An investigation into the effect of extensive listening for grade 10 students’ listening skills

Trang 1 MINISTRY OF EDUCATION AND TRAINING HO CHI MINH CITY OPEN UNIVERSITY --- ∞0∞--- NGUYEN NGOC THUY HANG AN INVESTIGATION INTO THE EFFECT OF EXTENSIVE LISTENING FOR GRADE 10 STUDENTS

INTRODUCTION

Background of the study

The considerable increase in demand for economic integration and intercultural communication has led to the popularity of teaching and learning English Regarding the Vietnamese EFL context, English is considered the first or only foreign language being learned and taught in Vietnam (Hoang, 2018) Therefore, with special attention from the government via the Ministry of Education and Training, the approval and implementation of a national framework for the instruction and acquisition of foreign languages within the formal education system of the country from 2008 to 2020 is underway

As a new English textbook is promulgated, the Vietnam Ministry of Education and Training aims to develop four comprehensive skills (listening, speaking, reading, and writing) In order to master these four skills of L2, listening is the receptive skill that contributes to mastering the remaining skills According to Hamouda (2013), listening is a basic language skill that should be given major priority among the four language skills Nevertheless, Vietnamese EFL students have been familiar with the Grammar Translation Method (GTM) for a long time, providing learners with lists of new words in the target language without paying attention to their own experience or interest (Pham, 2015)

The status of listening has shifted dramatically in second language (L2) instruction programs in recent years Listening is no longer viewed as a means of comprehending a target spoken language but as acquiring linguistic knowledge This shift means that acquiring effective listening skills can aid in the development of L2 (Hoang & Nguyen,

2007) However, listeners are confronted with a variety of difficulties, including connected speech, rapid speech rates, accents, and colloquial usages and slang, which are rarely

Due to time constraints, teachers needed more time in the classroom to allow students to practise their skills As a result, many learners cannot deal with real-life situations after many years of learning English (Le, 2013) Vone and Renandya (2019) state that extensive listening enhances learners' listening abilities and their general language abilities Moreover, developing listening comprehension is vital in enhancing general communication skills and language competence (Hwaider, 2017) Because of its vital role in language learning, numerous studies related to extensive listening have been conducted to determine its impact on learners' listening skills In many Asian countries, studies related to extensive listening have been receving a lot o attention from both educators and scholars

Even so, more studies are being carried out with high school students in a developing country like Vietnam Previous studies have noted that extensive listening helps learners improve their listening skills However, there are some drawbacks that future studies should address, like increasing time experienced, recruiting more participants, etc Therefore, this paper is designed to address the question of whether or not extensive listening improves the listening skills of EFL high school students.

Statement of the problems

English has evolved into an international language capable of facilitating communication between citizens of non-English speaking countries With the ability to listen, communication is possible Additionally, it is established that effective listening skills enhance oral production significantly (Inove & Renandya, 2019)

The primary purpose of teaching and learning English as a foreign language is to communicate in real life contexts, but in Vietnam teaching and learning English in high schools works to equip pupils with reading comprehension and grammar for a long time (Hoang, 2008) In reality, students cannot communicate in English even after seven years of learning English in high schools and two years in tertiary education (Hoang, 2010) With the English Curriculum frameworks recommended by the Ministry of Education and Training for high school students, EFL instruction is expected to meet the demand for mastery of all four language skills, and these four skills must be taught in an integrated fashion However, all graduating tests and examinations tend to focus primarily on grammar, vocabulary, reading, and a few on pronunciation (Hoang, 2011)

More recently, with the rise of instructional frameworks for international language degrees and communicative approaches, listening has received increasing attention and appears to be an inescapable component of EFL learning It is an important skill since potentially it can aid learners' English proficiency development significantly In addition, listening abilities can assist learners in communicating effectively and verbally Until now, many teachers, educators, linguists, and EFL students have been attracted to extensive listening (Chang & Millett, 2016; Mayora, 2017) In addition, a significant number of researchers have advocated extensive listening to enhance learners' listening fluency (Chang & Millett, 2016)

There are some studies indicating how extensive listening contributes to improving students' vocabulary and pronunciation However, these studies were conducted over short periods (from 4 to 8 weeks); therefore, it might not be long enough to show the effects (Milliner, 2017; Nguyen, 2019) Furthermore, other studies relating to students' perceptions extensive listening have been conducted on a small scale; future researchers should select more participants to achieve a stronger relationship between EL practice and listening comprehension (Fauzanna, 2017; Nugroho, 2019; Nguyen, 2021) In addition, much of the research on extensive listening has been conducted with the participants mainly from university and primary levels Therefore, extensive listening studies, in which participants are high school students should be carried out.

Objectives of the study

In this current investigation, the researcher concentrates on examining two objectives First, the primary purpose of this study is to determine the effect of extensive listening on the development the listening skills of non-major English grade 10 students, compared to the students who do not practice extensive listening at home Second, this study explores learners’ experiences towards extensive listening.

Research questions

In order to achieve the objectives stated above, the study tries to answer two research questions:

1/ What are the effects of extensive listening practice on grade 10 students at Nguyen Thi Dinh high school gifted for sports’ listening skills?

2/ What are students’ experiences of extensive listening practice?

Significance of the study

This paper aims to provide teachers with deep insights into the benefits of extensive learning for developing students' listening skills Furthermore, it is hoped that the findings will assist teachers in designing and developing their own programs and curricula for teaching listening to provide the best conditions for students' language acquisition and the highest motivation for their students in listening learning Last but not least, the study tries to figure out more listening materials for local non-major English students.

Organization

This thesis is presented with five seperate chapters:

Chapter 1 includes the background of the study, the rationale of the study, the study’s objectives, research questions, the study’s significance, the scope of the study, and the organization of the thesis

Chapter 2 illustrates the literature that researcher bases on to carry out this study This chapter also discusses the concepts of extensive listening and related terms

Chapter 3 describes research setting, participants’ characteristics, the subjects of the study, research instrument, data collection and analysis procedures

Chapter 4 presents the findings and discusses them

Chapter 5 summarises the main points of the study, suggests some recommendations.

LITERATURE REVIEW

An overview of listening comprehension

There are many definitions of listening comprehension Listening comprehension is the process of understanding the spoken language Brown & Yule (1983) define it “the cognitive process by which individuals are able to comprehend and make sense of auditory information that they perceive The listeners could demonstrate comprehension by responding to queries based on the texts According to Buck (2001), an alternative perspective posits that listening comprehension can be conceptualized as a top-down cognitive process encompassing many sorts of simultaneous or sequential processing Furthermore, according to Chenxing (2005), listening comprehension is a multifaceted cognitive process that encompasses various fundamental processes

According to Hamouda (2013), listening comprehension refers to the listener's understanding of what he or she has heard and the ability to repeat the text, even though the listener may repeat the sounds without real comprehension Likewise, Nunan (1998) has stated that listening is the basic skill in language learning With listening skills, learners learn to communicate effectively In summary, the process of listening comprehension is multifaceted, involving the integration of diverse cognitive strategies by listeners in order to comprehend auditory information

From various points of view, many scholars have various different definitions of extensive listening Several researchers define extensive listening as listening for enjoyment while understanding useful information (Rixon, 1986; Warning, 2003; Field, 2008; Rost, 2011; Graham & Santos, 2015; Milliner, 2017) Rixon (1986) described such extensive listening was described as listening for the sake of enjoyment without regard for the substance or language employed According to Field (2008), extensive listening can be defined as hearing for enjoyment with no obligation on the listener's part to maintain a reasonable level of comprehension Likewise, Renandya and Farrell (2010) suggest that extensive listening encompasses all listening activities that expose students to much more understandable and enjoyable audio information Rost (2011) gives a similar definition that when students listen for enjoyment, they listen to relax, and they feel at ease when they learners are not expected to understand everything thoroughly, but they should instead have a general understanding and find pleasure in doing such listening In conclusion, the current study adopts the definition of extensive listening which is suitable for students’ situation in reality, a strategy that delivers a great deal of enjoyment and understanding to listen to for pleasure (Field, 2008; Renandya, 2011).

Categories of extensive listening

According to Ivone and Renandya (2019), extensive listening encompasses five distinct sub-categories, namely active listening (e.g., engaging in reading while listening), listening while reading, exclusive listening, listening in conjunction with visual stimuli (e.g., videos), and integrated listening, reading, and viewing Besides, employeing EL in educational settings are appropriately aligned with the cognitive capacities and aptitudes of students Moreover, Milliner (2017) strongly recommends to foster the practice of simultaneous engagement in both listening and reading activities, as studies have shown that low-level L2 learners cannot differentiate between previously learned concepts

In this study, the present researcher lets students concentrate mainly on "listening only." Based on students' learning conditions, combined listening, active listening, reading while listening, and listening and viewing are inappropriate First, students spend about 3–

4 hours per day practising physical exercise, which occupies much of their self-learning time Hence, listening only is the strategy that is convenient for students to listen and do other daily activities simultaneously, like housework, eating, walking, etc Second,

"listening only" without any tasks or exercises does not put students under pressure If students are required to do tasks, some will feel threatened or beyond their ability Therefore, the effectiveness of the study and the students' enjoyment will decrease.

Extensive listening and intensive listening

As noted, IL and EL are two contrasting approaches to listening practice The following are the distinctions between intensive and extensive listening:

First, intensive listening is a valid method of improving listening skills through comprehensive comprehension of all words and phrases in the listening materials and thorough recognition of phonetic phenomena such as liaisons, assimilations, and elisions (Huang, 1998) At the same time, extensive listening can help learners acquire vocabulary incidentally According to Chang (2012), intensive listening is meant to teach students new grammar and words; extensive listening could help students learn new words by exposing them to them more than once (Renandya, 2011)

Second, intensive listening focuses on improving accuracy by answering questions exclusively, whereas extensive listening concentrates on acquiring knowledge and enjoying the experience Ferrato and White (2004) underline the distinction between intensive listening's emphasis on accuracy and fluidity (Bui, T M & Do, T P T., 2016)

Third, intensive listening may force students to adhere to tight lesson plans with a three-step sequence (Chang, 2012), whereas extensive listening allows students to listen whenever they are ready, in and out of the classroom (Chang, 2012; Matsuo, 2015; Renandya, 2010; Renandya & Farrell, 2011; Ucán, 2010; Waring, 2008)

Next, the listening methods of extensive listening and intensive listening are considered differently According to Filed (2008), listeners must respond to particular questions or activities in intensive listening, while extensive listeners might quit listening if they do not enjoy it, or they might listen again if they desire

Another difference between intensive and extensive listening is shown when listening to materials Intensive listening materials are often more complex, slower, and shorter than extensive listening materials (Bui & Do, 2016) On the other hand, EL materials are considerably more straightforward, and quicker, and they longer passages chosen by learners or teachers in huge numbers (Ferrato & White, 2004)

Last but not least, according to Rost (2011), intensive listening offers a variety of exercises for students to develop listening skills In order to enhance the understanding of the overarching message conveyed in hearing texts and to enhance listening speed, comprehensive listening provides a range of exercises including short listening exercises, narrative, repeated listening, dictation, and listening with prediction (Renandya, 2012)

To sum up, there are numerous differences between extensive listening and intensive listening in terms of purposes and characteristics The table below summarizes the differences between IL and EL In this current study, extensive listening focused on students' enjoyment throughout repeated listening activities with the provided materials

Differences between intensive listening and extensive listening

Intensive listening Extensive listening Purposes Instructing students in novel grammatical structures and expanding their vocabulary

Listen for specific details or special information

Accquire vocabulary incidentally Focus on acquiring knowledge and enjoying the experience Focus on fluency

Characteristics Tight lesson plans with a three-step sequence

Activities: pause and paraphrase, close listening, error identification, provoked repetition, etc

Materials: more difficult, lower speedy, and shorter than extensive listening materials

Methods: respond to particular questions or activities

Listen whenever they are ready, in and out of the classroom

Activities: story telling, narrative, repeated listening, etc

Materials: simpler, quicker, and longer passages chosen by learners or teachers

Methods: might quit listening if students did not enjoy it or listen again if students desired

This section has just been presented the different characteristic of intensive listening and extensive listening The following one will discuss about extensive listening more in

Significance of EL in EFL learning

According to Renandya (2012), extensive listening can help learners cope with regular speech rates, which are considered overly rapid by many starting L2 learners Many students complain about having trouble understanding language, not because of complex topics but because it moves too quickly Additionally, he asserts that EL can help learners improve their word recognition ability, meaning that learners frequently recognize terms in written rather than spoken form Lower-level students, in particular, appear to have difficulty detecting words in speech, and frequent listening practice appears to aid the development of automaticity in sound-script links

Dupuy (1999) also pointed out that extensive listening can give students several opportunities to practice language comprehension at a higher level It is desirable for our students to experience a better level of comprehension when listening to spoken text, as this level of comprehension is more likely to result in successful acquisition Besides, Elley

(1989) also suggests that extensive listening is a very reliable method for acquiring understandable data, a necessary and sufficient prerequisite for second language acquisition Additionally, EL provides a critical condition for language learning by providing students with much more comprehensible input This implies that it allows us to infer meaning from the context about terms we do not know, to expand our linguistic knowledge base, and to consolidate what we already know about a language (Waring,

2009) It enables us to discover which words are frequently used in conjunction with which other phrases, increasing our knowledge of collocations

Listening fluency is the aspect of language skills that can benefit the most from intensive listening According to Chang & Millett (2014), this is a listener's ability to understand the information given at an average speed with a fair degree of accuracy and little effort To build listening fluency, students must become accustomed to speech rates closer to natural speech than those they are likely to experience in the classroom Lower level learners frequently attribute their lack of comprehension not to the subject matter or language characteristics, but to the rapid pace of the passage (Renandya, 2012).

Previous research

The effects of extensive listening on language acquisition have been extensively studied in the literature The research findings included below, which are organized in chronological order within this section, provide evidence of the effects of the English Language (EL) as an educational instrument, demonstrating a range of benefits

First, Bozan (2015) examined the effects of extensive listening on the proficiency level of EFL learners by recruiting 85 military college students, 19–20 years of age, at a university in Turkey The researcher employed the Oxford Online Placement Test as both a pretest and posttest to assess participants' proficiency in grammar and vocabulary, with a particular focus on their understanding of meanings, forms, and pragmatic implications The treatment involved the provision of various resources to the participants, including movies, TV shows, audiobooks, and documentaries In addition, the participants were free to select and change their materials These listening activities lasted one semester, and the students received formal instruction during this period, too What they did in terms of extensive listening was outside of the classroom The study showed that participants improved their English language skills, specifically vocabulary and grammar, and the more they practiced listening, the better were their results in the post-test Additionally, the study's results revealed that students experienced increased levels of satisfaction and confidence when utilizing electronic learning (EL) as a means of acquiring English language skills However, the researcher did not provide information about what kinds of materials students were used to practise at home It would have been better if the author had attached the student's reports to the paper

Second, to investigate how much listening skills improved through extensive listening using podcasts and vodcasts, Gonulal (2020) conducted a study with forty-nine university students from Erzincan Binali Yildirim University in Turkey The participants were introduced to the long listening log project and were requested to subscribe to English-language podcasts and vodcasts to obtain real aural input for 28 weeks in two semesters The study demonstrated that extensive listening exercises through the utilization of podcasts and vodcasts was proven to be a highly efficacious method for improving students' listening abilities, pronunciation, and vocabulary knowledge However, his study lacked a control group, so it cannot compare the difference between extensive listening with podcasts or vodcasts and traditional L2 listening instruction

Later, in Indonesia, Renandya and Wulandari (2021) explored how extensive listening to Ted Talks influences students' listening improvement They investigated how

28 university students kept a listening journal in which they wrote about their extensive listening activity, including the quantity, duration, topic of their interest, and several new vocabulary words they had learned through the Ted lectures The findings showed that viewing Ted-talk videos helped the participants acquire new vocabulary, develop their listening fluency and comprehension, and improve their academic skills and enjoyment, utility, fascination, and exhilaration compared with 28 students in the control group However, the study was conducted with tertiary university students; therefore, the authors suggested that further researchers should conducting more further research at other levels, so as to investigate how to apply extensive listening to suit the age of students

In the Vietnam context, there are rare studies regarding the effect of extensive listening on listening comprehension at the high school level However, it has paid attention to the effect of extensive listening on the university level's listening comprehension For instance, Duong and Nguyen (2016) experimented with 90 second-year university students (from 3 different classes) at Hanoi University of Industry to investigate the effects of extensive listening using TED talks on students' listening comprehension The study was conducted over a period of about 15 weeks The results showed that extensive listening by using Ted-talk in the learning process is an effective way to enhance listening comprehension with proficiency-level students In addition, the findings indicated that EL make students feel more comfortable when reviewing old words In this study, the researcher could not control some participants when they studied at home and some of the students forgot to do extensive listening in some weeks In order to improve this study, the researcher ought to require participants to hand in their reports and sum up the participant's reports

Later, Pham (2018) conducted a study related to extensive listening to develop students' listening ability during a 10 week period at Nguyen Huu Tho, high school in Long An province The findings showed that the extensive listening approach effectively enhanced EFL learners' listening competence and vocabulary knowledge Later, Nguyen et al (2021) conducted research with 32 second-year English majors at Dong Nai Technology University They investigated how students improve incidental vocabulary acquisition through extensive listening The students received a three-week treatment to determine how extensive listening influences incidental vocabulary acquisition The study found that the student's incidental vocabulary improved after extensive listening practice, which helps the teachers consider an appropriate technique for consolidating vocabulary knowledge, increasing vocabulary size, as well as cultivating a constructive mindset on the process of vocabulary learning However, the duration of the experiment was considerably limited, with only three weeks, and the sample was quite small ( 32 students for both control and experimental group), which affected the reliability of the study Therefore, the study would have been better if conducted over a longer period with a larger sample

In addtion, Nguyen (2019) conducted a study with 325 8th-grade students at the Asian International School in Ho Chi Minh City to investigate the effects of extensive language instruction on the English vocabulary acquisition of pre-intermediate learners The research investigation was carried out via using a quantitative methodology and a quasi-experimental design, with participants undergoing a 12-week treatment period The results showed that extensive listening could encourage the students to maintain listening for pleasure, and learners' vocabulary learning significantly improved The outcomes of this study proved the advantages of extensive listening in improving students' enjoyment and vocabulary level with among only junior high school students, which encourages other researchers to carry it out with other learners levels elsewhere in Vietnam Moreover, the studies above did not include specific conclusions about how high school students experience extensive listening; therefore, a study should be conducted in which participants are public high school students

Summary of EL’s effects on listening skills in previous study

Bozan (2015) investigate the effects of EL for pleasure on the enhancement of English learners‘ global proficiency levels

Oxford Online Placement Test and Listening Habits Questionnaire

The learners‘ global language skills and proficiency level, especially grammar and vocabulary could be affected positively by EL activities

Investigate the effects of using Ted-talks on students’ listening comprehension

Extensive listening using Ted- talk in the learning process effectively enhances listening comprehension with proficiency-level students

Mayora (2017) provides a description of the implementation of English Language (EL) in a small- scale limited monitoring strategy, which explores the performance of the

EL worksheet The incorporation of a limited- scale focused listening program has the potential to facilitate students' acquisition of novel vocabulary and enhance their comprehension of diverse accents in a broader context participants in EL practice and examines their level of consciousness of their actions during the process

Pham (2018) Examine how extensive listening influences on the development of grade 11 students’s proficiency as well as their listening

Key English Tests (KET) extensive listening approach showed its effectiveness in enhancing EFL learners’ listening competence and vocabulary knowledge

Nguyen (2019) aims to examine the impact of extensive listening on vocabulary acquisition and evaluate the attitudes of participating students towards engaging in extensive listening practice

RVK tests (Receptive vocabulary knowledge tests) Questionaire

Extensive listening could encourage the students to maintain listening for pleasure, and learners’ vocabulary learning was improved significantly

Gonulal (2020) aims to explore the possibilities of

Engaging in extensive listening exercises through the podcasting and vodcasting technology as a means to enhance prolonged listening and improve overall second language (L2) listening skills use of podcasts and vodcasts has proven to be a highly efficacious method for enhancing students' listening abilities, pronunciation, and lexical proficiency

(2021) investigate of the use of TED Talks for extensive listening with EFL students

Extensive listening with Ted talks helps participants acquire new vocabulary, develop their listening fluency and comprehension, and improve their motivation

(2021) investigate the effect of extensive listening on incidental vocabulary acquisition

The students’ incidental vocabulary has been improved after extensive listening practice

Research Gap

From the literature review, a number of studies have illustrated the effect of extensive listening on improving listening skills ( Bozan, 2015; Duong & Nguyen, 2016; Gavenile, 2021; Gonulal, 2020; Mayroya, 2017; Nguyen, 2019; Nguyen et al., 2021; Pham,

2018) Nonethless, these studies also indicated two major gaps that need to be addressed

Bozan, 2015; Duong & Nguyen, 2016; Mayora, 2017; Gonulal, 2020; Gavenila et al, 2021; Nguyen et al, 2021) It is also noted that little research has been conducted with high school students, especially in Ho Chi Minh City, to examine how high school students experienced extensive listening and whether it has any effect on their listening proficiency Besides, various studies were conducted with relatively short term experiments (from 3 to 8 weeks), none of which have been clearly stated the impact of extensive listening on listening comprehension (Mayora, 2017; Nguyen at al, 2021) With the reference of knowledge gap, although previous studies focused on students' attitudes toward EL, limited attention has been devoted to investigating how students experience EL ( Bozan, 2015; Nguyen, 2019; Gavenile, 2021) Therefore, the present study was conducted at Nguyen Thi Dinh High School, gifted for sports to examine whether extensive listening has any effect on students’ listening skills and how students experienced participation in the extensive listening project.

Research framework

The approach of the current study is based on Krashen’s (1985) input hypothesis The establishment of a theoretical framework is imperative in order to imbue the research with greater rationality and significance; it serves as a navigational tool for the investigation (Adom, Hussein, & Agyem, 2018) It starts with an attempt to describe how language acquisition occurs According to Krashen, the potential method for human language acquisition is through the comprehension of information or the reception of

"comprehensible input" Acquiring a language requires an effort to comprehend what is being said by others Language acquisition occurs when individuals listen to an informative discourse with the intention of comprehending its significance Listening is the process of processing and understanding input information, and input is the prerequisite for output Input sufficient, comprehensible, and interesting listening materials are important to achieve efficient listening acquisition (Li, 2013) Nevertheless, language acquisition is not achieved when students are preoccupied with form alone, disregarding its content and meaning Therefore, in order to learn the language, greater emphasis should be placed on its meaning rather than its form As Krashen neglects to do, the SLA framework requires additional theories to augment the Input Hypothesis with precise explanations of how to render the input understandable Long (1985) maintains that the Interaction Hypothesis is a continuation of the Input Hypothesis The significance of input, interaction, and output in second language acquisition is its primary focus Gavenila (2021) suggests that the linguistic difficulty level to which a learner is exposed should correspond with their comprehension ability According to Liu (2015), on the one hand, to provide comprehensible input, it is necessary to strictly define learners' language level so that the input satisfies "i+1" for language acquisition, on the other hand, it is necessary for improving comprehension of input by interaction Furthermore, Sundari (2017) suggests that by adjusting their speech to be more comprehensible, a learner can enhance their progress in acquiring the target language Listening is one of the most important skill that helps learners receive input and extensive listening provides a variety of listening materials learners have the option of selecting materials in accordance with the researcher's guidelines, or the materials may be supplied by the researcher According to Hollen (2008), students had opportunities to select the content they wished to hear and were resolute in their refusal to listen to inappropriate materials

This current study investigates the impact of regular listening practice, with a specific focus on high school students, on their listening abilities The review of the literature reveals that extensive listening influences students' positive listening comprehension The establishment of a framework is imperative in order to imbue research with greater rationality and significance; it serves as a navigational tool for an investigation (Adom, Hussein, & Agyem, 2018) The theoretical framework of the study is created based on the characteristics of extensive listening

First and foremost, the materials for extensive listening practice are suitable in order to help students fully comprehend According to Renandya (2011), students should listen to materials that are at or below their current level of instruction, by no more than one to two levels Secondly, the listening materials are purposeful, pleasurable, and pressure-free

Ucan (2010) states that students through the provision of pleasurable, pressure-free activities devoid of explicit exercises Last but not least, to inspire students, EL provides a variety of listening materials and forms of EL practice (Waring, 2008; Renandya, 2010; Matsuo, 2015) Furthermore, learners have the option of selecting materials in accordance with the researcher's guidelines, or the materials may be supplied by the researcher Students had opportunities to select the content they wished to hear and were resolute in their refusal to listen to inappropriate materials (Hollen, 2008)

In summary, EL practice should involve learners in a variety of pleasant and comprehensible listening materials so that they can enhance their listening comprehension while unwinding Therefore, students who are exposed to extensive listening gain practical experience with the concept

The preceding section has provided an overview of the study's research framework The following provides a synopsis of every significant point addressed in Chapter 2.

Summary of Chapter 2

This chapter presents the pertinent theoretical framework behind the research issue The text encompasses a comprehensive examination of the topic of listening, including an introductory review, a comparative analysis between implicit learning (IL) and explicit learning (EL), conceptual framework as well as an exploration of the importance of explicit learning in the context of English as a Foreign Language (EFL) acquisition Furthermore, this chapter offers a comprehensive examination of prior research conducted on the impact of English Language (EL) on listening comprehension

It subsequently establishes the essential groundwork that will serve as a guiding framework for the researcher in performing the current study The subsequent chapter delineates the methods employed in the present investigation.

METHODOLOGY

Research design

The selection and implementation of a research design play a pivotal role in the research process, mainly when gathering, analyzing, and interpreting data through the utilization of both quantitative and qualitative research methodologies (Creswell, 2012) This current study was conducted with a mixed method, which involved quantitative and qualitative approaches because it would better comprehend the complicated issue (Dửrnyei, 2007) Likewise, according to Creswell (2012), combining qualitative and quantitative approaches to gain a comprehensive understanding of a study issue is referred to as a mixed methods research design Additionally, he highlights the advantages of employing this methodology, asserting that integrating quantitative and qualitative methods within one or multiple studies enhances our comprehension of a given study issue

For this reason, a mixed methods research strategy was employed in this ongoing investigation after examining the challenges and answering two research questions, namely the effect of EL on students' listening skills and students' experience via extensive listening at Nguyen Thi Dinh high school gifted for Sports Furthermore, interviews served as tools for data collection in the study, which were subsequently subjected to qualitative analysis The utilization of mixed approaches is highly appropriate for this particular study endeavour

The research design encompassed several components, including a pre-test assessment utilizing the Key English Test (KET), a therapy intervention, a post-test evaluation employing the KET, and an interview conducted with the experimental group

In particular, the quantitative and qualitative approaches made the scope of the studymore apparent Therefore, in this contemporary research, the quantitative data was collected first Soon after, the qualitative data was gathered in order to probe and explain the quantitative data with more details and examples to help understand the situation better The qualitative interviews illustrated how students experience extensive listening

This study was conducted during a period of about 6 months After asking for authorization and helping recruit participants and getting consent forms from students in the middle of August 2022, the researcher prepared the paper tests, listening materials and interview questions until September In the first week of September, two groups took the pre-test The next week, two groups started studying their English textbook During the study, the comparison and treatment groups received the same curriculum in class (Friend Global 10) and homework Each group received the same quantity of materials and homework, practising inside and outside classrooms (from Workbook Friend Global 10) Students in these classes had to take tests and study English according to MOET requirements regularly In addition, after studying the formal curriculum, the experimental group listened extensively outside the classroom The EG received the treatment in 24 weeks The students in the treatment group were offered a large bank of listening materials and completed students’ weekly report Additionally, the participants independently chose listening materials that met the criteria provided by the researcher Moreover, students were informed of the requirement of learning English in modern society and asked to select what they wanted to listen to or watch

After about six months of treatment, the students in both groups were given a post- test (KET) to ascertain their progress in their listening skills Later, some students in the experimental group also took an interview, online or face-to-face interview Finally, the data of pre-test, post-test and interview were scrutinize in March 2023

This table bellow described the research design which was adopted from the previous study of Nguyen Ngoc Ly & Nguyen Thi Thuy Nga (2020)

Control group (CG) Experimental group (EG)

1 Participants Grade 10 students Grade 10 students

2 Pre-test KET (Key English Test by

KET (Key English Test by Cambridge)

3 Curriculum Friend Global 10 Friend Global 10

Listening practice with tasks in the textbook Friend Global 10

Listening homework ( from work book Friend Global

Listening homework ( from work book Friend Global

EL practice Choosing to listen to materials

The researcher The researcher’s suggestions and the students

5 Post-test KET (Key English Test by

KET (Key English Test by Cambridge)

Research setting

The research was executed at Nguyen Thi Dinh High School gifted for sport, located in District 8, Ho Chi Minh City This school belongs to the Ho Chi Minh City Department of Education and Training, one of the most popular public schools training athletes for sports events in South Vietnam Furthermore, Nguyen Thi Dinh High School for Sports- Gifted Students is regarded as one of the most best known cradles for developing athletes for national sports Nguyen Thi Dinh High School, gifted for sports, has a total area of more than 5.5 hectares, including its buildings: about 60 classrooms, an 11-person football field, two indoor sports stadiums, a swimming pool with Olympic standards, two canteens, etc Teaching and learning facilities are mostly well equipped, but some devices must be updated

In the school year 2022-2023, Nguyen Thi Dinh High School had more than 40 classes from grades 6 to 12 This school had about ten sports subjects Some of their strengths were vovinam, taekwondo, badminton, and athletics All of the teachers were Vietnamese, and they were willing to adapt and applied new teaching methods and new information As with all the teachers working in public high schools, they must spend much time teaching grammar and checking students' lessons The English textbook (Friend Global 10), published by the Vietnam Ministry of Education and Training, was used, and additional exercises were also provided in extra classes However, they hardly had any chance to communicate in English Students often felt shy and afraid of making mistakes because they lacked social knowledge and poor English knowledge

Like other public highschools in Ho Chi Minh city, grade 10 students have three periods learning English in the morning and two extra periods in the afternoon per week

In terms of listening lessons at school, students have enough lessons as the regulations of the Ministry of Education Some of listening tasks in textbook and workbook (Friend Global 10) are familiar with Key English Test (KET) about listening section In the morning, students followed a general education program with 12 subjects In the afternoon, the future athletes took part in physical training classes and even extra motor skills classes

Compared to other public high schools in Ho Chi Minh City, students at Nguyen Thi Dinh High School who were gifted in sports were slightly lower in English because their major was sports, and they had more achievements to dedicate to the nation However, all teachers and staff always tried to provide general education to their beloved students.

Participants of the study

The researcher taught 10a1, 10a2, 10a9, 12a5 and 12a6 in school year 2022 - 2023 Each class had more than 50 students who major in sports All the students in grade 10 were at the age of 15 They all started to learn English in the third grade and had learned it at this school for five years Students learned English three periods per week, each 45 minutes long

There were three reasons why Grade 10 students were selected Firstly, they were not under pressure for the national high school exam, which is relatively competitive in Vietnam Grade 12 students in Vietnam usually have to revise for university entrance exam to get high scores to enter a high-quality university; otherwise they fail or cannot get admission Secondly, these students began studying the new mandated textbook from the Ministry of Education and Training (Friend Global): nonetheless, their proficiency could be better They need help in speaking, listening, and free writing because of an insufficient linguistic environment (H et al., 2013; V et al., 2011a) Last but not least, Project 2020 in Vietnam required high school students to develop four skills when learning English, especially communication skills, after completing general education

Before entering high school, every student must take the entrance exam according to regulations of the Ministry of Education This test covers four skills and includes scores for each skill In addition, the researcher also referred to the students' listening level based on the 4-skill competency test organized annually by the District 8 Department of Education to determine the students' listening level Based on the results of two exams conducted by the Department of Education and the District 8 Department of Education, it shows that most participating students have reached the basic level, bordering A2 according to the competency framework prescribed by the Ministry of Education

The subsequent table presents a concise overview of the personal information of the participants

Personal information of students in the experimental and control groups

Control group Experimental group Frequency Percentage Frequency Percentage

As shown in the display above, the participants in both the control group and the experimental group exhibit certain commonalities Each of the two groups consists of 50 students, and the groups are comparable in terms of their size Furthermore, there is a notable similarity in the distribution of males and females between the comparison and treatment groups The control group comprised of 26 male participants and 24 female participants, while the experimental group consisted of 25 male participants and 25 female participants In addition, a significant proportion of participants expressed that they refrained from engaging in English language studies during evenings or weekends, either with alternative educators or at language institutes Consequently, the selection of participants is characterized by a clear demonstration of equivalent levels of knowledge.

Research instruments

The study followed a mixed method using two data collection instruments The first was the Listening part of the KET test (Key English Tests by the University of Cambridge) The second one was the semi-structureinterview, which investigated how students experience on extensive listening

3.4.1 Pre-test and Post-test

The pre-test and post-test items underwent a pilot study with students in order to assess their clarity and applicability, so ensuring the reliability of the tests Both pre-test and post-test were selected from: Cambridge Key English Test 1 (KET) (University of Cambridge, 2020) Cambridge guarantees the reliability and validity of KET tests and is widely used in official exams around the world

A pre-test and post-test, were employed in the research To examine the impact of extensive listening on students' listening skills, the study used a pre-test and a post-test Students in both the control and experimental groups took pre-tests and post-tests Key English Tests (KET) (University of Cambridge, 2020) by the University of Cambridge was used for both the pre-test and post-test This test was chosen because students were required to complete a similar test by the end of the study in order to receive their grades as part of their evaluation The KET listening examination comprises 25 questions divided into four sections with a total time limit of 30 minutes, including 8 minutes of transfer time This is a standardized test by the University of Cambridge to test student English ability internationally Many organizations around the world recognize it There are five parts to each listening test Part 1 includes five multiple-choice questions to assess students' listening ability for detailed information Part 2 consists of five questions about matching letters with the correct information Part 3 also includes five multiple-choice questions, thorough explanations, and the distinction between primary and secondary points Parts 4 and 5 contain six blanks that must be filled with an appropriate word

The initial goal of this investigation was to examine the impact of extensive listening on the enhancement of listening abilities Consequently, the listening test should adhere to the criteria for effectively evaluating listening proficiency effectively Therefore, the pre- test and post-test were selected from Cambridge Key English Test 1 (KET) In addition, so as to ensure the reliability of the study, the contemporary researcher implemented many measures These included providing clear instructions to the participants, conducting a standardized exam, creating a comfortable environment, and ensuring that all participants had a thorough knowledge of the test questions prior to their completion

Semi-structured interviews were employed as the interview strategy Individual semi-structured interviews were applied because they were adaptable enough to encompass predetermined open-ended questions and those that emerged from the dialogue between the interviewer and the interviewee (Dicicco-Bloom & Crabtree, 2006) Futhermore, semi- structured gives specific information and important information can be found (Catherine,

2009) With semi-structured interview, a combination of structured and unstructured questions would give depth, richness, completeness, and honesty to the answers (Cohen et al., 2007) Students were encouraged to communicate and share their opinions in many aspects so that they could express their opinion freely In addition, it is anticipated that semi-structured interviews will yield more and richer knowledge about the issue than any other research technique (Bull, 2018)

In the present study, after the treatment course of the extensive listening, ten students in the experimental group were personally interviewed personally and their responses were recorded Each interview lasted approximately ten to fifteen minutes The researcher used a semi-structured interview so he may adjust the order of the items, and eliminate or add as needed for a comprehensive analysis of the phenomenon (Mackey & Gass, 2005) The interviews were carried out in the Vietnamese language in order that the interviewees could understand the questions clearly and express their opinion with ease, and everything was documented using an audio recorder The interviews were conducted face-to-face or online, depending on the student's choice The interviewees suggested the venues for these interviews to make them feel most comfortable and convenient.

Materials

Before starting the project, all students were given a thorough explanation of the goals of the comprehensive listening project, as well as information on how data was collected and what would be done with it Later, all the students took the pre-test The participants assigned to the treatment group were furnished with explicit instructions to engage in the application of diverse strategies aimed at enhancing their comprehensive listening skills Before starting the treatment, the researcher instructed students in the treatment group to access the materials and report their practice at home All the materials were uploaded online via Google Drive links, and students could access them easily on internet-connected devices Students practised extensive listening outside the classroom and reported their progress on the checklist According to Vandergrift (1999), effective listeners can construct a holistic picture of what others are attempting to transmit and relate it to their knowledge and the world, as well as predict unknown terms if unfamiliar with them Therefore, students were instructed to listen repeatedly while concentrating on the overall meaning of the texts, and listen to the recording without consulting the transcript to understand the message better

During the period of the study, every student in the experimental group receives a set of materials It includes some recordings or videos from the websites below All the transcripts are included on the websites or attached to the videos Each video recording concerns a popular topic and corresponds to the content of the learning program It is recommended that substantial listening materials be provided to students at a level that corresponds to their proficiency This approach ensures that the listener can comprehend the content well and engage in comfortable listening experiences (Warning, 2008) Even though the recording is at a level that students can understand, the way the speaker talks might help them learn a few new words Students who cannot follow the recording after the initial hearing are encouraged to listen to it again and determine the meaning of unfamiliar words It is suggested that they listen to the recording many times and check the transcript if necessary Besides, students can choose extra listening materials based on their interests as if they do the reports Finally, students listen to the material without consulting the transcript to see if they know all the terms

In order to design the listening materials for students, first, the researcher selected recordings and videos on reliable websites recommended by the Ministry of Education to find listening materials suitable for students' levels Then, the list of documents compiled by the researcher was sent to three experts in the field of English teaching for consultation Finally, the appropriate documents are retained and sent to the EG team

The criteria for choosing listening materials for students are also carefully noted First, the recordings and videos are limited to a maximum of about 5 minutes so that students feel safe, and subtitles must always accompany them Second, the topics must be related to the topics in the Friend Global 10 textbook so that students can review vocabulary in class and not feel that the vocabulary is too difficult Third, recordings and videos must be at level A2 according to the standards of the Ministry of Education Last but not least, sensitive topics must always be eliminated, and educational topics such as the environment, traffic safety volunteer activities, etc., are selected.

Ethical considerations

When doing research, it is imperative for the researchers to conscientiously address ethical concerns conscientiously, including acquiring the requisite approvals from school administrators and ensuring the well-being and security of the research participants (McNiff & Whitehead, 2005) Prior to commencing this study, the researcher sought permission and obtained authorization from the manager of Nguyen Thi Dinh High School for Sports, a facility catering to exceptional students, to perform the research In addition, the managers, and form teachers of the classes were annouced informed of the purpose of the study, which was to scrutinize the effects of extensive listening on students' listening skills The present researcher submitted provided the manager of the Nguyen Thi Dinh High School for Sports with a consent form (see to Appendix H) in order to carry out the study This form included details such as the research topic, methods, objectives, and a strict policy Fortunately, the principal and school leader approved and supported the researcher For students, researchers let them participate in the research study voluntarily

The present researcher explained to students the purpose, benefits, and how much time they would spend before they agreed or declined to join The teacher did not show test results with students' names, in order to keep students' scores private and anonymous The present researcher coded students' names in both groups Instead of writing their full names, students wrote the coded name provided by the teacher The researcher coded the names of the students by theirin numerical order For example, the first student in the comparison group was encrypted S1-CG Similarly, the first student in the experimental group was encoded S1-EG In this ongoing investigation, every step was taken to ensure the confidentiality of the schools to dwindle diminish any undesirable influences on the learning, and teaching.

Data collection

The experiment for the study was done over a period of about six months The data collection followed several steps, starting in the middle of August 2022, when the researcher contacted the principals of Nguyen Thi Dinh High School to ask for permission and to help recruit participants and get consent forms from them, and ending in March

2023, when the interview was carried out First and foremost, the present researcher introduced and explained the objective and method of the study to the students Besides, the researchers explained the study's related information clearly and the importance of English in modern society Next, the researcher asked the students for their approval to participate in the investigation

To address the research queries and satisfy ethical considerations, the researcher conducted a small survey to determine who wanted to be in the experimental and control groups The selection of individuals was conducted using convenience sampling due to its time-saving nature and the relative ease of participant selection, compared to other sampling methods A convenience sample refers to a cohort of persons who are readily accessible and thus conveniently selected for the purpose of study (Fraenkel & Wallen,

2009, p.98) Hence, over ninety participants were selected from four separate classes within a population of 180 individuals for this study The researcher gathered two sets of classes to form a control group (CG) and two sets of classes to form an experimental group (EG) Henceforward, in accordance with the experimental criteria of the study, a minimum of 30 participants per group was required, and it was seen that each group consisted of more than

Subsequently, the selection of participants was conducted by convenience sampling in order to optimize time efficiency After having finding the participants, the researcher explained the differences in the missions and what they would do between the comparison and treatment groups and let the participants choose the group Then, the present researcher carried out the pre-test (KET) with both groups All the students were in Grade 10 Later, treatment was provided for the experimental group The current investigator provided more outside of the classroom Prior to the extensive listening assignment, students were given a self-checklist to keep track of the each individual's routine engagement in listening exercises on an ongoing basis Additionally, the experimental group received some listening tips that were noted in an online document During the extensive listening project, some students from the comparison group were surveyed to see how they had practiced their listening skills

The listening materials were uploaded weekly to Google Drive for online group classes Students could easily access listening materials via Internet-connected devices Later, the researcher collected EG students' listening reports every week In order to make students feel at home and practical when handing in their reports, participants could send online reports The interview and post-test (KET) were carried out about six months later Fifteen students in the EG were scheduled for interviews either online or face-to-face The interviews were recorded and transcribed for further scrutiny Furthermore, the absence of observers during the interviews raises concerns regarding the respondents' perceived level of ease in expressing themselves without reservation

The interviews were transcribed and sent to the interviewees for checking, a process also known as respondent validation This stage allowed the interviewees to review the data (Creswell, 2003; Horsburgh, 2003) The transcripts were translated back into English if no changes were requested Finally, data were grouped into main clusters advanced with questions in the interview (purposes of language evaluation, evaluation types and tools, feedback delivery, and influential factors in assessing ELLs) and analyzed.

Data analysis

IBM SPSS Statistics was utilized to analyze the pre-test and post-test data SPSS (Statistical Package for the Social Sciences), or IBM SPSS Statistics, is a software package used to analyze statistical data The pre-test and post-test outcomes were evaluated by applying the Independent-Samples T-tests and Paired-samples t-test

To calculate the effects of extensive listening on students' performance in Key English Test (KET) examinations, a paired-samples t-test was executed (Chang, 2012) This test was applied to examine the discrepancy between the pre-test and post-test scores (Saka, 2015) Additionally, the pre-test and post-test scores of the two groups were compared employing an independent-sample t-test to see the effects of EL on KET Utilization of the independent t-test is crucial as it represents a suitable statistical test for evaluating any significant disparities in the mean scores observed among the two groups (Pallant, 2007)

Before the treatment intervention, the independent samples t-test was employed to assess the similarity of the listening backgrounds between the two groups Following the implementation of the treatment intervention, two paired samples t-tests were employed to assess the potential enhancement in listening performance by comparing the pre-test and post-test scores within each group The logical inference of the efficacy of the novel approach may be derived from the findings above

To respond to the research question 2, interview data were scrutinized to determine how participants experienced extensive listening practice, the factors that contributed to the difficulty in listening for the individuals under study, as well as their perceptions regarding the advantages of English language (EL) in their learning process, were examined

Fifteen experimental group students were chosen at random by the researcher for an interview The researcher provided clarification regarding the objectives of the interviews the interview, the investigator initiated communication with the participants and arranged a mutually agreed time and venue to ensure their comfort During the interview, the participants were allowed to express their opinions, evaluations, and suggestions openly Prior to the commencement of the interview, the investigator sought consent to engage in the activities of note-taking and audio recording of the participants' vocal expressions During the interview procedure, the interviews were recorded with the interviewees' consent for subsequent transcription The interviewer commended the students for their participation and cooperation

The researcher utilized thematic analysis as a methodological approach to obtain a deeper understanding of the semi-structured interview The current researcher employed a specific set of techniques to conclude the data analysis approach for the semi-structured interview The researcher engaged in repeated audio listening to facilitate the transcription of the interview content In order to mitigate the risk of information loss and potential misinterpretation of participant thoughts, all data were diligently transcribed

Second, the researcher thoroughly examined the semi-structured interview transcripts on multiple occasions in order to discern the attitudes and answers exhibited by the students Following each interview, the researcher requested that every participant study the transcript to identify ambiguous phrases or concepts

Thirdly, the researcher proceeded to assign codes to the viewpoints and comments provided by the learners The researcher had the task of reading and analyzing various perspectives and responses, then formulating a framework based on their classification After accurately categorizing transcripts, the researcher conscientiously rendered Vietnamese utterances into English sentences The data derived from the transcripts was further subjected to analysis and subsequently provided in the English language The data collected from the transcripts was subsequently evaluated and presented

The current chapter has supplied a synopsis of the methodology employed in the ongoing investigation, encompassing details regarding the participants, research design, instruments, data collection procedures, and data scrutiny methodology This chapter has shown how the study was carried out The analysis and interpretation of the data are therefore shown in the following chapter.

FINDINGS AND DISCUSSIONS

Findings

4.1.1.1 The findings of the pre-tests on both the CG and EG

Before conducting the investigation, both groups were given the pre-test The researcher utilized a t-test for independent samples to compare the mean vocabulary pre- test scores of the two groups This was done to determine whether the two groups had comparable listening skills The results of the pre-test (KET) for the control and experimental groups are presented in Table 4.1

Group Statistics on the pre-test of the control group and experimental group

As demonstrated in Table 4.1, the experimental group had a higher median score than the control group with M control group = 10.48 and M experimental group = 10.52

A statistical analysis using an independent samples t-test was conducted to determine whether a statistically significant disparity existed amongst the average scores of the two groups on the listening pre-test The results are displayed in Table 4.2

Independent Samples T-tests on the pre-test of control group and experimental group

Lenene’s Test for Equality of Variances t-test for Equality of Means

Confidence Interval of the Difference Lowe r

According to the data presented in Table 4.2, Levene's test indicated equal variances (F = 1.94, p = 0.167 > 0.05), so the T-test results in the Equal variances assumed row were utilized The two-tailed significant value for the t-test assessing the equality of means was found to be 926 This value is marginally greater than the predetermined alpha level of .05 It is evident that, despite the experimental group (EG) having higher pretest scores than the control group (CG), there was no statistically noteworthy disparity between the pretest scores of the two groups Therefore, it was deemed suitable to conduct the quasi- levels of listening comprehension prior to the commencement of the trial The mean scores are presented in the following manner: M (CG) = 10.48, SD = 2.00; and M (EG) = 10.52,

In addition, the assumptions of equal variances and normality were assessed in order to establish the reliability of the independent samples t-test The test conducted by Leneve yielded a F value of 1.942, with a corresponding P value of 167 The observed result exceeded the predetermined significance level of 05 This implies that there was no statistically significant discrepancy in the variances of the two groups

4.1.1.2 The findings of the post-tests on both the CG and EG

After undergoing a six-month treatment, the students in both groups were administered post-tests The outcomes of the post-test for both the control and experimental groups are displayed in Table 4.3

Group Statistics on the post-test of the control group and experimental group

According to Table 4.3, the treatment group still outstripped the comparison group regarding average score, with M control group = 12.22 and M experimental group = 14.42 of the total score of 25 The mean listening post-test scores of the two groups were compared to determine if there was a statistically noteworthy distinction utilizing an independent samples t-test Table 4.4 below displays the differences between CG and EG on post-test

Independent Samples T-tests on the post-test of control group and experimental group

Lenene’s Test for Equality of Variance s t-test for Equality of Means

Confidence Interval of the Difference Lower Upper Pos t test

Equal varianc es not assume d

Table 4.4 presents the findings, indicating that there is a mean difference of -2.2000 in the post-test scores of the two groups Based on Levene's test for equality of variances, the Sig value is 0.736 > 0.05, so the T-test results in the Equal variances assumed row were utilized Additionally, the p-value of (.000) is significantly less than the post-test outcomes between the control group (CG) and the experimental group (EG) The findings indicate that engaging in extensive listening activities led to improvements in students' listening skills, with the extensive listening group demonstrating superior performance compared to the control group

4.1.1.3 The comparison between the results of the pre-tests and post-tests of Control group

The mean difference between the pre-test and post-test scores of the CG is shown in

Results of the paired sample t-test in the pre-test and post-test of the CG

Confidence Interval of the Difference Lower Upper Pair 1 Pretest

The researchers employed the Paired Samples T-Test to investigate the extent of improvement in listening comprehension among the students in the comparison group As maintained by the data presented in Table 4.5, there was a statistically significant discrepancy in mean scores among the pre-test and post-test This was determined by a paired samples t-test, where the two-tailed significance value was found to be 0.000, which is lower than the predetermined alpha level of 05 Moreover, it was readily ascertainable that the t-test yielded a value of -11.154 A statistically significant disparity was observed in the pre-test and post-test outcomes of the comparison group (t = -11.154, df = 49, p 0.000 < 0.05)

4.1.1.4 The comparision between the results of the pre-tests and post-tests of Experimental group

A paired samples t-test was applied to assess the potential improvement in listening competence among the experimental groups following the prolonged listening therapy Table 4.6 exhibits the outcomes of the paired samples t-test

Results of the paired sample t-test in the pre-test and post-test of the EG

Confidence Interval of the Difference Lower Upper Pair 1 Pretest

According to the data presented in Table 4.6, the paired samples t-test yielded a two- tailed significance value of 000, indicating statistical significance This result was lower than the predetermined alpha threshold of 05 This indicates a statistically significant difference in the mean scores of the pre-test and post-test assessments for the experimental group (t = -23.672, df = 49, p =.000 < 0.05) The scores of the experimental group in the post-test for listening showed improvement as a result of the intervention of intensive listening The implementation of rigorous listening practices resulted in a notable enhancement in the listening comprehension skills of the experimental group, as evidenced by the outcomes of this research investigation

4.1.1.5 The comparision of the post-test results for the Control group and the

After conducting post-tests on both the CG and EG, the contemporary researcher conducted a comparative examination of their results so as to ascertain any potential disparities in listening acquisition between the two groups The results are presented in Table 4.7

The results of the Independent Samples T-Test exposed a statistically noteworthy disparity in the level of improvement observed in the post-test scores between the control group (CG) and the experimental group (EG) The mean scores of both groups showed a statistically significant rise In general, the learners in the experimental group (EG) exhibited superior performance on the posttests compared to those in the control group (CG) The mean scores of the two groups served as evidence for this assertion While both groups showed improvement throughout the study, it was seen that the experimental group (EG) exhibited superior performance compared to the control group (CG), specifically in the domain of listening comprehension Both groups received instruction from the same instructor and employed the same textbook The observed discrepancy could be attributed to the implementation of a comprehensive listening intervention The potential cause for this improvement could be attributed to the practice of extensive listening beyond the

In brief, the study was conducted over six months, encompassing five modules derived from the textbook entitled Friend Global 10 Both groups diligently completed all of the listening activities outlined in the prescribed textbook and were assigned identical homework assignments In addition, the EG engaged in substantial extracurricular listening activities and pursued their preferred listening exercises At the onset of the trial, the pretest was administered to the individuals belonging to both groups The analysis of the obtained scores revealed no statistically meaningful disparity between the two groups Subsequently, the English learners enhanced their listening abilities by implementing extensive listening exercises Based on the results, it was seen that the students belonging to the control group (CG) showed an enhancement in their listening abilities However, the magnitude of improvement was somewhat less pronounced when compared to the students assigned to the experimental group (EG) Consequently, it was observed that students who received therapy exhibited enhanced performance in listening comprehension Additionally, these students derived significant advantages from engaging in extensive listening activities, which facilitated the acquisition of new vocabulary and the development of familiarity with spoken language

The interview was executed in order to understand the students’ experience with extensive listening To answer the second research question, "What are the experiences of students with extensive listening practice?", fifteen students from the experimental group were interviewed so as to provide the researcher with additional valuable information for the investigation being conducted at the time With the students’ consent, their responses to the five interview questions were noted and recorded

Interview with 15 students of EG

The interview illustrated that students had many different experiences and made significant progress First and foremost, the responses of the participants indicated that students made repeated attempts to listen to the recordings On average, they listened to the recording three to four times to obtain general information before attempting to decipher the meaning of unfamiliar words (excerpt 1)

Excerpt 1: Listening several times before accessing the text or subtitle

Discussion

The analysis and interpretation of the data exposed that, although the twoboth groups of students displayed comparable listening knowledge on the pre-test, those in the experimental group significantly improved their listening skills after the treatment In contrast, those in the control group improved showed only slightly improvement The listening records contributed to enhancing the student's students’ listening comprehension

According to the post-test results, both groups enhanced their listening ability However, the degree of change within each cohort varied In particular, there was minimal improvement in the auditory comprehension of students in the control group Neverthless, students in the experimental group improved their listening skills significantly The paired sample t-tests revealed these results Consequently, the results of these t-tests indicated that extensive listening enhanced the students' listening comprehension

There was no dissimilitude between the control group and experimental group at the commencement of the investigation The statistically significant disparity observed in the post-test results of the experimental group compared to the control group following the implementation of the treatment serves as evidence supporting the effectiveness of English Language (EL) in improving the listening abilities of individuals learning a foreign language This result was consistent with those of prior studies conducted by researchers like Bozan (2015), Duong and Nguyen (2016), Pham (2018), Nguyen (2019), Gonulal

(2020) and Gavenila (2021).These previous studies demonstrated that extensive listening is an effective way to improve students' listening abilities

The rresults from the present study and previous studies have shown that extended listening objectively improves students' listening skills at many levels Students have practicedpractised listening diligently, so they got input Because students had input, they developed their listening comprehension, which matched with Krashen's theory Most previous studies have shown that applying extensive listening at the university level brings excellent effects Besides, after this study, the results show that extensive listening applies entirely to students

The clarification of this second research inquiry was achieved through the analysis of the semi-structured interviews It was about students' extensive listening practice experiences The researcher discovered that students had an engaging and productive experience with extensive listening in English learning The results obtained in this study align with the findings reported in previous studies, including those conducted by Duong and Nguyen (2016), Pham (2018), Nguyen (2019), Gonulal (2020), and Gavenila et al

How the participants practiced EL had the most significant impact on their improvement Despite the unfamiliar words, most participants comprehended the general contexts or central ideas of the materials they selected This result demonstrated that audiences tend to concentrate on specific messages to comprehend the overall meaning, rather than listen to every word The discovery aligns with the objectives of English Language (EL) education, which aims to enhance global understanding (McDonough & Shaw, 1993, as cited in Kim, 2004) and with the findings of Widodo and Rozak's (2016) study Participants tended to do nothing but unwind and enjoy themselves while listening For instance, they seldom jotted down and consulted dictionaries for unfamiliar or new vocabulary Many students of them engaged in flexible listening practice while simultaneously completing other assignments Indeed, this finding has the potential to elucidate the disparities between the current investigation and the research conducted by Bozan (2015) research since Bozan's study did not present findings on the same topic The instant finding also supported the findings of Yuksel and Tanriverdi's (2009) and Meier's

(2015) studies, which entailed that EL could assist learners in incidentally acquiring vocabulary incidentally

When the participants exercised listening in the EG, another crucial issue relating to their listening difficulties was identified This issue supported the responses to the second query regarding participants' experiences with EL The results from the interviews indicated that certain obstacles had little impact on the participants' listening comprehension More specifically, the most challenging obstacles they encountered were the foreign accent and vocabulary However, these difficulties had a moderate impact on the auditory comprehension of the participants This could imply that the current study assisted the participants effectively in overcoming these issues by providing them with the appropriate EL materials and instructing them in selecting the most suitable materials for themselves Declining the obstacles faced by the participants could increase their positive attitudes toward EL

Regarding the advantages of extensive listening, most students reported that listening to records or viewing videos helped them acquire new vocabulary, improve their listening fluency and comprehension, and boost their motivation The convenience of accessing extensive listening materials and the stimulating nature of their content were also cited as two of the primary factors that motivated them to learn English In addition, extensive listening practice outside of the classroom does not place them under duress, so most students felt at ease and no longer feared listening to a foreign language

Most previous studies have illustrated that extensive listening helps students to gain a positive attitude toward learning English, but did not concentrate on students' experience After this current study, students' difficulties, listening, and listening process in extensive listening have been discovered as well as noted Students had an exciting and worthwhile experience toward extensive listening practice From now on, how to address these problems was partly discussed and applied to learning English at school For example, how to use leisure time to practice listening to English, guessing skills, short-term memory, and getting on well with different accents were discussed Moreover, students could use what they have practiced in EL to cope with real-life situations

In conclusion, students participating in EL practice sincerely appreciate its positive effects In addition, EL practice encouraged them to attend for pleasure, increased the size of their vocabularies, and helped them become accustomed to materials with a faster listening speed.

Chapter summary

This segment makes a thorough evaluation of the findings obtained from the conducted examinations and interviews, followed by in-depth discussions related to the two research topics Based on the analysis and interpretation of the test findings, it can be encompassed that the experimental group demonstrated a statistically significant enhancement in listening acquisition compared to the control group Proceedinged from the scrutiny of the data and the conducted interview, it can be determined that students in the experimental group demonstrated positive attitudes regarding using use of extended listening to improve their English language acquisition.

CONCLUSIONS AND IMPLICATIONS

Summary of findings

This ongoing investigation was designed to scrutinize the effects of extensive listening on Grade 10 students' listening skills and students' their experiences of extensive listening practice at Nguyen Thi Dinh Sport Gifted High School

For the first research question, "What are the effects of extensive listening practice on the listening skills of Grade 10 students at Nguyen Thi Dinh High School ?" the findings have demonstrated that EL could help students improve their listening skills significantly The duration of the investigation was six months The data was collected by administering a post-test and interviewing the experimental group The percentages and average grades were the most critical indicators when scrutinizing the test results The T-Test was then used to ascertain if there was a statistically meaningful difference between the two categories

The results of the study revealed that, prior to the commencement of the trial, no statistically noteworthy disparity had been observed between the two groups with reference to their listening comprehension abilities The control group (CG) obtained a mean score of 10.48 on their pretest, whereas the experimental group (EG) achieved an average score of 10.36 on their pre-test After a duration of six months, it was seen that both the control group and the experimental group exhibited improvement in their listening abilities, as evidenced by the scores obtained in the pre-test and post-test assessments However, the treatment group had superior performance compared to the comparison group While the independent t-test revealed a statistically significant discrepancy between the mean scores of the control and experimental groups In the post-interview, some students reported engaging in extensive listening practice outside the classroom The findings of the study showed that engaging in extensive listening activities beyond the confines of the classroom had a confirmatory impact on students' language proficiency, surpassing the progress made by those who did not partake in such activities

Research question 2, "What are students' experiences of extensive listening practice?" showed that extensive listening provided students with many exciting experiences and overcame their difficulties during listening practice

First, a substantial number of students belonging to the experimental group said that they adhered to the recommended procedures outlined at the commencement of the study Furthermore, they diligently engaged in extended listening exercises by actively following music, videos, and films EL helped students to become familiar with the speed of listening to materials by listening repeatedly to them They were also instructed effectively to choose the materials appropriate to their proficiency level and enjoyment

Second, some students perceived their progress in listening skills and acquiring vocabulary incidentally for various reasons Thus, certain students engaged passively with their selected listening materials, only listening or watching, deriving enjoyment from the experience, without resorting to the use of a dictionary or engaging in note-taking Subsequently, the individuals accessed Vietnamese and English subtitles concurrently so as to facilitate their comprehension of the auditory information Additionally, some students listened to the tape or videos repeatedly to get the meaning from the context As a result , they acquired new vocabulary unintentionally, even when EL practice was pleasant and natural

Last but not least, many students felt their listening skills improved significantly and overcame obstacles when practising listening As they were exposed to the spoken language input routinely, they could guess the meaning from the context easier They could gradually understand the conversations better and deal with real-life contexts

In conclusion, the findings derived from this study denote that the exposure toEnglish Language (EL) can effectively enhance students' listening comprehension abilities, get them familiar with the speed of listening materials, and assimilate new words unconsciously Furthermore, the students are afforded captivating experiences with experiential learning (EL) and they gain a profound appreciation for EL owing to the manifold advantages it bestows upon them Some students intended to apply extensive listening for their future learning strategy In this section, the main conclusions based on the findings have been discussed Following are the principal contributions of the research.

Contributions of the research

The findings of this study contribute to the existing literature on enhancing the listening skills of non-major English students, particularly in a Vietnamese context This study is an initial exploration into the impact of English language (EL) instruction on the development of learners' listening abilities, particularly at the high school level The results demonstrate that EL enhances learners' auditory comprehension effectively, unintentionally acquiring new words and often dealing with real-world contexts Second, the study demonstrates that EL is an effective and stress-free method of instruction for EFL students In addition, students can select appropriate materials for their proficiency and amusement Last but not least, the study also suggests that the use of EL has the potential to serve as a source of motivation for learners, encouraging them to engage in listening practice both within the confines of the classroom and beyond

Pedagogical implications of research

The findings of the study add to the development of literature on the significant positive effects of EL on grade 10 students‘ listening skills at Nguyen Thi Dinh high school gifted for sports The evidence from this study demonstrates that EL positively promotes in development of listening comprehension and encourages students to practice skills with enjoyment and acquire new words unintentionally Therefore, this investigation has educational implications that can be beneficial for both teachers and students

From the findings above, some implications for teachers are suggested From the beginning, it is vital for educators to furnish students with a comprehensive array of English language materials that include suitable pacing, familiar situations, and little reduction, as these hinder their listening motivation Second, teachers should instruct students meticulously on selecting appropriate and enjoyable listening materials and conducting effective EL practice Third, teachers have the ability to employ English Language (EL) as a means to effectively include students in listening exercises both within and outside the confines of the educational setting Finally, in order to optimize the outcomes of English Language (EL) practice, it is imperative that the teaching staff receive appropriate guidance and training on the efficient implementation of instructional strategies in EL

The study has numerous educational implications It is imperative to foster a culture of promoting extensive listening among students beyond the confines of the classroom, as this practice serves to augment their verbal input As Chang et al (2019) suggested, students should be encouraged to engage in more extensive listening outside of the classroom in order to enhance their listening comprehension and vocabulary simultaneously Second, students should be instructed in strategies that enable them to concentrate on the meaning of lengthy spoken texts before orienting them to the language Third, suggest various topics to students, allowing them to choose the topics in which they are most familiar with reduce initial resistance

With these suggestions, it is hoped that teachers and students will benefit from the advantages and eliminate obstacles in teaching and acquiring listening skills Nonetheless, this research has limitations, which will be discussed in the next section.

Limitations of the research

The research has several limitations First, students were only interviewed after the extensive listening project Before the project, some students may have listened extensively by listening to music or viewing films outside the classroom In addition, no interviews were conducted with the students in the control group following the extensive project It is possible to believe that students inside the control group may have participated in substantial listening activities beyond the confines of the classroom, such as listening music or viewing films, in a manner akin to the students within the experimental group Furthermore, the comprehensive study solely examined a certain subgroup of secondary school students, limiting its applicability to broader contexts Further investigation would be necessary in order to ascertain the potential impact of extended listening on enhancing students' listening abilities

In summary, the findings of the study suggest that the extensive listening group exhibited a significantly more significant improvement in their listening skills than the control group Furthermore, a significant positive association was established between the number of intensive listening tasks completed by students in the experimental group and their associated test scores Furthermore, incorporating comprehensive listening into language learning pedagogy enables students to augment their language intake beyond the confines of the classroom, affording them supplementary opportunities for honing their listening skills The findings of this study recommends that students of foreign languages engage in more extensive listening practice In the following section, recommendations for future research are made that overcome the limitations identified in this study.

Recommendations for future reseach

This is likely one of the first studies to investigate the effects of EL on the listening skills of Ho Chi Minh City high school students This investigation has raised many issues requiring further investigation First, further research should interview all participants to know whether they may have listened extensively by listening to music or viewing films outside the classroom In addition, a post-course interview with the control group should be conducted following the extensive project The interview aimed to determine whether students in the control group had engaged in extensive listening (listening to music, watching films, videos, etc.) outside of the classroom, like the experimental group Likewise, the complete project only examined a subset of high school levels; therefore, it cannot be applied to all situations More research is needed to determine whether extensive listening can substantially improve other students' listening skills In conclusion, future research endeavors may benefit from considering the following suggestions in order to yield more favorable outcomes in the implementation of English language (EL) practice for the enhancement of listening abilities among non-major English students.

Summary of Chapter 5

This chapter has provided an overview of the primary findings and contributions of the study, proposed potential implications for enhancing listening skills in English language practice, and outlined the limits of the study in order to offer recommendations for future research endeavors The results of this study offer benefits to both students and educators in high schools and foreign language institutions about vocabulary acquisition and instruction Furthermore, a strong inclination towards engaging in future research within the same field is anticipated, as this can provide advantageous outcomes for both learners and educators

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APPENDIX APPENDIX A THE PRE-TEST

5 What will the woman wear for the party?

Listen to Paul talking to a friend about his family.

What does each person do?

For questions 6-10, write a letter A-H next to each person You will hear the conversation twice.

E doctor farmer shop assistant stopped work

Listen to Eric talking to Mary about the weekend.

Their friend, Carlos, is coming to visit them.

You will hear the conversation twice.

11 When is the football match?

12 Where are they going to eat on Saturday evening?

B in an Italian restaurant c in a Chinese restaurant

13 What are they going to do on Sunday morning?

B get up late c go to the cinema

14 Where are they going to have lunch on Sunday?

15 They can't go to the cinema on Sunday afternoon because

You will hear a telephone conversation

A girl wants to speak to Martin, but he is not there

You will hear the conversation twice

You will hear some information about a travel agency

You will hear the information twice

Listen to Teresa talking to Paul about presents for his family. What is she going to buy for each person?

For questions 6-10, write a letter A-H next to each person. You will hear the conversation twice.

Listen to Carlos asking for Information about a library

For questions 11-15, tick si A, B or c

You will hear the conversation twice

0 The library is closed until

11 What must Carlos take to the library?

12 How much will it cost Carlos to join?

14 On Saturdays, the library opens at

APPENDIX D INTERVIEW QUESTIONS IN VIETNAMESE VERSION

Câu 1: Em đã luyện nghe các tài liệu cô đưa như thế nào?

Câu 2: Những khó khăn em hay gặp trong quá trình luyện nghe là gì?

Câu 3: Ngoài những tài liệu nghe cô cung cấp em có nghe hay xem bất kì tài liệu gì bên ngoài không?

Câu 4: Em thấy mình thay đổi hay tiến bộ như thế nào sau khoá này?

Câu 5: Hoặc em có đề xuất hay nhận xét gì về EL cho các hoạt động nghe tiếng Anh sau này của em không?

APPENDIX E INTERVIEW QUESTIONS IN ENGLISH VERSION

Question 1: How often do you listen to English songs or watch movies in English? Or listen to the mateirals that I suggest? extensive listening per day/ week?

Question 2: What difficulties do you often face when listening to music, watching videos or listening to materials that I suggest?

Question 3: Besides my materials, do you enjoy any extensive listening activities like listening to English songs, watching movies or… ?

Question 4: Do you think you improve your listening skills or other skills?

Question 5: Do you have any comments or suggestion for EL about your language learning?

APPENDIX F INTERVIEW TRANSCRIPT IN VIETNAMESE VERSION

S5-EG Question 1 Em nghe mấy bài nghe đó mỗi ngày Em thường nghe nhiều hơn 3 lần trước khi xem script của nó rồi em mới viết report vào cuối tuần

Question 2 Tốc độ chạy của audio có thể nhanh hơn nhưng giọng nói đừng nên như vậy Nhiều người có giọng nói rất khó để em nghe được

Question 3 Bên cạnh mấy bài cô cho, em thường lên mạng nghe nhạc hoặc xem phim buổi tối trước khi đi ngủ

Question 4 Yes, maybe I am better than myself 30 – 40%

Có ạ, hình như tốt hơn lúc trước 30 – 40%

Question 5 Dạ là em cải thiện được kĩ năng nghe mà không bị áp lực mấy bài kiểm tra

S8-EG Question 1 Nói chung là em nghe nhiều lần để hiểu ý chính đã rồi mở coi nó nói gì Em không có nghe bài mỗi ngày mà nghe vào hai, tư, sáu

Question 2 Tất nhiên là có ạ, em không nhận ra được nhiều từ khi nghe nhưng em mở script ra coi thì em lại biết từ đó

Question 3 Em thường coi mấy video ngắn có sub trên Face tại nó phù hợp với em Em không hiểu hết nhưng mà em đoán được

Question 4 Dạ tất nhiên là có Em có thể làm kiểm tra được trên điểm trung bình

Question 5 Em không bị áp lực là em phải hiểu hết những gì có trong bài nghe

Question 1 Em thường nghe trên đường em đi học tại ba mẹ em chở đi

Em nghe ba bốn lần rồi mới viết báo cáo tại lúc đó em hiểu hơn phân nửa rồi

Question 2 Nếu mà nó nói như giọng Google là em nghe được mà có giọng họ Hên là Ipad của em nó chuyển giọng qua Google được, lúc nghe không ra là em chuyển nó về Google Voice

Question 3 Có ạ, em hay nghe nhạc trên Spotify với coi mấy cái gameshows trên YouTube

Question 4 Nó rất hữu ích vì cho em nhiều kiến thức và thông tin dùng được trong mấy bài kiểm tra

Question 5 Nó giúp em tự tin hơn khi đến nơi công cộng có sử dụng tiếng

Question 1 Lúc mới bắt đầu, em như vịt nghe sấm Em cố luyện nghe mỗi ngày Em mở cho nó lặp đi lặp lại và nhằm lúc viết chính tả Mỗi ngày em nghe tối thiểu năm lần và nhiều hơn nếu em rảnh

Question 2 Em gặp khó khăn về từ vựng, có nhiều từ em nghe không biết mà phải đoán nghĩa

Question 3 Em hay coi videos có sub trên Face, Tiktok trước khi đi ngủ

Question 4 Em nghe hiểu được nhiều hơn mấy thông tin xung quanh em như là ở sân bay nghe được mấy cái hiệu lệnh bằng tiếng Anh, hiểu được mấy cái tiếng Anh trong thiết bị điện tử Em nghe và theo kịp được mấy cái em coi trên Tv và Youtube

Question 5 Không áp lực, không điểm số nhưng nó giúp em luyện nghe tiếng Anh hiệu quả

Question 1 Em nghe nhiều nhất có thể Em hay nghe những lúc em tắm gội, làm việc nhà, tập thể dục, vv

Question 2 Dạ, nhiều chứ Lúc mới bắt đầu, em điếc như vịt nghe sấm tuy nhiên sau đó thì mọi thứ dần ổn hơn Đầu tiên là nghe được rất ít, tầm vài phần 10 – 30 % Khi em luyện nghe thường xuyên hơn, em dần nhận ra được các từ quen thuộc và dần đoán được nghĩa Rồi một tháng, hai tháng, ba tháng, em nghe được nhiều hơn

Question 3 Dạ tất nhiên có Em bắt đầu với mấy cái dễ như hoạt hình có tiếng Anh cơ bản rồi từ từ nâng cấp thành videos trên mạng xã hội

Question 4 Dạ, em hiểu nhiều hơn khi coi videos trên Facebook, Tv và quảng cáo mà đôi khi em không cần coi sub

Question 5 Nó giúp em tiết kiệm thời gian ôn từ vựng

Question 1 Em nghe mỗi ngày tuy nhiên còn tuỳ thuộc vào nó Em nghe nhiều hay ít là phụ thuộc vào độ khó của nó, cái nào khó là em nghe nhiều hơn

Question 2 Hình như là từ vựng, em phải thường xuyên đoán nghĩa của nó Đôi khi là giọng của người đọc, nếu là giọng nữ thì em nghe được nhiều hơn giọng nam

Question 3 Em thường nghe bài của cô vào buổi chiều và nghe nhạc trên

Youtube, coi video trên Face, Instagram mà có sub

Question 4 Em thấy em làm kiểm tra nghe sẽ được điểm cao hơn với vốn từ vựng của em được cải thiện

Question 5 Nó giúp em ôn từ vựng nhưng không cần phải viết ra

Question 1 Thường xuyên ạ vì trình tiếng Anh của em hơi yếu nhất là nghe á Em nghe mỗi ngày luôn và cỡ 3 – 4 lần trước khi coi script

Question 2 Nếu mà nó nói như kiểu Google là ok Có mấy người nói giọng em nghe thấy kì lắm

Question 3 Có ạ, em coi phim, talk shows với mấy chương trình thực tế á

Question 4 Em cải thiện được từ vựng nè tại em ngán học từ vựng lắm

Question 5 Có ạ, nó giúp em cải thiện kĩ năng nghe nhưng không cần lo làm được bài kiểm tra hay không Hơn nữa nó khá là tiết kiệm thời gian

Question 1 Em hay nghe nhạc coi phim trên mạng xã hội lúc rảnh Còn bài nghe của cô thì chắc cỡ 3 – 4 lần ngày, em viết report thường là lúc em hiểu được hơn phân nửa

Question 2 Em không phân biệt được mấy âm giống giống nhau á kiểu đồng âm là em no hope

Question 3 Em hay nghe nhạc với coi phim trên Face tại nó vui vừa có hình vừa có tiếng

Question 4 Em thấy em không có ngán ngẫm khi nghe giọng đọc của bản xứ như trước nữa và khả năng nghe của mình ok hơn

Question 5 Không áp lực về kiểm tra hay điểm số nè mà vẫn là cải thiện môn Anh văn

Question 1 Em nghe khá thường xuyên cả bảy ngày trong tuần Em nghe mọi lúc em có thể như lúc đi bộ thể dục, làm việc nhà, ngồi xe buýt, vv tại em biết em còn yếu lắm

Question 2 Em không nghe được mấy từ nối và mấy âm nuốt

Question 3 Ngoài mấy cái cô cho, em hay lên mạng nghe nhạc với coi phim trước khi đi ngủ

Question 4 Em luyện nghe nghiêm túc và từ vựng của em được cải thiện

Bên cạnh đó, em nghĩ là em hiểu được mấy cái quảng cáo,

Question 5 Hoạt động này giúp em cải thiện kĩ năng nghe nè mà không bị gây áp lực là phải test Khi kết thúc cái này thì em vẫn sẽ tiếp tục luyện nghe cái này tại nó phù hợp cho em

Question 1 Em hay nghe lúc làm việc nhà hoặc những lúc làm ba cái chuyện không cần quá tập trung

Question 2 Nhằm lúc em không kịp tốc độ người đọc với em không phân biệt được mấy cái âm giống nhau

Question 3 Em thích coi mấy video trên Facebook, Tiktok, Instagram gì đồ á

APPENDIX I SOME OF STUDENTS’REPORTS

Name: iS/tu/czrf bO

Activity: The title (topic) of the activity and the name of the speaker (video, song, audio, film, etc.)

'ề>nvu>0iìU.nlal Of'fWicA cjcAiJiC'diy' source: ‘ fryUi Note: pMulnttfc 'JfDni/ininuticittiiV

School: /Yip -fis g‘Jftc ''fir Sjndi

Time: VVtr/'U'dny TTlurrJay /■ ĩtưdny-

Activity: The title (topic) of the activity and the name of the speaker (video, song, audio, film, etc.) shcl- /na'Ắc/ Sị ((i(dCtncjC\

Source: vft4- tyWu Note: -Ijikuf ItCỊHUXiur'^ Int-oJoi ẲndọC

School: JYip ịịs pỊkd fr ỳndi

Date: /Vo ten Ar J.* ^ÍXẮJ

Activity: The title (topic) of the activity and the name of the speaker (video, song, audio, film, etc.) fdưÁừj ô'■ ddJiuntJ Ml AicyippP

Sourcc: tpaưutC Note: 7/JD £ Htantf^d

Activity: The title (topic) of the activity and the name of the speaker (video, song, audio, film, etc.)

Source: 0JtnC N° ,c: érttrtí ỳd-iìYii Cii\tfdat JtiuC,

School: mp 41S cjt/ltd ;jfr Sprte

Activity: The title (topic) of the activity and the name of the speaker (video, song, audio, film, etc.)

\\J(i.kind ill ^èíucaoữ s° urce: Ỡ/1Í/AC Note:

School: rwp +ls ‘ Ịiịtctl iptrli

Date: |''JjK/nbrr cfjl 1 ' rtduư, -frod wjastt

Source: ytyA Note: 2/AQ cJ nde : Ế, - y/70

Week: °44 T rne: TKundcx^ oi-nt^ -iihnjuirjf JUK3

Activity: The title (topic) of the activity and the name of the speaker (video, song, audio, film, etc.) Invrỉơhcn pa.ri^

Source: BrtM Council Note: ( i+u^GsJ)

Week: Time:'Tũjucia^- iibnwif Ạjr2i

Activity: The title (topic) of the activity and the name of the speaker (video, song, audio, film, etc.) lìrantpơA amưuAitJn0iis

Source: BrlẲíív G uaố B Note: 'Tfxtsz afi, Iftar^ °ị iT Ltk