ensuring familiarity for students, as most textbook listening exercises align with this structure Sourced from the Longman preparation series for the new TOEIC test, each test required students to complete twenty listening questions within twenty minutes, maintaining equal difficulty levels to facilitate the assessment of student progress Each test comprises four parts: picture description, questions and responses, conversations, and talks, with a total of 20 multiple-choice questions.
Questionnaire is a form used in a survey design that participants in a study complete and return to the researcher It is a valuable tool to do a research (Creswell, 2002)
Utilizing questionnaires allows researchers to gather extensive information from a large pool of participants efficiently, both in terms of time and cost The straightforward analysis of responses to closed questions reduces the pressure for immediate replies, while also ensuring the anonymity of respondents (Gillham, 2000).
Action research procedures
After teaching the K9 class for the first term, the researcher identified a significant weakness in students' listening comprehension, as they struggled to understand the recordings Additionally, students displayed a lack of motivation to improve their listening skills, largely due to the repetitive pre-listening activities from the textbook The teacher's infrequent design of diverse pre-listening exercises, combined with the lengthy lesson content, contributed to the students' inability to fully enhance their listening competence.
Insufficient background preparation for listening tasks can lead to student demotivation and hinder their engagement in further activities As a result, students often struggle with low lexical resources, which adversely affects their listening comprehension skills.
Despite completing a course, students demonstrated minimal improvement in their listening competence This indicates that the teachers' strategies during the pre-listening phase were insufficient in enhancing students' listening skills To address this issue, it is recommended that educators revise their teaching methods and incorporate additional pre-listening activities into their lessons to boost students' listening comprehension and skills An action plan grounded in theory is detailed in Chapter 2.
Chapter I addressed the primary reasons behind students' low listening comprehension To investigate this, pre-tests and post-tests were administered, along with a learner questionnaire and observational assessments during the experimental period.
3.5.3 Analyzing data and generating hypothesis
After three years of teaching at IETC, the teacher identified that students' low listening comprehension stemmed from inadequate preparation during the pre-listening stage Consequently, the researcher aimed to investigate whether improved preparation in the initial phase of listening lessons would enhance students' listening comprehension.
To address low listening comprehension among students, a targeted action plan was developed to enhance pre-listening activities This plan was grounded in the theoretical understanding of how pre-listening activities influence listening skills and the various factors affecting student comprehension The researcher aimed to create engaging and effective pre-listening activities that would facilitate better understanding of listening lessons These activities were carefully chosen based on the school's curriculum, the textbook used, and the students' levels and interests, ensuring they were both useful and appealing to the learners.
To address the issue of students' low listening skills, an action plan incorporating diverse pre-listening activities was created to enhance listening comprehension This approach is grounded in the theoretical understanding of the importance of the pre-listening stage The implementation of various pre-listening activities is anticipated to better prepare students for listening tasks, ultimately improving their overall listening performance.
An eight-week action plan was implemented after the first month of the second term, involving K9 students at IETC, with the researcher serving as the teacher and two English teachers as observers Throughout this period, students engaged in various pre-listening activities directly related to the listening texts, enabling the researcher to assess any improvements in students' comprehension through these activities and corresponding tests.
Some pre-listening activities which the researcher used in her lessons included:
Engage students by presenting images, maps, or diagrams to help them guess the theme of the listening activity Encourage them to formulate pre-listening comprehension questions and then listen to the material to determine if their questions are addressed.
Engage students in brainstorming related words by introducing the listening topic, and collaboratively create semantic maps on the board This visual representation should highlight the connections between key terms, the main topic, and potential sub-topics that may arise during the listening activity.
To enhance vocabulary retention, assign each student a few words or expressions to explain to a partner, allowing them to consult a dictionary if needed Support students with pronunciation and conduct a quick group review Encourage predictions about whether the words or phrases will appear in the upcoming listening activity Finally, have students listen and check off the words they recognize.
Engage students in a fun game of Chinese whispers by organizing them into two lines The first student whispers a word or expression related to the listening theme to the next person, continuing until the last student either shouts or writes it on the board Points are awarded for correctly communicated words, and the line with the highest score emerges as the winner This activity not only promotes listening skills but also reinforces vocabulary in an interactive way.
Sing along: Teach students a short song, a rhyme, or a jazz chant on a topic related to the text they are going to listen to
Graphic organizers are effective tools for enhancing student comprehension By providing a blank graphic organizer that outlines the main ideas of a text under specific headings, educators can encourage active listening As students listen to the material, they fill in key terms and concepts in the appropriate sections, reinforcing their understanding and retention of the information.
3.5.6 Collecting data to monitor change
The action plan was executed over a span of 8 weeks, utilizing an observation sheet to assess various elements of the teaching process This included evaluating the teacher's instructional methods, the effectiveness of pre-listening activities, and the students' attitudes towards these teaching strategies.
3.5.7 Analyzing data and evaluating the change
The action research was evaluated based on the collected data.
Summary of chapter 3
This chapter highlights action research as an effective research method for identifying and solving issues in English language teaching It discusses the data collection instruments used and the rationale behind selecting this method Additionally, it outlines the implementation of the action plan and the subsequent data collection processes, demonstrating the improvements in listening skills at IETC before and after applying the new teaching approach.
FINDINGS AND DISCUSSION
Results from the pre-test
Level of mark Low Average Good Excellent Number of participants Mean Standard deviation marks 2-4 5-6 7-8 9-10
The students' scores ranged from 2 to 8, with a mean score of 4.25 and a standard deviation of 1.62 A majority of 21 students, representing 54.5%, scored between 2 and 4 points, indicating a weak performance Additionally, 16 students, or 38%, achieved scores between 5 and 6 points, reflecting an average level of understanding Only 3 students, accounting for 7.5%, reached scores of 7 to 8, which signifies a good level of performance Notably, no students scored between 9 and 10, indicating that none attained an excellent level.
Results from the post-tesst
Table 4.2 The post-test results
Low average good Excellent Number of participants
Figure 4.2 The post-test results
After an eight-week experiment, the researcher administered a post-test to assess the listening proficiency of 40 students The test scores ranged from 1 to 10, with students typically scoring between 2 and 9 The average score improved from 4.25 in the pre-test to 5.40 in the post-test, with a standard deviation of 1.37 Among the students, 12 (30%) received low grades, while 19 (47.5%) scored between 5 and 6, indicating an "average" level Additionally, 8 students achieved good marks (7 to 8), and only one student (2.5%) earned an "excellent" score of 9.
Comparison of the pre-test and the post-test
Table 4.3 Comparison of the pre-test and post-test
Low Average Good Excellent Number of participants
Figure 4.3 Comparison of the pre-test and post-test
The analysis of the pre-test and post-test results reveals significant improvements in student performance Initially, 54.5% of students scored low on the pre-test, totaling 21 students After an 8-week intervention, there was a notable decrease of 24.5% in low scores during the post-test Additionally, medium scores rose from 37.5% in the pre-test to 47.5% in the post-test, indicating enhanced understanding The percentage of students achieving good scores increased to 13%, with one student scoring 9 points Overall, the mean score of the post-test surpassed that of the pre-test, with a p-value of 0.00, signifying a statistically significant difference between the two testing methods.
In conclusion, the treatment significantly improved the student's understanding and comprehension in listening lessons compared to the first term This demonstrates that incorporating diverse pre-listening activities enhances students' ability to tackle listening tasks effectively.
Data collected by questionnaire part 1
Table 4 4 Students’ comments on pre-listening activities
5 Pre-listening activities are appealing 4.20
Figure 4 4 Students’ comments on the varying pre-listening that the teacher applied
Table 4.11 indicates that the majority of students rated their listening lessons positively, with mean scores exceeding 3.00, reflecting their enjoyment, usefulness, satisfaction, and appeal The engaging pre-listening activities employed by the teacher facilitated better comprehension of the lessons However, it is noteworthy that a portion of students expressed that the pre-listening activities were perceived as dull, as highlighted in question number 2.
Data collected by questionnaire part 2
Table 4.5 Students’ comments on the varying pre-listening that the teacher applied
6 They are suitable to your knowledge 4.14
7 They can expand your vocabulary and structure 4.15
8 They extend your knowledge in many fields 3.67
9 They are effective for you to complete the listening task well 4.27
10 Pre-listening activities should be used in the next listening lesson 4.12
Figure 4 5 Students’ comment on the varying pre-listening that the teacher applied
The table shows that all questions received mean scores above 3.0 after the experiment, with question 5 achieving the highest score This indicates that most students appreciated the pre-listening activities in the listening lesson, finding them effective in enhancing task completion Notably, 85% of students found the teacher's pre-listening activities interesting, while 65% believed these activities helped expand their vocabulary and understanding of structure Additionally, the same percentage of students felt that these lead-in activities broadened their knowledge across various fields Furthermore, 64% of students considered these activities appropriate for their learning needs.
A significant 83% of students believe that teachers should incorporate more pre-listening activities in the future This suggests that the diverse pre-listening strategies employed by teachers effectively enhance student motivation and contribute to improved comprehension during listening lessons.
Data collected by observation
Results from observation: students‟ on-task behavior Percentage
Figure 4 6 Students’ on-task behavior
In Lesson 1, out of 40 students, 3 participated in the activity for 11 out of 12 observed instances Additionally, 9 students were on-task 10 times, while 11 students were on-task 9 times Furthermore, 10 students engaged with the task 8 times, 5 students were on-task 6 times, and one student was on-task 5 times, with another at 4 times Overall, the average on-task percentage for the students was 60.5%.
In lesson 2, student engagement varied, with 5 students being on-task 11 times, while 9 students maintained on-task behavior 10 times Additionally, 10 students were on-task 9 times, and another 10 students were on-task 8 times Five students showed on-task behavior 6 times, and one student was on-task twice, indicating that all students participated in the listening lesson Overall, the average percentage of on-task behavior among students was slightly higher.
In Lesson 3, student on-task behavior increased by 2.1%, with 6 students engaged 11 times, 8 students on-task 10 times, and another 8 students on-task 9 times Additionally, 10 students were on-task 8 times, 6 students engaged 7 times, and only 2 students were on-task 6 times Notably, there were no off-task behaviors observed during the listening lesson, resulting in an average on-task percentage of 63.5%.
In lesson 4, student participation varied, with one student engaged in the task 12 times, while eight students participated 11 times and three students 10 times Additionally, eight students were on-task 9 times, ten students engaged 8 times, and eight students were on-task 7 times Notably, only two students participated 3 times, and all students were involved in the lesson, indicating full engagement.
On average, the numbers of student on-task behavior were 65.6%
In lesson 5, student engagement was notably high, with ten students on task 7 times, three students on task 10 times, and eleven students on task 9 times Additionally, five students were on task 8 times, nine students engaged 7 times, three students 6 times, one student 5 times, and only two students were on task 2 times Impressively, all students maintained focus during the listening lesson, marking an 8.9% increase in on-task behavior compared to the first lesson.
In Unit 6, student engagement in pedagogic activities showed a slight improvement, with 71.2% of students on task, marking a 9.9% increase from Lesson 2 Specifically, three students were on task 11 times, fifteen students 10 times, eleven students 9 times, three students 8 times, six students 7 times, while one student was on task only 3 times and another just once.
In lesson 7, the students on task 11 times were 3, 10 times were 10, 9 times were 8,
In the recent assessment, 8 students were on task 10 times, 7 students were on task 2 times, and 3 students were on task 6 times, while 3 students engaged 3 times, and only 1 student was on task once Overall, the percentage of students remaining on task reached 72.4%, reflecting an increase of 8.9% compared to lesson 3.
In Unit 8, student engagement significantly improved, with 7 students being on task 11 times, 19 students 10 times, and 5 students 9 and 8 times, respectively Additionally, 2 students were on task 7 times, 3 students 6 times, and only one student was on task once This lesson recorded the highest number of engaged students among the eight lessons, reflecting an 11% increase compared to Lesson 4.
The observation table indicated a consistent increase in the number of students on-task during lessons This suggests that the activities implemented by the teacher effectively engaged the students, enhancing their enjoyment of the listening lesson After eight weeks of applying the new teaching methods, student engagement in the pedagogical process significantly improved.
Discussion
The analysis of pre-test and post-test data revealed that students initially scored low; however, after eight weeks of implementing a new teaching method, their scores significantly improved The post-test results indicated a reduction in the number of students achieving low or average scores, while the percentage of those obtaining good scores increased compared to the first test This demonstrates that the new approach effectively enhanced students' listening comprehension, confirming that a diverse range of pre-listening activities positively influences learning outcomes.
So the answer is students listening skill can be improved if the teacher vary pre- listening activities in the first stage of the listening lesson
Diversifying pre-listening activities in the initial stage of a listening lesson significantly alleviates the challenges students face during the listening process A questionnaire revealed that most students believe that varied pre-listening activities can reduce factors negatively impacting their listening skills, fostering a positive outlook toward such strategies in the future The motivation generated during the pre-listening stage enhances their performance in listening tasks Consequently, as students engage more effectively with while-listening tasks, their comprehension of the listening texts improves, leading to enhanced listening skills overall.
The various pre-listening activities implemented by the teacher over an eight-week experiment significantly improved students' listening comprehension compared to the pre-listening strategies used prior to the experiment.
In summary, implementing a variety of pre-listening activities during experimental sessions significantly enhances student engagement and participation in listening tasks.
CONCLUSION
Summary of the Result of the Study
The researcher highlighted the significance of listening skills in English language classes while identifying a gap in the literature regarding factors that impact student listening comprehension Through an extensive review of research, articles, and journals, a theoretical framework was established, outlining key factors that influence students' listening abilities.
The researcher observed that students were disengaged during listening lessons and exhibited low listening comprehension, primarily due to the conventional teaching methods employed, particularly the ineffective pre-listening activities The standard activities found in the textbook failed to enhance students' listening skills, as varied listening tasks necessitate tailored pre-listening activities that activate students' background knowledge, interests, and motivation Consequently, the lack of preparation for listening tasks in class K9 contributed to their overall poor listening abilities.
Following the experiment, students actively engaged in a variety of pre-listening activities, demonstrating a strong interest and confidence in collaborating with peers to discuss the topic prior to listening This positive attitude towards pre-listening tasks contributed to an improvement in their listening skills.
This study reveals significant findings regarding the role of teachers in enhancing student engagement during listening lessons The lecturer's involvement is crucial for sustaining student interest and motivation By diversifying pre-listening activities, students are encouraged to actively participate and prepare relevant knowledge, shifting their focus from merely understanding the language to engaging with the tasks Following the implementation of the action plan, students exhibited increased participation and enthusiasm for pre-listening activities, demonstrating a greater willingness to share their insights and discuss topics prior to listening As a result, there was a notable improvement in students' listening comprehension of the audio material.
In general, the findings of the present research would have a significant contribution to the improvement in teaching and learning English listening skill at IETC.
Limitations of the Study
The current research acknowledges several limitations stemming from the constraints of the study Notably, the intervention was restricted to a two-month period, consisting of only eight lessons, which may impact the generalizability of the conclusions derived from the findings.
The study's limitations stem from a lack of knowledge and experience in research, making it difficult to ascertain the sole impact of varied pre-listening activities on students' listening comprehension Other contributing factors, such as students' needs, interests, and feelings, may also play a significant role in their listening achievement, complicating the assertion of improvement.
The limited sample size of 40 second-year English major students at IETC may have influenced the study's findings and implications A larger participant pool could have strengthened the persuasiveness of the results.
The researcher recognizes the limitations of the qualitative approach and the developed research instrument, noting that the use of a questionnaire with narrow questions and multiple choices may overlook valuable information While a mixed research method could mitigate the drawbacks of both qualitative and quantitative approaches, time constraints led to the decision to employ solely a qualitative method, which is deemed appropriate for addressing the research questions within the available timeframe.
To sum up, this study could not be completed without flaws; however, as discussed above, the researcher did try to delimit it to provide preliminary findings.
Implications for Further Research
The limitation and the scope of the study leave the gaps for other researches in the field of using pre-listening activities on teaching English skills to fill in
First, the further studies can investigate into the factors influencing listening skill in which have not been done here, to complete a picture of factors of affecting students‟ listening skill
The study focused on second-year Business English students with limited knowledge and language skills, suggesting that the approach can also be beneficial for third-year and senior students.
This thesis has not addressed the stages of listening beyond the initial phase, specifically while-listening and post-listening Therefore, further research is recommended to enhance the effectiveness of listening skills development for students.
This study highlights the need for further research involving students during the while-listening and post-listening stages Future studies could also explore the experiences of students at different educational levels, including third-year and senior students.
To enhance listening skills in teaching and learning practices, educators should consider various factors that influence this ability, as the research primarily emphasizes pre-listening activities.
Implications for Teaching and Learning Practice
Interaction is a dynamic process that requires active participation from both teachers and students To enhance teaching, learning, and interaction, this research offers several recommendations grounded in the findings discussed in the previous chapter.
The study reveals that pre-listening activities positively impact students' listening skills To enhance these outcomes, the researcher offers recommendations aimed at improving students' performance in listening lessons.
Several factors influence students' listening comprehension, including their interests, needs, and background knowledge These elements should be taken into account when exploring the reasons behind low listening skills Additionally, it is crucial to enhance students' awareness of the pre-listening stage's importance, encouraging their active participation in this phase to boost their listening abilities.
When designing pre-listening activities, it is crucial to consider students' proficiency levels to ensure the tasks are appropriately challenging, as overly difficult activities can diminish motivation during subsequent stages of the listening lesson Additionally, limiting the number of pre-listening activities is important; excessive tasks may shorten the duration of while-listening and post-listening segments, leading to student boredom and disengagement.
The researcher observed that teachers often neglect the pre-listening stage, perceiving it as less important than the while- and post-listening stages This oversight leads to a lack of student interest and poor task completion during listening lessons To enhance student engagement and performance, it is crucial for educators to invest time in designing effective and adaptable pre-listening activities, despite the challenges and time commitment involved.
Pre-listening activities play a crucial role in engaging students in listening lessons, as they not only activate prior knowledge but also enhance interest To maximize their effectiveness, these tasks should incorporate various illustrations, such as pictures, maps, and diagrams, to create a more dynamic and motivating learning environment.
Pre-listening activities are crucial for enhancing listening skills, as students play a significant role in their own improvement It is essential for students to demonstrate a cooperative attitude towards classroom activities designed by teachers By actively engaging and seeking clarification from teachers and classmates when instructions are unclear, rather than remaining silent, students can better immerse themselves in the listening process This proactive approach enables them to grasp the content of listening tasks more effectively, ultimately leading to improved listening outcomes.
Final remarks
Teachers and students at IETC frequently struggle with developing listening skills, primarily due to students' inadequate preparation for listening lessons, which results in low comprehension levels With years of teaching experience, the researcher recognizes the critical role of pre-listening activities in enhancing students' listening comprehension Consequently, the researcher has chosen to conduct an experiment in one class at IETC to assess the impact of these activities.
The data analysis helps the researcher find out the significance, limitations as well as implications for teaching-learning and further research
This research highlights the significance of pre-listening activities in enhancing students' background knowledge, which facilitates interaction with peers and teachers before engaging in listening tasks Additionally, these activities are shown to boost students' interest, motivation, concentration, and overall enjoyment during listening lessons.
This chapter outlines the limitations of the study, highlighting its restricted scope and the small population size A larger participant group could enhance the persuasiveness and validity of the findings.
This study highlights the need for further research involving students with diverse competencies and experimental methods Additionally, it emphasizes that educators should concentrate on enhancing all stages of listening skills, particularly during and after listening activities.
This research aims to positively enhance the teaching and learning of English at IETC and is intended for anyone interested in this important topic.
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APPENDICES Appendix 1: The pre-test
This section of the test assesses your comprehension of spoken English It consists of four parts, each with specific instructions to follow.
Part 1: Directions: For each question, you will see a picture in your test book and you will hear four short statements The statements will be spoken just one time They will not be printed in your test book, so you must listen carefully to understand what the speaker says When you hear the four statements, look at the picture in your test book and choose the statement that best describes what you see in the picture Then, on your answer sheet, find the number of the question and mark your answer Look at the sample below
Now listen to the four statements
Statement B, "They're having a meeting", best describes what you see in the picture Therefore, you should choose answer B
Part 2: Directions: You will hear a question or statement and three responses spoken in English They will be spoken only one time and will not be printed in your test book Select the best response to the question or statement and mark the letter (A), (B), or (C) on your answer sheet
Example You will hear: Where is the meeting room?
You will also hear: (A) To meet the new director
(B) It's the first room on the right
The optimal answer to the inquiry "Where is the meeting room?" is option (B): "It's the first room on the right." Therefore, you should select answer (B) on your answer sheet.
6 Mark your answer on your answer sheet
7 Mark your answer on your answer sheet
8 Mark your answer on your answer sheet
9 Mark your answer on your answer sheet
10 Mark your answer on your answer sheet
11 Mark your answer on your answer sheet
12 Mark your answer on your answer sheet
13 Mark your answer on your answer sheet
14 Mark your answer on your answer sheet
Part 3: Directions: You will hear some conversations between two people You will be asked to answer three questions about what the speakers say in each conversation Select the best response to each question and mark the letter (A), (B), (C), or (D) on your answer sheet The conversations will be spoken only one time and will not be printed in your test book
15 What is implied about the accountant’s daughter?
A She borrowed her father‟s car without asking C She was not careful with her father‟s car
B She was speeding D She is not careful with money
16 What is bothering the accountant?
A He will have to pay for damage his daughter inflicted on his car
B His car mechanic charges him too much money
C His insurance costs will go up because his daughter was in an accident
D His daughter was hurt in a car accident
17 What did the accountant’s daughter hit?
A a car B a cat C a garbage can D a garage door
Part 4: Directions: You will hear some short talks given by a single speaker You will be asked to answer three questions about what the speaker says in each short talk Select the best response to each question and mark the letter (A), (B), (C), or (D) on your answer sheet The talks will be spoken only one time and will not be printed in your test book
18 How would you describe this speech?
A an announcement of changes C an announcement of a retirement
B an announcement of an illness D a workshop
19 Where is this talk most likely to take place?
A a library B a classroom C an office D a conference
20 What is one change that is announced?
A More tests will be assigned C A term paper is now due on a different date
B New topics will be covered D More term papers will be assigned
This section of the test assesses your comprehension of spoken English It consists of four distinct parts, each accompanied by specific instructions to guide you through the evaluation.
Part 1: Directions: For each question, you will see a picture in your test book and you will hear four short statements The statements will be spoken just one time They will not be printed in your test book, so you must listen carefully to understand what the speaker says When you hear the four statements, look at the picture in your test book and choose the statement that best describes what you see in the picture Then, on your answer sheet, find the number of the question and mark your answer Look at the sample below
Now listen to the four statements
Statement B, "They're having a meeting", best describes what you see in the picture Therefore, you should choose answer B