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(LUẬN VĂN THẠC SĨ) Difficulties in teaching and learning English listening skills in English experienced by teachers and 10th grade students at Duong Tu Minh High School in Thai Nguyen, and some suggested solutions

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  • CHAPTER 1: INTRODUCTION (0)
    • 1.1. Background (8)
    • 1.2. Aims and Objectives of the study (10)
    • 1.3. Scope of the study (10)
    • 1.5. Methods of the study (10)
  • CHAPTER 2: LITERATURE REVIEW (0)
    • 2.1. The definition of listening and the nature of listening comprehension (14)
      • 2.1.1. Definition of listening and listening comprehension (14)
      • 2.1.2. The nature of listening comprehension (16)
    • 2.2. Process of teaching listening (20)
      • 2.2.1. Process of listening (20)
      • 2.2.2. Stages of teaching listening skills 2.3. The importance of listening in teaching and learning a foreign language (24)
    • 2.4. Listening difficulties for foreign language learners (26)
      • 2.4.1. Listening problems (26)
      • 2.4.2. Language Problems (28)
  • CHAPTER 3: METHODOLOGY (0)
    • 3.1. Research setting (32)
    • 3.2. Participants of the research (32)
      • 3.2.1. Teachers (32)
      • 3.2.2. Students (32)
    • 3.3. Data collection instruments (34)
    • 3.4. Data collection procedures (34)
    • 3.5. Data analysis procedures (36)
  • CHAPTER 4: RESULTS AND DISCUSSION (0)
    • 4.1. Questionnaires (38)
      • 4.1.1. Teachers and students’ attitudes to teaching and learning listening (38)
      • 4.1.2. Listening difficulties experienced by students (0)
      • 4.1.3. Listening difficulties experienced by teachers (0)
    • 4.2. Class observation (70)
    • 4.3. Discussions of the findings (70)
    • 4.4. Implications (78)
  • CHAPTER 5: CONCLUSION 5.1. Summary of the findings (0)
    • 5.2. Limitations of the study (84)
    • 5.3. Suggestions for further research (86)

Nội dung

INTRODUCTION

Background

English has undergone significant changes, particularly in its role as a global medium of communication across various sectors like commerce, science, and technology In Vietnam, the teaching and learning of English align with this international trend, especially following the country's open-door policy that fosters relationships and cooperation in diplomatic, economic, cultural, and technological fields As a result, English is not only a major subject at prominent universities such as Vietnam National University and Ho Chi Minh University but is also a compulsory subject in many schools throughout the country.

Listening is crucial in both everyday conversations and foreign language acquisition, as effective communication hinges on the listener's ability to comprehend the speaker's message Successful exchanges of information, experiences, and emotions rely on mutual understanding; without it, communication can break down Furthermore, listening is interconnected with other language skills, meaning that proficiency in listening significantly enhances overall language performance.

Teaching listening skills at my high school presents significant challenges due to inadequate facilities and unfamiliarity with effective teaching methods The introduction of a new English textbook has left teachers inexperienced in listening strategies Additionally, students struggle with low proficiency in vocabulary, grammar, and pronunciation, making listening tasks difficult and undermining their confidence in completing these activities successfully.

Limited research has been conducted on the challenges of teaching and learning foreign languages, particularly listening skills, in Vietnamese high schools Additionally, there is a lack of studies focusing on the listening difficulties faced by teachers and students using the new "Tieng Anh 10" textbook This gap highlights the urgent need for a thorough investigation into these issues.

Teaching and learning English listening skills pose significant challenges for both teachers and 10th-grade students at Duong Tu Minh High School in Thai Nguyen These difficulties stem from various factors, including limited exposure to authentic listening materials, varying levels of student proficiency, and a lack of effective teaching strategies To address these issues, it is essential to implement suggested solutions such as integrating diverse listening activities, utilizing technology to enhance engagement, and providing targeted training for teachers to improve their instructional methods By adopting these strategies, educators can foster a more effective learning environment that enhances students' listening skills in English.

Aims and Objectives of the study

This study aimed to explore the challenges faced by teaching staff and 10th-grade students in listening skills at Duong Tu Minh Upper Secondary School in Thai Nguyen Province To achieve this, three key research questions were examined.

1 What are the difficulties experienced by the teachers and the 10 th form students when teaching and learning listening skill in the new textbook “ Tieng Anh 10 ” ?

2 What are some factors affecting the success of the listening process as perceived by DTM HS teachers and students DTM HS?

3 What are some effective ways to improve DTM HS students’ learning and teachers’ teaching methods of listening skills?

Scope of the study

This study identifies the listening challenges faced by teachers and 10th-grade students at Duong Tu Minh High School, highlighting issues related to facilities, students' English listening proficiency, and teaching methods Due to time constraints, the research was limited to a small sample of 6 out of 15 teachers and 120 freshmen from three classes with the same English proficiency level.

The study is divided into five chapters which are summarized as follows:

The article is structured into five chapters: the first chapter introduces the study's rationale, aims, methods, and design; the second chapter reviews relevant theoretical literature; the third chapter outlines the research procedures, including participants, data collection instruments, and analysis methods; the fourth chapter presents and discusses the findings, offering suggested solutions for students to enhance their listening skills; and the fifth chapter summarizes the entire study, concluding with references and appendices.

Methods of the study

The research is done by both quantitative and qualitative methods; it is carried out on the basis of situation analysis, material collection, survey questionnaires, class observations

Teaching and learning English listening skills pose significant challenges for both teachers and 10th-grade students at Duong Tu Minh High School in Thai Nguyen These difficulties include limited exposure to authentic listening materials, varying levels of student proficiency, and a lack of effective teaching strategies To address these issues, it is essential to implement engaging listening activities, provide diverse audio resources, and offer targeted training for teachers to enhance their instructional methods By adopting these solutions, students can improve their listening skills and achieve better outcomes in their English language education.

The situation analysis provides an overview of the current context at Duong Tu Minh High School, focusing on listening skills as presented in the new textbook "Tieng Anh 10." Additionally, a comprehensive theoretical foundation has been established through the collection, analysis, and synthesis of various reference materials related to listening teaching methods and challenges, taking into account both teacher practices and student learning environments.

To gather reliable data for analysis and address the research questions, questionnaires and class observations were conducted with both teachers and students.

Teaching and learning English listening skills pose significant challenges for both teachers and 10th-grade students at Duong Tu Minh High School in Thai Nguyen These difficulties stem from various factors, including limited exposure to authentic listening materials, students' lack of confidence, and varying levels of proficiency among learners To address these issues, it is essential to implement effective strategies such as incorporating diverse listening activities, enhancing teacher training, and promoting a supportive classroom environment that encourages practice and engagement By adopting these solutions, educators can improve students' listening skills and overall English proficiency.

LITERATURE REVIEW

The definition of listening and the nature of listening comprehension

2.1.1 Definition of listening and listening comprehension a Definition of listening

Listening is a crucial aspect of language development, both in one's native tongue and in learning a second language Scholars offer various definitions of listening, reflecting diverse perspectives on its importance and role in effective communication.

Listening, as defined by Underwood (1989), involves actively paying attention and deriving meaning from what we hear Successful listening requires understanding the context in which speakers use specific words and phrases, rather than merely comprehending the words themselves.

Listening comprehension is fundamentally the process through which individuals interpret and derive meaning from auditory stimuli According to Celce-Murcia (1991:88), it encompasses all aspects of human processing that connect sound to meaning construction This definition highlights the intricate relationship between listening and understanding, emphasizing the cognitive mechanisms involved in making sense of what is heard.

There have been a large number of definitions for listening comprehension made by methodologists

Listening comprehension is an active process that involves constructing meaning by applying various types of knowledge, including both linguistic and non-linguistic elements (Gary Buck, 2001) This process highlights that comprehension is influenced by a diverse array of variables.

Teaching and learning English listening skills presents significant challenges for both teachers and 10th-grade students at Duong Tu Minh High School in Thai Nguyen Factors such as the characteristics of the speaker, the context of the situation, and the listener's background can greatly influence comprehension To address these difficulties, it is essential to explore effective strategies and solutions that can enhance the listening skills of students, fostering a more effective learning environment.

Brown and Yule (1983) identify four levels of comprehension essential for designing effective listening exercises: First, the listener must be able to repeat the text; second, students should understand specific vocabulary used in the text; third, they need to resolve anaphoric references and identify what is being referred to; and fourth, students should interpret both the explicit assertions and the implied meanings within the text.

Listening is defined by Wolvin and Coakley (1985) as the process of receiving, attending to, and assigning meaning to aural stimuli, highlighting its complexity as a problem-solving skill Beyond merely perceiving sound, effective listening involves comprehension and the construction of meaning This perspective aligns with second-language theory, which views listening as an active and intricate process where listeners focus on specific elements of aural input, build understanding, and connect new information to their existing knowledge (O’Malley & Chamot, 1989; Byrnes, 1984; Richards, 1985; Howard, 1983).

Listening and listening comprehension are essential processes that enhance how humans interpret sounds and derive meaning Effective listeners must engage actively with what they hear, allowing them to process, comprehend, interpret, evaluate, and respond to incoming information.

2.1.2 The nature of listening comprehension

Listening has evolved from being viewed as a passive language skill to an active process essential for effective communication Traditionally, students focused on deciphering words and their meanings without considering crucial elements like context, speaker intention, intonation, and stress This outdated perspective influenced teaching methods, where listening was treated more like a test than a skill to be developed In contrast, modern approaches emphasize that successful listening requires engaging in multiple complex processes simultaneously, highlighting the importance of a comprehensive understanding of spoken language.

Teachers and 10th-grade students at Duong Tu Minh High School in Thai Nguyen face significant challenges in developing English listening skills These difficulties stem from various factors, including limited exposure to authentic listening materials, students' lack of motivation, and varying levels of proficiency among learners To address these issues, it is essential to implement targeted strategies such as incorporating diverse audio resources, enhancing classroom engagement, and providing tailored support to meet individual student needs By adopting these solutions, both educators and students can improve their listening skills and overall English language proficiency.

Gillian Brown (1997:150) describes the two kinds of processes involving in listening comprehension as “bottom up” and “top down” processing

"Bottom-up" processing involves using incoming data to understand the meaning of a message, emphasizing the individual elements and building blocks of language In this approach, learners focus on distinguishing individual sounds, including minimal contrasts, and recognizing different stress patterns, rhythms, and intonation Students progress from sound to word, then to sentence and text, enhancing their ability to identify the intended meaning of most words, how they are grouped into phrases, and the structure of larger clauses or sentences This method also helps learners perceive the speaker's attitude conveyed through their speech.

"Top-down processing" involves utilizing background knowledge to comprehend messages, allowing listeners to infer meaning even when they cannot hear every word This process is influenced by phonetic cues and personal experiences, as listeners anticipate variations in speech based on the speaker's identity, the formality of the situation, and the nature of their relationship Advanced learners, drawing from lifelong experiences, can contextualize what they hear, enabling them to focus on decoding challenging segments of information while retaining the main ideas of the listening material.

Fluent listening relies on the effective integration of both "bottom-up" and "top-down" processing A deficiency in either approach can hinder comprehension of the text Both processes are crucial for decoding the meaning of discourse Thus, listeners must skillfully combine linguistic and non-linguistic knowledge to achieve a comprehensive understanding.

Teachers and 10th-grade students at Duong Tu Minh High School in Thai Nguyen face significant challenges in developing English listening skills These difficulties stem from various factors, including limited exposure to authentic listening materials and varying levels of student motivation To address these issues, it is essential to implement effective teaching strategies, such as incorporating diverse audio resources and fostering an engaging learning environment Additionally, providing targeted training for teachers can enhance their ability to facilitate listening exercises, ultimately improving students' comprehension and proficiency in English.

Active listening involves the listener's engagement and participation, drawing on both linguistic and non-linguistic knowledge To become an effective listener, one must embrace this active approach to enhance comprehension.

Process of teaching listening

Listening is a complex and essential component of communication, often overshadowed by the more visible aspects of speaking and writing According to John A Kline (1996), this oversight stems from the prominence of the sending elements in communication Listening involves a multifaceted process of receiving, attending to, and comprehending auditory messages, as illustrated in the accompanying diagram.

Figure 1 The listening Process (Adapted from John A Kline, 1996)

The listening process involves sequential steps: receiving, attending, and understanding, followed by optional steps of responding and remembering This article will provide a detailed analysis comparing the listening process to an electronic mail system, where the listener acts as the recipient of the message.

To successfully send an email, the sender must ensure that the message is well-organized, clear, and effectively supports its purpose Despite the sender's efforts in crafting a coherent message, it will ultimately fail to reach the recipient if proper sending protocols are not followed.

Teaching and learning English listening skills present significant challenges for both teachers and 10th-grade students at Duong Tu Minh High School in Thai Nguyen A key issue arises when listeners miss crucial information, leading to a failure in comprehension This disconnect occurs when students are not fully engaged or "tuned in" to the audio material, similar to a computer that is not powered on Addressing these difficulties requires targeted solutions to enhance listening skills and improve overall student engagement in English language learning.

Just like an email that goes unread because the recipient is too busy, human listening can often be ineffective While the message is received, true attention to it may be lacking, leading to a failure in effective communication.

Communication is believed to begin with understanding (Wolvin and Coakly, 1985)

Effective communication relies on mutual understanding between the sender and receiver of a message Even if a message is sent, received, and attended to, it can still be ineffective if there is a lack of comprehension Therefore, understanding is crucial for successful communication.

In the context of communication, even if a recipient reads an email thoroughly, they may still misunderstand the sender's intent This can occur for various reasons, such as the message lacking clarity or the main point being overshadowed by extraneous details Similarly, in listening, crucial information can often be overlooked, leading to misinterpretation.

The listening process may ends with understanding but a response may be needed or at least helpful There are different types of response:

 Nonverbal response (John A Kline, 1996, p23) Responding lets the sender know that the message was received, attended to and understood

This article explores the challenges faced by teachers and 10th-grade students in mastering English listening skills at Duong Tu Minh High School in Thai Nguyen It identifies key difficulties such as limited exposure to authentic listening materials, varying levels of student proficiency, and insufficient teaching resources Additionally, the article offers practical solutions to enhance listening comprehension, including the integration of diverse audio materials, targeted training for teachers, and the implementation of interactive listening activities By addressing these issues, the goal is to improve the overall effectiveness of English listening instruction in this educational context.

Memory plays a crucial role in effective listening; without it, true listening cannot occur For educators to enhance students' listening skills, they must grasp the teaching process, which encompasses three essential stages that will be discussed in the following section.

2.2.2 Stages of teaching listening skills

Underwood (1989) outlines a three-phase model for listening activities: pre-listening, while-listening, and post-listening This structured approach is widely adopted by educators as it effectively enhances listening skills The pre-listening phase serves as a preparatory stage, while the while-listening phase focuses on completing the main listening task Finally, the post-listening stage facilitates further development and comprehension of the material Each stage is integral to the overall listening lesson, creating a cohesive learning experience.

The pre-listening stage is essential for preparing students by encouraging them to consider the topic or situation prior to engaging with the audio material This approach not only provides students with a clear purpose for listening but also helps them connect their existing knowledge to the subject, thereby increasing their interest and motivation to listen actively.

Pre-listening activities are crucial for effective comprehension, as highlighted by Penny Ur (1992), who suggests that providing students with background information about the content, context, and speakers before they engage with a listening passage enhances their understanding and engagement.

The while-listening stage serves as a structured framework for students to enhance their listening skills through targeted comprehension tasks It is essential for students to have a clear purpose for listening, which helps to maintain their focus Effective listening tasks should lead students through the material, and teachers must implement practical techniques to support and improve students' comprehension.

The post-listening stage serves as a follow-up to the while-listening stage, allowing students to extend their practice of the target skill This phase encourages learners to engage in meaningful activities that build upon the information and outputs generated earlier, enhancing their understanding and retention of the material.

2.3 The importance of listening in teaching and learning a foreign language

Teaching and learning listening skills in English as a foreign language can be particularly challenging Effective listening comprehension is crucial for anyone aiming to achieve success in learning English Without strong listening skills, individuals may struggle significantly in discussions and communication.

Listening difficulties for foreign language learners

Listening comprehension in a foreign language is crucial for academic success, professional advancement, and personal growth However, L2 learners often face significant challenges when listening to a language that is not their native tongue Research by Underwood (1989), Thompson and Rubin (1996), and Goh (2000) suggests that these difficulties can vary based on the learners' individual abilities and skills.

Elementary L2 learners face significant challenges in listening comprehension, as listening is a receptive skill that requires active engagement According to Thomson and Rubin (1996), listening involves selecting and interpreting auditory and visual information to understand speakers' messages Underwood (1989) identifies key difficulties in listening comprehension, including the lack of control over speaking speed, inability to request repetitions, limited vocabulary, failure to recognize verbal cues, interpretation issues, and difficulty maintaining concentration.

Underwood (1989) sees these problems as being related to learners’ different backgrounds, such as their culture and education She points out that students whose culture

Teaching and learning English listening skills present significant challenges for both teachers and 10th-grade students at Duong Tu Minh High School in Thai Nguyen These difficulties often stem from various factors, including limited exposure to authentic listening materials, varying levels of student engagement, and the complexity of English phonetics To address these issues, it is essential to implement targeted strategies such as incorporating diverse audio resources, enhancing interactive activities, and providing tailored support to students By fostering a more engaging and supportive learning environment, educators can improve students' listening skills and overall proficiency in English.

Learners from a reading and book-based cultural background tend to excel in listening comprehension compared to those from different backgrounds Additionally, individuals whose native language shares stress and intonation patterns with English generally experience fewer challenges than those with languages that have distinct rhythms and tones In this context, Vietnamese learners, whose language is characterized by tonal differences, are likely to encounter significant difficulties in listening comprehension while learning English.

Goh (2000) examined listening comprehension challenges faced by college students in EFL studies, identifying key difficulties at various stages In the perception stage, learners struggled with recognizing familiar words, maintaining focus, and processing speech During the parsing stage, issues included forgetting what was heard and failing to create mental representations of the input At the utilization stage, students often understood the words but not the intended message, leading to confusion about key ideas These challenges align with Underwood's (1989) insights on L2/FL listening difficulties, highlighting that as learners apply strategies, they encounter new obstacles.

Listening comprehension challenges can be attributed to four main sources: the messages, the speaker, the listener, and the physical setting (Yagang, 1994) Higgin (1995) identified specific factors affecting Omani students’ listening skills, including speech rate, vocabulary, and pronunciation Additionally, Flowerdew and Miller (1996) explored the strategies and difficulties learners face when listening to academic lectures.

Mastering a foreign language presents significant challenges, particularly in L2 listening acquisition, which is often more difficult for learners, especially freshmen According to Anne Anderson and Tony Lynch (1988), L2 learners encounter listening comprehension issues primarily due to their linguistic knowledge, although language structure is not always the main factor affecting comprehension They highlight that the complexity of input, particularly its syntactic structure, plays a crucial role in the listening difficulties faced by ESL learners.

Teaching and learning English listening skills pose significant challenges for teachers and 10th-grade students at Duong Tu Minh High School in Thai Nguyen The complexities arise from the differences between English and students' native languages, particularly in grammatical structures, vocabulary, and sound mechanics Effective listening requires an understanding of how words are segmented into sounds and how intonation and stress convey meaning According to Scarcella and Oxford (1992), comprehension occurs at various levels, from recognizing isolated words to understanding extended speech However, many ESL students, especially beginners, struggle with these levels, often only grasping isolated words or simple phrases, which hinders their ability to comprehend more complex sentences and discourse.

Chapter two offers a comprehensive overview of the literature related to the study, exploring various perspectives on listening and listening comprehension to establish a clear definition of listening It emphasizes the importance of listening and identifies both linguistic and non-linguistic factors that contribute to the challenges associated with effective listening.

Teaching and learning English listening skills present significant challenges for both teachers and 10th-grade students at Duong Tu Minh High School in Thai Nguyen These difficulties include issues such as limited exposure to authentic listening materials, varying levels of student proficiency, and a lack of effective teaching strategies To address these challenges, it is essential to implement targeted solutions, such as incorporating diverse audio resources, enhancing teacher training, and fostering a more interactive learning environment By focusing on these strategies, educators can improve listening skills and overall language comprehension among students.

METHODOLOGY

Research setting

This study explores the challenges faced by 10th-grade students and teachers in learning and teaching listening skills It begins with an overview of the school context, followed by an analysis of students' learning needs To gather relevant data, two survey questionnaires were administered: one targeting students at DTM HS to identify their listening difficulties and needs, and another for teachers to highlight their challenges The findings lead to recommendations aimed at simplifying listening lessons in the textbook, enhancing the overall learning experience.

Participants of the research

Six highly regarded teachers from Duong Tu Minh High School, aged between 28 and 39, participated in a study to enhance English listening skills Among them are the vice-principal and the head of the English group, showcasing their leadership roles within the school Known for their experience and enthusiasm, these educators are dedicated to helping students overcome challenges in learning English They consented to classroom observations and participated in a survey aimed at identifying teaching difficulties and potential solutions.

After nine years of teaching English at DTM High School, the author observes that most 10th-grade students from Thai Nguyen, aged fifteen to sixteen, have four years of English experience from junior high school However, their knowledge primarily consists of grammar and written vocabulary, leaving them struggling with listening skills This struggle leads to a general disinterest in listening lessons, compounded by a lack of awareness regarding the significance of listening in learning English, especially since they believe listening tests are not mandatory.

Teaching and learning English listening skills present significant challenges for both teachers and 10th-grade students at Duong Tu Minh High School in Thai Nguyen These difficulties stem from various factors, including limited exposure to authentic listening materials, varying levels of student motivation, and the complexity of English phonetics To address these issues, it is essential to implement effective strategies such as integrating diverse listening activities, utilizing technology for interactive lessons, and providing additional support for students struggling with comprehension By adopting these solutions, educators can enhance students' listening skills and overall English proficiency.

There were 120 male and female students in different classes: 10A3, 10A4, 10A7They were randomly selected to participate in both observations and questionnaires.

Data collection instruments

This study utilized both quantitative and qualitative methods to gather comprehensive background data on non-English majors' motivation to learn English To achieve in-depth insights, a variety of research instruments, including questionnaires and observations, were employed.

To gather data for the study, two distinct survey questionnaires were distributed: one targeting students and the other aimed at teachers Both questionnaires included open-ended questions, allowing respondents to express their opinions on various topics presented.

The first questionnaire, consisting of 12 questions (see Appendix 2), was delivered to

A study involving 120 selected students was conducted to gather insights into their challenges in developing listening skills in English The research focused on various factors, including students' background knowledge, experiences, attitudes, interests, and expectations regarding English learning, as well as the teaching methods employed by their instructors The first three questions explored students' attitudes toward listening skills acquisition, while questions four through eleven identified specific listening difficulties encountered by the students The final question assessed the students' needs in improving their listening abilities.

The second questionnaire, consisting of 17 questions, was administered to teachers to gather their insights on unresolved issues in teaching listening skills using the new textbook Questions 3, 4, and 5 focused on identifying the primary challenges faced in listening lessons Through questions 6, 7, 11, 12, and 13, teachers shared their classroom methods and strategies for teaching listening Question 14 addressed the adaptation of the new textbook, while questions 15, 16, and 17 sought suggestions for improving listening instruction.

To assess the validity of information regarding the teaching and learning of listening skills, a combination of survey questionnaires and class observations was utilized This study focused on identifying the challenges faced in delivering and acquiring English knowledge and skills, as well as in conducting communicative activities during listening lessons Observations were conducted in four different classes—10A3, 10A4, and 10A7—at Duong Tu Minh High School.

Data collection procedures

Over an eight-week period at the conclusion of the second term, I conducted a study in classes 10A3, 10A4, and 10A7 at Duong Tu Minh High School in Thai Nguyen province, where I have been teaching for over nine years To initiate the research, I developed survey questionnaires and gathered responses.

This article examines the challenges faced by teachers and 10th-grade students in learning and teaching English listening skills at Duong Tu Minh High School in Thai Nguyen It is based on insights gathered from 120 students and 6 teachers, highlighting their experiences and difficulties To provide a comprehensive analysis, class observations were conducted to reflect the current educational context The collected data were tape-recorded and transcribed, offering a detailed understanding of the issues at hand and paving the way for suggested solutions to enhance English listening skills.

Data analysis procedures

The data of questionnaires which were used to assess students’ behaviors or reactions towards each method and the notes from the observation sheet

The result of the questionnaire was transcribed into charts and tables, and then there were a detailed explanation of the data

The combination of observational data, questionnaire results, and interview findings revealed the effectiveness of the Contextual Teaching and Learning (CTL) approach in enhancing listening skills in the "Tieng Anh 10" program at Duong Tu Minh High School.

In short, this chapter has identified the characteristics of the research settings, the participants as well as the research methods, data collection procedure and data analysis procedure

Teaching and learning English listening skills present significant challenges for both teachers and 10th-grade students at Duong Tu Minh High School in Thai Nguyen These difficulties stem from various factors, including limited exposure to authentic listening materials, varying levels of student proficiency, and the lack of effective teaching strategies To address these issues, it is essential to implement targeted solutions such as incorporating diverse audio resources, enhancing teacher training, and fostering a more interactive classroom environment By adopting these strategies, educators can improve students' listening skills and overall language proficiency.

RESULTS AND DISCUSSION

Questionnaires

4.1.1 Teachers and students’ attitudes to teaching and learning listening

The initial section of the questionnaire aimed to gather insights from DTM HS teachers and students regarding their perspectives on the listening skill and its significance relative to other skills.

Question 1: How important is listening skill in the new Tieng Anh 10 textbook in comparison with other skills?

More important Equally important Less important Not necessary Don’t know

Table 1: Teachers’ opinion about the importance of listening

A significant 76% of respondents believe that listening and other communicative language skills hold equal importance in the school curriculum, while 24% argue that listening is less critical Many interviewees noted the lack of official evaluation or examination for listening skills, leading to less emphasis on listening lessons compared to reading, writing, and grammar.

Question 2: How do your students like listening lessons and learning listening skills?

1 Strongly agree 2 Agree 3.Disagree 4 Strongly disagree 5 I don’t know

They like listening and doing the tasks in textbook 78% 11% 11%

They like listening to songs, play games or free activities without doing tasks 33% 56% 11%

They are afraid of listening because they don’t know how and what to do with listening tasks 22% 67% 11%

They hate listening because it is too difficult 22% 22% 56%

They are interested in listening lessons/ skills because they want to listen to news, songs, etc on their own 67% 22% 11%

Table 2: Teachers’ opinions about students’ interest (and motivation) in learning listening skill and lesson

Teaching and learning English listening skills pose significant challenges for both teachers and 10th-grade students at Duong Tu Minh High School in Thai Nguyen These difficulties often stem from a lack of effective instructional methods, limited exposure to authentic listening materials, and varying student proficiency levels To address these issues, educators can implement interactive listening activities, utilize technology to enhance engagement, and provide tailored support to meet diverse learning needs By adopting these strategies, teachers can improve students' listening comprehension and overall language proficiency.

The data indicates that teachers possess a solid understanding of their students' attitudes toward learning activities Between 67% and 78% of teachers noted that students showed interest in textbook tasks and enjoyed listening for entertainment However, a significant 89% expressed concerns that students felt intimidated by listening tasks due to uncertainty about how to approach them Interestingly, only 44% of teachers believed their students disliked listening because it was too challenging, while 56% countered this view, suggesting that students actually enjoy listening due to its perceived simplicity.

Research in the educational system indicates that students exhibit both instrumental and integrative motivation This motivation enhances ambition, fosters initiative, and provides the direction, courage, energy, and persistence necessary to pursue goals A motivated individual actively takes steps to achieve their objectives Integrative motivation, in particular, plays a crucial role in helping language learners attain proficiency in a second language, especially when they immerse themselves in a community where the target language is used in everyday social interactions.

In contrast, with instrumental motivation, the reasons motivated study a language because it opens up educational and economic opportunities for them

Table 3: Students’ motivation of learning listening

The data indicates that the primary motivation for students is securing a good job in the future, with 100% emphasizing this goal In contrast, the number of students driven by instrumental motivation is lower than those motivated by integrative factors Specifically, 49% of students aim for high exam marks, while 30% focus on compulsory subjects Additionally, improving listening skills for real-life communication and entertainment is significant, with 62%, 76%, and 65% of students prioritizing these aspects, respectively.

This section explores the perspectives of both teachers and students regarding listening tasks The following segment will provide deeper insights into the challenges associated with listening as identified by teachers and students at DTM High School.

Teaching and learning English listening skills present significant challenges for both teachers and 10th-grade students at Duong Tu Minh High School in Thai Nguyen Key difficulties include a lack of exposure to authentic listening materials, limited vocabulary, and varying levels of student motivation Additionally, external factors such as large class sizes and insufficient training for teachers further complicate the learning process Addressing these issues is essential for improving listening skills and enhancing overall English proficiency among students.

Question 4: What are the difficult items that you often get when studying listening skill in your class?

Items Agree Disagree Don’t know

Cannot understand the listening text and tasks due to the lack of English background knowledge and ability

Get the main ideas but cannot do the tasks or cannot get the required information 42% 19% 39%

Only find listening tasks boring 60% 0% 40%

Cannot listen to the text because the sound is too soft or noisy 92% 0% 8%

Have no habits and/or techniques to practice and improve listening skills 78% 18% 4%

Lack of listening materials(tapes or CDs) 58% 29% 13%

Table 4: Students’ difficulties in general

Table 4 reveals that a significant 92% of respondents faced challenges primarily due to low sound quality or excessive background noise in audio materials This issue stemmed from large class sizes of 45 to 50 students and inadequate equipment Interviewed students noted that their teachers' voices were neither loud nor engaging enough to be heard clearly from a distance, leading to a lack of understanding of the material.

A significant 89% of participants struggled to comprehend listening texts and tasks due to insufficient English background knowledge and skills Conversely, 78% recognized the importance of listening habits and techniques for more effective learning, indicating a positive outlook for enhancing student motivation However, 58% of students faced challenges with listening tasks and the available resources Furthermore, only 42% managed to grasp the main ideas after listening, yet lacked clarity on the specific focuses and requirements of the listening exercises.

Apart from that, it is surprising that 40% of the students did not know if the listening tasks are boring or interesting to them

Question 6: What are your opinions about several factors that influence the students’ participation and interests in the listening lessons?

Item Agree Disagree Don’t know

Teaching and learning English listening skills present significant challenges for both teachers and 10th-grade students at Duong Tu Minh High School in Thai Nguyen These difficulties stem from various factors, including limited exposure to authentic listening materials, varying levels of student proficiency, and a lack of effective teaching strategies To enhance listening skills, it is essential to implement targeted solutions such as incorporating diverse audio resources, providing structured listening activities, and fostering a supportive learning environment By addressing these issues, educators can improve students' listening comprehension and overall language proficiency.

Teacher’s teaching methods: interesting, attractive, easy to understand 97% 0% 3%

Listening topic and level of difficulties of listening tasks 46% 23% 33%

Basic background knowledge of English 90% 10% 0%

The design of the listening lessons, tasks and the clarity of tasks instructions 14% 30% 56%

Table 5: Factors affecting students’ participation and interests in listening lessons

Table 5 highlights several factors influencing students' participation and interest in listening skills, with classroom conditions and facilities identified as the most significant factor (100%) Teachers' instructional methods also play a crucial role, as students heavily depend on their performance for guidance Additionally, students' limited English knowledge negatively impacts their confidence and engagement during listening lessons The necessity of examinations further contributes to their lack of interest, while many students express dissatisfaction with textbook design due to their inexperience in evaluating it.

Question 7: Do you have enough facilibilities for listening lessons?

The class is well-equipped with modern technology or facilities 30% 70%

The class size is too large, the students cannot listen well 78% 22%

The class is large enough, the students can listen well from every place 45% 55%

Question 9: How often do your teachers use these teaching aids?

1 Always 2 Often 3 Sometimes 4 Rarely 5 Never

Teaching and learning English listening skills present significant challenges for both teachers and 10th-grade students at Duong Tu Minh High School in Thai Nguyen These difficulties stem from various factors, including limited exposure to authentic listening materials, varying levels of student proficiency, and the lack of effective teaching strategies To address these issues, it is essential to implement targeted solutions such as incorporating diverse listening activities, utilizing technology, and providing additional support for students struggling with comprehension By focusing on these strategies, educators can enhance the listening skills of their students and improve overall language proficiency.

Visual aids: pictures, chalk, chart, board 0% 0% 56% 44%

Table 7: The use of teaching aids

Table 7 highlights that, despite inadequate resources, integrating technology into language teaching and learning proves to be a time-efficient and beneficial approach for progress Conversely, Table 8 reveals a concerning scenario at Duong Tu Minh High School.

Teachers heavily depend on textbooks and supplementary materials, which account for 100% of their resources This reliance may stem from insufficient financial support from schools and the government for necessary facilities Occasionally, teachers incorporate visual aids (56%), handouts (55%), and technology such as computers and speakers (56%), tapes and recorders (58%), CDs/VCDs (55%), and projectors (60%) to enhance listening lessons.

Question 8: What is result of student’s opinions about teacher’s roles in listening lessons?

Guiding and giving instructions of the purposes and how and what to listen to 100%

Designing tasks and organizing activities in classroom 100%

Listening and translating the texts 58%

Correcting listening tasks and discussing with the students 100%

Managing and controlling all students tasks and activities in classroom 100%

Class observation

Over a six-week period at the end of the second term, class observations were conducted in four different classes taught by three teachers, randomly selected from a total of seven classes Teachers and students were informed of my presence at the start of each lesson, ensuring transparency throughout the observation process.

All observed teachers employed similar instructional strategies, beginning lessons with engaging warm-up activities, primarily language games The listening procedures included presenting new vocabulary and structures, followed by chorus reading, providing instructions, and correcting answers after playing audio recordings or reading aloud two to three times Finally, lessons concluded with a consolidation phase that involved summarizing or discussing the text.

Teachers' reliance on traditional methods without utilizing any equipment led to inefficiencies, as they repeatedly read the text aloud This approach not only wasted time and energy but also shifted the focus away from student engagement, resulting in teachers dominating the classroom instead of fostering active student participation.

The researcher observed that while some students showed eagerness to learn English and respond to teachers' questions, they often felt too shy to initiate conversations They typically only spoke when called upon by name However, during certain lessons, a majority of students actively engaged and participated positively in class activities, such as games and entertaining listening exercises.

Incorporating effective language use in listening lessons is crucial, as these sessions create an immersive environment where the target language predominates Students benefit from exposure to authentic voices, including those of teachers and classmates, which enhances their English listening skills and fosters good language habits However, it is concerning that teachers rarely use English, often resorting to immediate translations into Vietnamese, which undermines the effectiveness of the learning experience.

Discussions of the findings

a Problems and difficulties facing 10 th grade students

The data analysis revealed three primary challenges faced by students: a limited language background, insufficient language skills—particularly in techniques and strategies for improving listening skills—and a lack of adequate support from teachers.

Many 10th-grade students at Duong Tu Minh High School struggle with limited English language knowledge, facing challenges due to a lack of vocabulary and insufficient understanding of English structures necessary for comprehending their texts.

Teachers and 10th-grade students at Duong Tu Minh High School in Thai Nguyen face significant challenges in developing English listening skills Students often experience a lack of confidence in demonstrating their abilities, which leads to feelings of nervousness and distraction during listening exercises This lack of focus can hinder their performance on listening tasks, resulting in discouragement and a growing fear of failure Addressing these difficulties is crucial for enhancing students' listening proficiency and overall confidence in learning English.

Students' listening techniques and strategies were inadequate to meet their needs, revealing significant gaps in both bottom-up and top-down listening skills Additionally, various issues related to their study strategies further hindered their listening abilities.

To enhance listening skills, students must quickly learn to process sounds, transitioning from conscious attention to automatic recognition While complex passages, unfamiliar accents, or new concepts may require focused attention on individual sounds and words, it's essential to teach students to prioritize grasping the main ideas rather than fixating on specific terms.

Students often struggle with listening tasks because, unlike reading, they cannot control the pace at which information is delivered While they can request clarification in conversations, many listening situations, such as lectures or presentations, require them to absorb information in real-time without the option to adjust the speed This limitation can lead to anxiety about their listening abilities Consequently, students tend to prefer listening activities that are engaging and manageable, focusing on topics and instructions that are clear and approachable When teachers equip students with effective strategies for tackling specific listening tasks, it enhances their listening skills By emphasizing the importance of grasping the main ideas and key details rather than every single word, students can approach listening with greater confidence and reduced stress.

The challenges in language skills can be effectively addressed with the support and guidance of teachers during listening exercises However, at Duong Tu Minh High School, the crucial role of teachers is often overlooked by both educators and students A listening teacher should act as a guide and instructor, customizing classroom tasks rather than merely controlling the environment Furthermore, it is essential for teachers to offer students clear instructions, defined objectives, and tailored strategies or techniques for various listening tasks.

Teaching listening skills can be challenging, yet it offers significant rewards when effective strategies are implemented By providing support and resources, educators can help students enhance their listening abilities and recognize their own progress.

Teaching and learning English listening skills pose significant challenges for both teachers and 10th-grade students at Duong Tu Minh High School in Thai Nguyen While educators assist students with vocabulary and grammar like in other subjects, listening requires unique strategies that must be understood By helping students learn effective listening techniques, we can establish a solid foundation for their ongoing improvement in this skill Additionally, enhancing our teaching methods will enable us to better equip students with the necessary strategies and skills for successful listening comprehension.

Teachers at Duong Tu Minh High School generally support the new "Tieng Anh 10" textbook and appreciate the communicative approach to language teaching, along with students' strong motivation However, they face significant challenges in teaching listening skills effectively Key obstacles include a lack of experience and insufficient communicative methods, which hinder their pedagogical practice.

The English teaching staff at DTM HS possesses a solid foundation in language and skills, but they lack experience in teaching listening and other communicative skills, with only one to two years of experience in this area Many teachers have not undergone comprehensive training to implement new communicative methods associated with the recent textbook, resulting in a widespread deficiency in both theoretical and practical experience Despite efforts to enhance teaching methods through class observations and discussions, there remains a lack of consensus among teachers regarding objectives and approaches to new communicative language teaching As a result, the strengths of the new textbook are not fully utilized, leading to less active and dynamic teaching Additionally, the demands of new teaching methods necessitate further preparation, adding to the already heavy workload of teachers beyond their syllabus responsibilities.

Teachers at Duong Tu Minh High School face significant challenges in teaching language skills, particularly listening skills This issue is examined through four key aspects: teaching listening approaches, effective time management, adaptation of textbooks, and appropriate language use in the classroom.

This article explores the challenges faced by teachers and 10th-grade students in mastering English listening skills at Duong Tu Minh High School in Thai Nguyen It highlights common difficulties such as limited exposure to authentic listening materials, varying levels of student proficiency, and inadequate teaching resources Furthermore, the article offers practical solutions to enhance listening skills, including incorporating diverse audio materials, promoting active listening strategies, and providing targeted training for teachers By addressing these issues, the goal is to improve English listening comprehension among students, ultimately leading to better academic performance.

Teachers at Duong Tu Minh High School face challenges in effectively implementing listening approaches in their lessons, primarily due to confusion over methodological terms like communicative language teaching and listening strategies Classroom observations reveal that teachers typically follow a standardized procedure: warm-up, pre-listening, while-listening, and post-listening, relying heavily on textbook activities They introduce new vocabulary, provide instructions, and play audio materials multiple times, but ultimately, the lessons lack creativity and fail to engage students in a way that enhances their listening skills Consequently, there is little distinction between listening lessons and other skills, limiting students' motivation and improvement in listening proficiency.

Textbooks often provide questions and tasks designed to help students focus on specific aspects of meaning during listening activities Teachers should strategically select questions for different listening phases—some for the initial listening, others for a second, and possibly different ones for a third—to avoid overwhelming students with too much information at once Additionally, it's crucial for teachers to ensure that these listening tasks align with students' levels and needs Ultimately, educators must adapt listening activities flexibly and effectively based on students' background knowledge, skills, and the teaching-learning environment.

Implications

Leaders of Duong Tu Minh High School should prioritize upgrading teaching and learning equipment to enhance the educational experience Installing modern technology such as televisions, CD players, VCD players, and DVD players in classrooms is essential Additionally, regular upgrades and maintenance of the laboratory facilities will enable teachers to effectively implement listening techniques in their instruction.

Addressing the challenges posed by large and multi-level classes requires the school's focused attention It is essential for schools and educators to develop stricter and more effective placement tests to enhance student learning outcomes.

To enhance English proficiency, schools should provide opportunities for students to learn from foreign teachers This approach not only improves overall English skills but also specifically targets listening abilities Additionally, interacting with native speakers allows students to adopt a natural communication style, boosting their confidence in listening and speaking with foreigners.

Teachers and 10th-grade students at Duong Tu Minh High School in Thai Nguyen face significant challenges in developing English listening skills These difficulties stem from various factors, including limited exposure to authentic listening materials, varying levels of student motivation, and inadequate teaching strategies To address these issues, it is essential to implement effective solutions such as incorporating diverse listening activities, utilizing technology to enhance engagement, and providing targeted training for teachers to improve instructional methods By adopting these strategies, both educators and students can enhance their listening abilities and overall proficiency in English.

Teachers should educate students about the active nature of the listening process, emphasizing that it involves multiple strategies used simultaneously By guiding students and encouraging practice at home, teachers play a crucial role in enhancing listening skills As enthusiastic facilitators, educators consistently introduce and teach various listening strategies in each lesson, fostering student engagement and improvement.

Teachers must foster a comfortable listening environment that encourages students to feel relaxed and free to seek clarification on topics they find confusing.

To enhance student motivation during listening lessons, teachers must implement effective strategies Many students express disinterest due to uncertainty about the objectives and content of upcoming lessons Thus, providing clear instructions, activating prior knowledge, and engaging students with relevant pre-listening activities are crucial Teachers should establish a clear purpose for listening by introducing various approaches, such as listening for specific or general ideas, as well as extensive and intensive listening Incorporating visual aids can significantly capture students' interest, particularly for beginners, by providing essential background knowledge and vocabulary Moreover, integrating enjoyable tasks like games and songs can create a relaxed learning environment, making listening lessons more appealing and effective.

Many grade 10 students at Duong Tu Minh High School lack experience in listening skills due to infrequent practice in high school It is crucial for these students to adopt new learning methods and improve their attitude towards listening to enhance their skills effectively.

Teachers play a crucial role in helping students succeed in listening tasks by providing essential prior knowledge and clues This guidance encourages students to engage actively with the listening material and fosters collaboration through pair and group discussions, enhancing their motivation and comprehension.

Teaching and learning English listening skills present significant challenges for both teachers and 10th-grade students at Duong Tu Minh High School in Thai Nguyen These difficulties stem from various factors, including limited exposure to authentic listening materials, varying levels of student proficiency, and a lack of effective teaching strategies To address these issues, it is essential to implement suggested solutions such as incorporating diverse audio resources, enhancing teacher training, and fostering a more engaging classroom environment By doing so, we can improve students' listening skills and overall language proficiency.

Students should avoid fixating on the meaning of every single word, structure, and phrase, as this can hinder effective listening and make it difficult to grasp the overall message of the speaker Instead, they should rely on their background knowledge, context, and key clues to comprehend the main ideas being communicated, rather than focusing solely on specific language elements.

To enhance their English listening skills, students should develop a daily practice routine at home, as consistent practice is essential for improvement Relying solely on in-class listening tasks is insufficient; students can benefit from revisiting classroom materials or exploring new listening exercises available online Engaging with English TV programs, songs, and stories not only familiarizes them with various accents but also aids in refining their pronunciation.

Engaging in conversations with foreigners is highly beneficial for students, as it enhances their pronunciation, expands their vocabulary, and deepens their background knowledge, all of which are crucial for effective listening skills.

This chapter summarizes the challenges faced by teachers and students in developing teaching and learning skills, followed by recommendations for improvement It concludes by addressing the study's limitations and offering suggestions for future research.

This study explores the challenges faced by teachers and 10th-grade students in listening comprehension at Duong Tu Minh School across four chapters The research identifies four key conclusions regarding these difficulties in teaching and learning listening skills.

CONCLUSION 5.1 Summary of the findings

Limitations of the study

The researcher has tried best to offered some insightful findings, however, there remain some limitations

The thesis plays a crucial role in the education system, yet it poses significant challenges for students Often, the research methods and tools available may fall short, leading to limitations in the overall quality of the work produced.

This article examines the challenges faced by teachers and 10th-grade students at Duong Tu Minh High School in Thai Nguyen when it comes to teaching and learning English listening skills It identifies key difficulties such as inadequate resources, lack of student motivation, and insufficient training for teachers Additionally, the article offers practical solutions to enhance listening comprehension, including the integration of interactive activities, the use of technology, and tailored lesson plans to meet diverse learning needs By addressing these issues, the goal is to improve the overall effectiveness of English listening instruction in the classroom.

Classroom observations and questionnaires were utilized in 10th-grade classes at Duong Tu Minh High School; however, their implementation was inconsistent The presence of an observer may have influenced the behavior of both teachers and students, leading to a discrepancy between observed activities and actual practices during listening lessons Consequently, the data gathered from these observations may not accurately represent the true challenges encountered by educators and students.

The researcher aims to examine the impact of the newly introduced English textbook and standardized testing on listening and communicative skills It is essential to implement progress assessments that enhance the attitudes, interests, and motivation of both teachers and students Currently, 10th-grade students are not influenced by national examinations or official evaluations in listening skills, which may lead to their responses on certain issues being disconnected from the actual challenges they face.

Suggestions for further research

On the basis of the findings and the limitations of the study, several suggestions for further research are made

Teachers and students are currently facing numerous unresolved challenges in the educational environment The difficulties encountered by teachers may stem from issues within the textbooks or from their own professional knowledge and experience.

Further research is necessary to explore techniques for enhancing listening skills and evaluating the effectiveness of listening lessons Additionally, analyzing students' motivation and needs is essential for gaining deeper insights into this topic.

Moreover, researches on how other communicative techniques are used to teach other specific language skills such as speaking, writing, reading would also be beneficial

This study aims to assist DTM High School teachers and students in overcoming challenges related to teaching and learning listening skills, and it is also intended for anyone interested in this topic The researcher appreciates readers' understanding regarding any shortcomings in the study.

Teaching and learning English listening skills pose significant challenges for both teachers and 10th-grade students at Duong Tu Minh High School in Thai Nguyen These difficulties include a lack of effective teaching methods, insufficient resources, and students' limited exposure to authentic listening materials Additionally, many students struggle with understanding different accents and fast speech, which hinders their overall comprehension To address these issues, it is essential to implement innovative teaching strategies, provide access to diverse listening resources, and encourage regular practice through interactive activities By focusing on these solutions, educators can enhance students' listening skills and overall English proficiency.

Anh Phuong Le Thi.(2002) Problems and Solutions of General English Classes at Junior Colleges.M.A Teacher’s Edition

Anderson, A &Lynch,T.(1998) Listening Oxford; Oxford University Press

Buck,G.(1984) Assessing Listening Cambridge: Cambridge University Press

Gillham,B.(20000) Developing a Questionnaire London and Newyork: Continuum Goh, C(2000) Exploring Listening Comprehension Tactics and Their Interation Patterns.

Gretchen Nauman.(2002) Teaching Students to Listen Effectively M.A Thesis Teacher’s Edition.

Higgins,J,M,D.(1995) Computer and English Language Learning Oxford: Intellect.

Hutchison and Hutchison (1996) explore the role of textbooks as transformative tools in education, highlighting their influence on teaching practices In their contribution to "Power, Pedagogy & Practice," they emphasize the significance of instructional materials in shaping learning experiences Additionally, Lewis and Hill (1985) provide practical strategies for effective language teaching in their work, offering valuable insights for educators seeking to enhance their instructional methods Together, these texts underscore the importance of thoughtful resource selection in fostering effective pedagogy.

Minh Do Tuan's 2007 document focuses on enhancing high school teacher training by introducing innovative teaching methods aligned with the new curriculum and textbooks for 10th grade This resource, published by the Vietnam National University’s College of Foreign Languages, aims to equip educators with effective strategies to improve student engagement and learning outcomes.

Ministry of education and tranning 2006 Tài liệu bồi dưỡng giáo viên thực hiện chương trình sách lớp 10 THPT.

Nunan, D.(1989) Language Teaching Methodology Sydney: Prentice - Hall.

Nunan, D.(1989) Designing Task for the communicative classroom Cambridge: Cambridge University Press.

Nunan, D(1992) Research Methods in Language Learning Cambridge: Cambridge University Press

Nunan, D& Miller, L.(1995) New way in Teaching Listening Illinois: Pantograph.

Rixon, S.(1996) Developing Listening Skills London: Macmillan.

Richards, J.C &Harper, A, (1995) Listening for it Oxford: Oxford University Press.

Rost, M.(1994) Introducing Listening London: Penguin Group.

Savignon, S J(1983) Communicative Competence: Theory and Classroom Practice.

1 Tomlinson, B Introduction In B Tomlinson (ed) Materials Deveflopment in Language Teaching Cambridge: Cambridge University Press.

Teaching and learning English listening skills presents significant challenges for both teachers and 10th-grade students at Duong Tu Minh High School in Thai Nguyen These difficulties include limited exposure to authentic listening materials, varying levels of student motivation, and the lack of effective teaching strategies To address these issues, it is essential to implement engaging listening activities, provide additional resources, and foster a supportive learning environment that encourages practice and improvement By adopting these suggested solutions, educators can enhance the listening skills of their students and improve overall English language proficiency.

2 Underwood, M (1990) Teaching Listening Newyork: Longman.

3 Ur, P (1984) Teaching Listening Comprehension Cambridge: Cup.

4 Ur, P (1996) A course in Language Teaching Cambridge: Cup.

5 Underwood, M (1990) Teaching Listening London: Longman.

6 Van, H V (2006) English 10 th Hanoi: Educational Publishing House

7 Van Hoang Van, Chi Nguyen Thi and Xuan Hoa Hoang Thi 2006 Đổi mới phương pháp dạy Tiếng Anh ở THPT Việt Nam Education Publishers, 38 - 39, 66 - 109, 132 - 157.

8 White, G.(1998) Listening Oxford: Oxford University Press.

9 23 ELTTP - English Language Teacher Training Project.(1998) Methodology Course Book 1 & Book 2

10 24 Widdowson, H G(1972) Teaching Foreign Language Cambridge University Press

25 Minh Do Tuan 2007 Tài liệu bồi dưỡng giáo viên THPT “Đổi mới phương pháp dạy học theo chương trình và sách giáo khoa lớp 10 mới” Vietnam National University, College of Foreign languages

26 Ministry of education and tranning 2006 Tài liệu bồi dưỡng giáo viên thực hiện chương trình sách lớp 10 THPT

27 Van Hoang Van, Chi Nguyen Thi and Xuan Hoa Hoang Thi 2006 Đổi mới phương pháp dạy Tiếng Anh ở THPT Việt Nam Education Publishers, 38 - 39, 66 - 109, 132 - 157

Teaching and learning English listening skills present significant challenges for both teachers and 10th-grade students at Duong Tu Minh High School in Thai Nguyen These difficulties stem from various factors, including limited exposure to authentic listening materials, varying levels of student motivation, and the complexity of English phonetics To enhance listening comprehension, it is essential to implement effective strategies such as integrating diverse audio resources, fostering an interactive classroom environment, and providing targeted practice sessions By addressing these obstacles, educators can improve students' listening abilities and overall English proficiency.

APPENDIX 1 SURVEY QUESTIONNAIRES (FOR TEACHERS)

This survey aims to explore the challenges teachers face while teaching listening skills using the Tieng Anh 10 textbook at Duong Tu Minh High School Your feedback is crucial for the success of this research, and rest assured that all data collected will be used solely for the study's objectives and kept confidential.

Your contributions will be highly appreciated Thank you very much!

Please put a tick in the appreciate box or give short answer in the provided spaces

Genders: □ Male □ Female Age : □ under 24 □ 24-30 □ 30-35 □ 35-40 □ over 40 Years of teaching English:

1 In your opinion, how important is listening skill in the new Tieng Anh 10 textbook in comparison with other skills?

□ more important □ equally important □ less important

2 Do your students like listening lessons and learning listening skills? Tick the most appropriate column to your choice

1 Strongly agree 2 Agree 3.Disagree 4 Strongly disagree

They like listening to and do the tasks in textbook They like listening to songs, play games or free activities without doing tasks

They are afraid of listening because they don’t know how and what to do with listening tasks

They hate listening because it is too difficult They are interested because they want to listen to news, songs, etc on their own

3 Have you got any training programs or professional workshops on both language skills (including listening) and methodology for the new textbook?

Teachers and 10th-grade students at Duong Tu Minh High School in Thai Nguyen face significant challenges in teaching and learning English listening skills These difficulties stem from various factors, including limited exposure to authentic listening materials, lack of effective teaching strategies, and students' low motivation To address these issues, it is essential to implement practical solutions such as integrating diverse listening resources, enhancing teacher training, and fostering a more engaging learning environment By focusing on these strategies, educators can improve listening comprehension among students and ultimately enhance their overall English proficiency.

4 What are the current problems teaches face when they teach listening skills? Please rank them in this order: The most difficulty: 1  The least difficulty: 10

□ Lack of necessary facilities: cassette players, tapes, video, T.V, projectors, computers, and so on

□ Poor classroom equipment or of bad quality □ Large classes (45 students or more)

□ Students’ low background knowledge and skills □ Students’ inexperience in listening

□ Teacher’s poor time- management skill □ Lack of time for further practice □ Teacher’s ability in teaching listening is not good enough □ Teacher’s teaching methods and techniques are not good enough

□ Lack of experiences in teaching new textbook

5 There are several factors that influence the students’ participation and interests in the listening lessons What is your opinion about the following statements? Put a tick in the column of your choice

1 Strongly agree 2 Agree 3.Disagree 4 Strongly disagree 5 I don’t know

Uninteresting listening topics Difficult listening texts and tasks Boring listening activities/ learning environment Lack of well- equipped facilities: sound quality, cassette player- tapes, television, video, projector…

Teacher’s ability in teaching listening is not good enough Students’ background and motivation are not good

6 How often do you use the following teaching aids in listening lessons to motivate your students? Put a tick in the column of your choice

1.always 2.often 3.sometimes 4.rarely 5.never

Authentic listening items(daily conversations/ native Speakers’ voice)

Teacher’s voice (teachers read or record) Cassette- tapes

VCD/ CD/ Projector Tasks in the textbook Handouts

Teaching and learning English listening skills present significant challenges for both teachers and 10th-grade students at Duong Tu Minh High School in Thai Nguyen These difficulties include issues such as limited exposure to authentic listening materials, varying levels of student motivation, and a lack of effective teaching strategies To address these challenges, it is essential to implement targeted solutions, such as incorporating more interactive listening activities, utilizing diverse audio resources, and providing ongoing teacher training to enhance instructional methods By focusing on these strategies, educators can improve students' listening comprehension and overall language proficiency.

7 What kinds of activities do you use to motivate students in your listening lessons? How often do you use them? Put a tick in the column of your choice

1.always 2.often 3.sometimes 4.rarely 5.never

Listening to and transcribing word by word Getting main ideas

Noting down missing words Matching conversations Ordering pictures or events True/false exercises

Doing extra- listening tasks Playing games related to listening Listening for entertainment (music/ films/ news ) Others: ………

8 In which stage of a listening lesson do you think it is necessary to motivate students? Put a tick in the column of your choice

1 Strongly agree 2 Agree 3.Disagree 4 Strongly disagree

Warm- up stage Pre-listening While- listening Post- listening

9 Which stages do you think is the most important in teaching listening procedure? (You can choose more than one)

10 Generally speaking, how much time do you spend on each stage in a listening lesson?

Warm up Pre- listening While- listening Post- listening

Teaching and learning English listening skills present significant challenges for both teachers and 10th-grade students at Duong Tu Minh High School in Thai Nguyen These difficulties stem from various factors, including limited exposure to authentic listening materials and varying levels of student proficiency To address these issues, it is essential to implement effective strategies such as incorporating diverse audio resources, enhancing teacher training, and fostering a supportive learning environment that encourages active listening By adopting these solutions, educators can improve students' listening skills and overall English proficiency.

11 How often do you use these techniques or activities in pre- listening stage?

1.always 2 often 3 sometimes 4 rarely 5 never

To enhance listening comprehension, it's essential to pre-teach vocabulary and structures relevant to the audio material Incorporating engaging activities or games can help students relax and create a comfortable atmosphere before the listening task Additionally, offering clear and concise instructions on how to approach the tasks will ensure that students understand their objectives and can participate effectively.

Explain clearly the task requirements and give instructions in Vietnamese

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