A study on teachers and students perceptions of the use of pre learning activities in tieng anh 10 (global success) in phu my district

Trang 1 NGUYEN HUYNH YEN ANH A STUDY ON TEACHERS’ AND STUDENTS’ PERCEPTIONS OF THE USE OF PRE-LISTENING ACTIVITIES IN TIENG ANH 10 GLOBAL SUCCESS IN PHU MY DISTRICT Field: Theory and Met

Rationale

The ability to listen is one of the most crucial skills required to learn a language Listeners must have excellent listening skills to understand what is being said, not just in the first language but also in the second "We can expect to listen twice as much as we speak, four times more than we read, and five times more than we write." (Morley, J 1991: 82) Students at Phu My Distric struggle greatly to master listening skills, just like students around Viet Nam

If they do not pay attention to what others are saying, they can rarely hear spoken messages Pre-listening activities are therefore essential for reducing learners' apprehension before listening courses and for attracting their interest in learning listening techniques The effectiveness of pre-listening exercises has been studied extensively and pre-listening strategies were the subject of a study by Hong, L T T (2006) to encourage students at Lomonosov upper- secondary school to develop their listening skills The study found that the pre- listening strategies used by the teachers occasionally did not greatly motivate the students There were still discrepancies in teachers' and students' preferences for pre-listening exercises Huyen, N D conducted yet another study on the pre-listening stage (2010), she looked into how pre-listening exercises affected the listening skills of 10th graders at Nguyen Gia Thieu High School in Hanoi According to the study's findings, various pre-listening exercises utilized by the teachers had a positive impact on the listening comprehension of the pupils Additionally, Ha, M T H (2010) investigated the impact of suitable pre-listening activities on the English listening comprehension of 10th-form students Pre-listening activities that encouraged students to practice their listening abilities were greatly appreciated by both teachers and students These studies looked at the advantages of pre-listening activities on students' ability to learn listening skills at various schools

The researcher has come to the conclusion that each learner has a unique attitude toward and method of approaching the acquisition of listening skills based on observation and personal experience as an English teacher in a high school Many students prioritize learning reading and grammar despite the fact that the new English textbooks are task-based and provide four practice skills They do not put much effort into mastering listening skills because they believe they will not need them in national exams and because they find it difficult to understand what is being said when listening in a one-way setting without having a chance to interact with the speakers The researcher has some problems with the questions of which strategy addresses listening skill more successfully and how pre-listening activities help students as they learn to listen

Vietnam is attempting to gradually implement educational reforms in order to catch up with the goals of language instruction For instance, teachers put in time and effort to assist students enhance their communication skills in English It is a fact that, in accordance with Ministry of Education policy, communicative approach is utilized to teach English The government of Vietnam's 2020 Project states that speaking and listening are becoming more and more crucial components of learning English Additionally, each high school class focuses on teaching 4 communication skills, therefore there are excellent teaching strategies for instructors to use while teaching listening skills The students listening abilities are still lacking for a variety of reasons, though First off, because most of the students at high schools in My Tho, Phu

My 2, Nguyen Trung Truc and Phu My 1 are from rural regions, they have less experience with English than students who attend schools in major cities The absence of instruction and learning is another factor Students' listening comprehension and attitudes are strongly impacted by this Additionally, the class has between 40 and 50 students, when a class of 20 to 25 individuals is optimum for learning a language This may be even another barrier to students' ability to develop their listening abilities Because the students lack interest in developing their listening skills, the teachers are less motivated to do so As a result, the study's goal is to investigate how pre-listening activities might help students' listening comprehension

Additionally, the Ministry of Education was implemented a new program in 2022 called the 2018 General Education Program, which requires all 10th grade students nationwide and in the Phu My district in particular to use new textbooks All of the high schools in this area use the Global Success textbook published by Vietnam Education Publishing House Limited Company for their English classes The usefulness of pre-listening activities has been the subject of numerous research studies, but the researcher is interested in how teachers and students perceive pre-listening activities in the context of the new 10th grade English textbook, about which no research has been done

For all of the reasons mentioned, the researcher would like to conduct the thesis named “A study on teachers’ and students' perceptions of the use of pre-listening activities in Tieng Anh 10 (global success) in Phu My District” It is also hoped that the study would provide instructors and students with some recommendations for ways to enhance the teaching and learning of English, particularly listening skills, at school.

Aim and Objectives

Research Aim

The objective of research is to investigate EFL teachers’ and students’ perceptions of the use of pre-listening activities in listening lessons in New English textbook for grade 10.

Research Objectives

The study proposes the objectives as follows:

- To examine EFL students' perceptions of pre-listening activities

- To investigate EFL teachers’ perceptions of the use of pre-listening activities

- To find out the similarities and differences between the perceptions of teachers and students of pre-listening activitives.

Research Questions

To achieve these objectives, three research questions are raised:

- What are high school students’ perceptions of pre-listening in learning listening skills?

- What are EFL teachers’ perceptions of pre-listening in teaching listening skills ?

- What are the similarities and differences between the teachers’ and students’ perceptions of pre-listening activitives?

Scope of the Study

High school students currently study four skills—listening, speaking, reading and writing, as well as vocabulary and grammar—but the majority of students and teachers struggle to teach and learn listening skills In order to identify the benefits and offer solutions to aid students in developing listening skills in the new 10th English textbook during the learning process, this study focuses on the perspectives of students and teachers concerning the pre- listening component.

Significance of the Study

This study aims to investigate how both students and educators at High Schools in Phu My District feel about pre-listening activities Following the investigation, some recommendations will be made to assist teachers in employing communicative teaching strategies to enhance students' learning listening abilities Since there are ways to help students learn listening and assist teachers in choosing the appropriate pre-listening techniques in teaching, this study will be an interesting reference tool that assists teachers in teaching listening, especially pre-listening at school In particular for those who are in favor of improving their listening, it also helps students and teachers become fully aware of their listening issues to which they may not have previously given any attention.

Organization of the Study

The thesis consists of five chapters

The rationale, the aims, research questions, the scope, and the design of the study are included in this chapter The reasons for choosing the topic “A study on teachers’ and students’ perceptions of the use of pre-listening activities in Tieng Anh 10 (Global Success) in Phu My District”

LITERATURE REVIEW

Definition of Perceptions

The definition of perception by McShane and Von Glinow (2010, p 68) is unmistakable: "Perception is the process of receiving information about and making sense of the world around us." In other words, perception can be thought of as the process through which our perception of the outside world is shaped by our five senses Positive and negative perceptions are the two categories under which perception is categorized, according to Irwanto (2002, as referenced in Fadillah, 2019) A favorable perception is one that encompasses all of the knowledge and responses still in use By interacting with, accepting, and sustaining the perceived item, this process will be repeated Negative perception is the perception of all details and responses that are opposed to the given item As a result, a person's behavior will constantly be influenced by both positive and negative views Whether something is perceived positively or negatively depends on how people interpret all of the information they have about it According to the current study, perception refers to a person's conception of anything they learn in order to assess their attitude toward using it and determine if they agree or disagree with the approach or thing they learned It implies that each student views their education and their responses to it differently According to Sidhu (2003), students' perceptions are their points of view on anything that happens during the learning process and offer suggestions or justifications for teachers or other students to enhance their own learning

According to the definitions provided above, it can be inferred that perception occurs when students apply a particular meaning to the classroom environment or their own classroom activities As a result, in order to comprehend another person's conduct, one must comprehend their perspectives In certain ways, a person's practice and perception are linked (Bodenhausen & Hugenberg, 2009, p.14).

The Listening Skill

In principle, listening differs from hearing Hearing is limited to the sounds you hear, whereas listening involves more It is described as a process that is both active and complex in nature The mental activity of inferring meaning from spoken input is called listening (Rost, M 2002) According to Helgesen, M (2003), listening is the active, deliberate processing of understanding what we hear There is no doubt that the listener is engaged in more than just interpreting what they hear To determine the meaning or message being conveyed by the speakers, he gathers information and compares it to what he already knows According to Underwood, M (1989), understanding spoken language requires a sophisticated process called listening She said that listening is the act of paying attention and attempting to interpret what we hear

Rost (2001) likewise sees listening as a complicated and active proces They contend that listening comprehension, as a goal-oriented activity, entails both bottom-up and top-down processing that is supposed to occur at different levels of cognitive structure, including phonological, grammatical, lexical, and propositional In bottom-up processing, listeners focus on information in the incoming speech signals, whereas in top-down processing, meaning is constructed by the listener using past knowledge and expectations Prediction and inference based on hierarchies of facts, assertions, and expectancies are involved (Morley, 1991)

All of the perspectives presented above demonstrate that listening comprehension is a challenging endeavor that necessitates a significant amount of mental analysis on the listener's side The listener must actively contribute skills and information from linguistic and nonlinguistic sources in order to produce the message the speaker intended They include listening with the right intent, being socially and culturally aware, and having background information (Littlewood 1981, Richards 1983, Anderson and Lynch 1988, Morley 1991)

Students require a lot of support from their teachers in order to achieve these difficult but crucial skills They need to be exposed to different input sources through listening opportunities that are integrated into social and academic contexts Moreover, students must be given a variety of listening exercises that let them use various techniques and improve their listening abilities (Underwood 1989, Rost 1990, Harmer 2007)

Listening comprehension involves bottom-up and top-down processes According to Underwood (1989), there are two methods for processing a listening text: top-down processing and bottom-up processing Top-down processing is the process of interpreting and deriving meaning from a message by using prior information and a broad understanding Bottom-up processing is the process of determining the message's meaning from incoming linguistic input, starting with sounds and moving up through words, grammatical relationships, and meaning

While the top-down method allows students to forecast meaning using their background knowledge or what they have already understood from life experience and situational patterns, the bottom-up method pushes them to use their knowledge of vocabulary, syntax, and sounds to make sense of what they hear To grasp spoken language, all the components—vocabulary, syntax, sounds, and background knowledge—are crucial Teachers can therefore choose the best process to utilize in an English listening lesson or create a good combination of two procedures for some objectives In order for students to effectively activate their knowledge of all associated listening components and ultimately develop their listening skills, it is obvious that students must be approached with both of methods

2.2.3 The Importance of the Listening Skill

Listening is not only the most important language skill which is overused by people in real life situations, but also a fundamental part of the process of second language learning (hereafter, SLL) Therefore, instruction in listening comprehension (LC) is required in order to help students transition from classroom language to real language more smoothly and successfully In other words, it is crucial for the growth of both general communication abilities and English language proficiency Listening is one of the primary language abilities, according to Bulletin (1952), through which children, young people, and adults acquire a significant amount of their education, information, background knowledge of the world, ideas, sense of values, and appreciation

"Listening is not only a skill area in language performance, but is also a critical means of acquiring a second language," according to Rost (2001: 7)

Consequently, in this day of mass communication it is of fundamental importance to teach students to listen properly and critically

2.2.4 The Difficulties of Listening Skill

Interpretations of disregarding the listening skill can now be stated with clarity It is always the most demanding and challenging assignment for second language learners (Paulston, 1976; Eastman, 1987, referenced in Mee, 2001) The difficulty of hearing, according to Vandergrift (2007: 191), stems from the fact that "listening is an invisible mental process making it impossible to express," making the listener's task more difficult in this situation The listener is also actively involved in a variety of processes, such as sound discrimination, comprehension of vocabulary and grammatical structures, interpretation of stress and intonation, and remembering and interpreting this within both the immediate and wider socio-cultural context of the utterance In addition, it is not frequently taught and practiced, and it is not always able to review what has been heard, but it is simple to read and re-read a challenging page in a book (Broughton et al, 1978).

Listening Comprehension

There are various definitions for listening comprehension A focus on meaning exchange, a mechanism for structuring and sequencing contact, and a purpose that can only be achieved through participant interaction make this a classroom activity or exercise When teachers carry out a specific set of work plans, learners are also required to comprehend, manipulate, and/or produce the target language A task is sometimes referred to as "a unit of teaching/learning activity which incorporates relevant instructional variables to be modified by the learners using some form of data" in a specific pedagogical sense (Rost

Language learning activities are viewed as pedagogic planning units that allow teachers to anticipate the variables that may affect the learning objectives and outcomes of classroom activities (Breen 1987, Nunan 1989, 1998) To be more precise, listening comprehension exercises are "language learning activities that call for students to act in a way that demonstrates their grasp of what they hear" (Ur ,1984: 25) Any language learning assignment, according to Candlin (1987), as described by Rost (1990) should have six recognizable components: input, setting and roles, procedures, results, monitoring, and feed- back Nunan (1989) contends that learning goals should be included in the framework that combines simplicity with the ability to examine the majority of learning tasks "Learning goals are the hazy general intentions behind any given learning task that provide a point of contact between the task and the broader curriculum," he claims Hence, learning activities should be designed to achieve the stated learning objectives The crucial element in the effective teaching of listening, according to Harmer J (2007), is the selection of listening comprehension problems He underlined that the most effective assignments are those that set high standards for students, assist them in elucidating meanings, and prompt a close reading of the piece Although using comprehension exercises is a technique to assess students' learning, they should be used in the classroom to assist students improve their listening skills via practice rather than testing In this regard, listening activities must be created to complement the text This notion of language learning tasks offers valuable insights for both the description of parts of listening comprehension development that may be taught in the classroom and for formal language education It suggests that designing listening comprehension exercises is beneficial because it can help teachers clarify their decisions regarding how to shape their students’ learning

In addition, Buck, G (1984:31) considers "Listening comprehension is an active process of constructing meaning and this is done by applying knowledge to the incoming sound" and the listeners are required to have both linguistic knowledge and non linguistic knowledge According to Anderson, A and Lynch, T (1988:6), listening comprehension is defined as follows: listening is actually a receptive talent alongside reading skill, and listeners' roles are no longer passive but active The goal of listening comprehension is for students to be able to speak or write about what they have heard after a time of listening "The function of the effective listeners has to be viewed of as an active one," thus

In conclusion, it is evident from the viewpoints expressed above that nobody can adequately describe all the concepts and components of listening Each term represents the scholar's interpretation of what listening implies However all of the definitions share the same characteristics of "receiving and understanding," which emphasizes the listener, the listener's message, and the listening process

2.3.2 How Listening Lessons Are Taught And Learned

There are "pre" activities, "while" activities, and "post" activities in a normal class (Brown, S 2006:3) Pre, while, and post listening activities are the three terms used by Underwood, M (1989), to define listening activities These three components of teaching listening are used by English teachers Each component in the process is related to two further components, and Preparation occurs during pre-listening, main listening is completed during while-listening, and further growth occurs during post-listening

In the listening comprehension process, top-down and bottom-up procedures, respectively, are typically used to implement techniques and activities The listener-based nature of top-down processes means that we "use our prior knowledge and experiences; we know certain things about certain topic and situations and use that information to interpret" (Brown, S 2006: 2)

Flowerdew, J., and Miller, L (2005) have the same perspective on this procedure Top-down approach "emphasizes processing a text using prior knowledge rather than just focusing on the individual sounds and words” This method can be used for "predicting information, idea generation, inference- making, or summarizing " (http:// www.nclrc.org/ essentials/index.htm)

Contrarily, a bottom-up method relies on text We "construct our knowledge of what we read or hear one step at a time using the information we have about sounds, word meanings, and discourse markers" (Brown, S 2006:

2) According to the same theory, listeners begin to comprehend the smallest components of the acoustic message—individual sounds or phonemes—before moving on to larger ones like words, phrases, clauses, and sentences This is according to Flowerdew, J., and Miller, L (2005: 24) Listening for "particular features, recognizing cognates or word order patterns" is a part of this strategy

According to Kurita (2012), many academics in second language acquisition have focused on both top-down process and bottom-up process in listening comprehension Top-down processes include using prior knowledge to interpret the meaning of a communication On the other hand, a bottom-up approach focuses on interpreting the message using the input that is received as the starting point While educating students on listening skills, a combination of top-down and bottom-up methods should be taken into account

Listening is seen by many English language learners as a challenging skill, especially those who live in rural areas They frequently remark that individuals speak too quickly, enunciate words incorrectly, and swallow sounds repeatedly According to Brown and Yule (1983), there are four primary categories of circumstances that make it difficult to understand what is being heard To begin with, the speakers include the number of speakers, the speakers' speech, and the speakers' accents The listeners' role, the required level of response, and the listener's interest in the subject matter are included under the second heading, The Listeners Thirdly, there is the context, which comprises background information, language, grammar, and information structure Last but not least, the help consists of pictures, charts, and other visualizations

According to Boyle, J P (1984: 35), there are three aspects that affect listening: listener factors, speaker factors, and factors related to the content and medium

The organization of the information, topic familiarity, explicitness and sufficiency of the information, type of referring expressions used, and whether the text describes a "static" or "dynamic" relationship are the five causes listed by Anderson, A and Lynch (1988: 202) as barriers to effective listening comprehension

Underwood (1989) identifies seven distinct challenges that complicate the process of listening comprehension First and foremost, listeners have no control over the pace at which information is delivered to them, making it a fundamental challenge Secondly, the absence of word repetitions in speech means that listeners must often rely on context to deduce word meanings, further adding to the complexity Additionally, the limitations in listeners' vocabularies occasionally force them to halt and contemplate the meaning of unfamiliar terms, potentially causing them to miss subsequent content Furthermore, listeners can struggle to recognize cues indicating shifts in a speaker's topics, the introduction of examples, or the restatement of key points Lack of contextual knowledge can also introduce interpretation issues into the listening process Foreign-language listeners may find it particularly challenging to maintain focus during listening, possibly due to language-related distractions Finally, the deeply ingrained habit of trying to comprehend every single word spoken can be observed among students, adding yet another layer of complexity to the act of listening

According to the perspectives expressed above, subjective and objective elements both have an impact on pupils' ability to listen The subjective elements include lack of confidence, background knowledge, and vocabulary specific to the topic The content, speakers' accents and speech patterns, the medium, and the environment form the objective factors Pre-listening exercises, as the author outlines in the following step, are essential for assisting students in developing their listening skills.

Stages of Teaching Listening

There are typically three steps to a listening lesson: the pre-listening stage, the while-listening stage, and the post-listening stage (Underwood,

This stage is regarded as preparation work because, through appropriate exercises, it assists students in restricting their focus on the subject by activating important knowledge and already-learned language and reducing the information they anticipate hearing (Underwood, 1989) Additionally, she emphasizes the value of this phase, saying that it is unjust to push learners into the hearing text right away, even when testing rather than instructing listening comprehension Rost (2002: 20) further highlights that "Effective listening tasks often incorporate an explicit pre-listening step, some activities that the learner conducts prior to listening to the main input in order to build readiness".Students can prepare for the listening exercises at this stage It is intended to activate prior knowledge, offer a "advance organizer" to aid with idea prediction, and "pre-structure" information, according to Joyce et al

In short, the pre-listening phase is crucial because it helps students learn the fundamentals, activate their knowledge, and develop some skills (such as subject guessing) needed to successfully perform listening activities

At this phase, students read the book aloud and complete listening activities designed to help them practice extracting meaning from spoken language (Underwood, 1989) In order to accomplish this goal, listening comprehension exercises must be carefully selected so that they can appeal to students' interests and complement the listening content They can so increase the students' motivation for the instruction Yet, because it involves creating a task that only requires a little amount of reading or writing, this step of the listening assignment is typically the most difficult for the instructor to create (Rost 2002) It is crucial to employ listening exercises in English classes to assess and enhance students' listening abilities To ensure the success of the lesson, teachers must pay close attention to selecting the tasks from the textbook that are the most appropriate and creating new ones

When the students have finished listening, this step is carried out through post-listening activities, which include all of the work connected to a specific listening material done after the listening is finished While some exercises build on the work completed during the pre-listening and while-listening stages, others only vaguely link to the listening material itself (Underwood

1989) She confirms the functions of this stage by outlining a number of its goals in addition to exam preparation At the beginning, it is to see if the students have grasped what they need to understand and if they have successfully finished any while-listening assignments that have been given Furthermore, it allows students to think about the demeanor of the speakers in the listening text The next step is to elaborate on the subject or vocabulary of the listening text and, if possible, apply what was learnt in one context to another These goals are dependent on the activities created and thus teachers must select the right assignments to fulfill the lesson's goals.

Pre-listening Activities

Before students learn how to listen, pre-listening activity is done Pre- listening is defined as "things to do before the students hear the text, to assist them get the most out of what they are going to hear" by Rixon, S (1986: 63)

According to Underwood, M (1989), students should be "handed in" or given some pertinent information during the pre-listening phase so that they are aware of what to expect from both general and specific assignments Vandergrift, L (1999: 172) expresses a similar viewpoint, defining it as a period in which

"teachers prepare pupils for what they will hear and what they are expected to do."

Although the above views may not all completely agree, they all demonstrate that pre-listening outlines the aim of the listening activity and gives students the background they need to comprehend the listening material

It is crucial that everyone understands what pre-listening is Knowing that each student has a unique history, including beliefs, attitudes, biases toward the listening experience, and how the background influences the message they receive, is essential for teachers who teach listening Students must be assisted in applying what they already know to the concepts they will hear before listening, in addition to having a general understanding of the subject

2.5.2 Definitions of Pre-listening Activities

The activities in the pre-listening stage as well as this stage's importance in listening instruction According to Ur (1984), it has been suggested that listening instruction includes a pre-task interval to maximize the value of activities Pre-listening phase, also known as the period before acting on listening tasks, is connected to the stage of preparation during which learners are given some exercises as a form of assistance to assist them in acting on tasks Underwood (1989), who defines pre-listening activities as a stage of preparation, claims that prior to listening, students should be "tuned in" so they are aware of what to anticipate, both generally and for specific tasks

Underwood (1989) emphasizes the importance of pre-listening activities in the language learning process These activities can encompass a variety of strategies, including the teacher providing essential background knowledge, assigning relevant reading materials to the students, encouraging students to examine associated visuals and engage in group discussions about the topic Furthermore, the teacher may introduce a set of guiding questions and answers, administer exercises related to the subject matter, and offer clear directions for the upcoming listening task It is essential for educators to carefully plan and consider how the while-listening activities will be executed, ensuring that they align with the pre-listening groundwork This approach serves to focus students' attention, manage their expectations, and activate their existing knowledge and language skills, ultimately enhancing the effectiveness of the listening comprehension process

Underwood lists additional crucial functions of these activities Such activities offer students the possibility to obtain some (even if limited) knowledge that will assist them follow the listening text if they lack sufficient prior knowledge of the subject Moreover , it's possible that during this type of pre-listening activities, learners will actually utilize the terms they will hear in the book shortly They will benefit from this "bringing to the forefront" of familiar syntax and lexicon when they need to compare what they hear to their knowledge base

In addition, Ree, G (2002) also provided examples of a few different pre-listening tasks, which are included by the author in the following table

Pre-listening activities Explanation and Examples

Give the listeners some context for what they are hearing by describing who is speaking, where they are speaking, and why

Utilize some compelling images to peak students' interest, and personalize learning experiences like pair projects or discussions to draw them in

Ask learners questions such as "What do you know about " The questions may include "What are they?,"

"What issues do they face?," "Why are they important?," and other variations based on the subject

Students might not know much about a subject in general Building their confidence to handle a listening assignment will come from providing knowledge input This could be accomplished by assigning a relevant text to read or, to add a little fun, by offering a quiz

Invite students to come up with possible words before having them act out the scene They will be more equipped to handle the listening if you give them the time to consider the language requirements of a circumstance

Give students a list of possible topics to discuss and ask them to select the ones they believe will be brought up

Before listening, choose some vocabulary for the students to review You may have them match terms to meanings, then have them complete a straightforward practice exercise like filling in the blanks in sentences

Checking/understanding the listening tasks

The teacher may enable the learners to gain some understanding of the primary listening comprehension tasks by providing them plenty of time to read and comprehend them They might even attempt to foretell responses before hearing them

On the other hand, as shown in the accompanying table, Devine (1982) also provided a number of tactics that teachers and students might employ to get ready for a listening experience before it actually happens

Pre-listening strategies Explanantion and Examples

The question, "What do I already know about this topic?" should be fostered in students Students can brainstorm, discuss, read, watch movies or images, and write and share journal entries

Teachers can give the necessary background information, such as details about the speaker, the presentation's subject, its goal, and the concepts and vocabulary that are likely to be used in it

Teachers should stress the importance of the audience's role in a listening situation

Teachers should encourage students to ask: "Why am

I listening?" "What is my purpose?" Pupils should be encouraged to define their objective

A guide may provide an overview of the presentation, its main ideas, questions to be answered while listening, a summary of the presentation, or an outline

Given the fact that there are many different viewpoints about the definitions of pre-listening activities, each scholar or author has their own way of defining this term based on their field of research and their experience In this study, however, the researcher chooses to describe pre-listening activities as a process in which gives students time to get confident and interested in the lesson thanks to the given knowledge as well as the new one Pre-listening activities need to be given time during lessons planning, and they should not be rushed (Underwood 1989)

This section focuses on a few common pre-listening activities that the high school teachers can conduct and find appropriate

Asking and answering questions about the listening topic: Instructors may ask students or students may ask teachers questions "We can use the student- generated questions by giving them a topic, letting them ask questions about what kind of information they would like to know, and then asking their classmates to give answers to the questions" (Lingzhu, J 2003) According to

Previous Studies Related to Perceptions of Pre-listening Activities

The majority of studies concentrate on general listening comprehension Researchers outline the elements that influence hearing instruction and learning and offer teachers a variety of strategies for teaching listening comprehension (Underwood, 1989; Ur, 1984; Rost, 2001; Rixon, 1986; Nunan, 1998; Moley, 1991; Richards, 1983) The researchers' goal is to better understand the nature of listening and identify strategies for raising students' listening proficiency while also increasing the efficiency of the instructional process Naturally, the majority of the researchers in these studies concentrate on the functions of pre- listening activities, but they do not say which activities are most or least helpful for teaching and learning listening in a classroom setting For instance, Elkhafaifi, H (2008) conducted study on the impact of question and vocabulary previews It demonstrates how these activities aid students in achieving better test scores Similarly, Farrokhi, F (2012) investigates how two pre-task activities—a glossary of unfamiliar vocabulary words and content-related support—improve the listening comprehension of Irian EFL learners

On the other hands, Duc L T M (2018) investigates EFL teachers’ perceptions and practices of pre -listening acticities in English classes at Quoc Hoc Hue High School, this study highlighted the variations in how teachers implement pre-listening exercises in English-major classes and identified two key variables that directly affect pre-listening activity success: teachers and students Her study investigated the reality of the activities that EFL teachers used to support Quoc Hoc students in the pre-listening stage as well as their perceptions of the effectiveness of pre-listening activities on students' listening comprehension skills in English classes There are several effective strategies for assisting teachers and students in the pre-listening stage implementation, including approaches to improve instructors' perceptions and the way pre- listening activities are carried out Although the study's objectives have been achieved, there will always be limitations First of all, the article has a relatively limited emphasis because it only looks into EFL teachers' perceptions of the use of pre-listening exercises in listening lessons Another drawback is that just

10 Quoc Hoc English teachers took part in the questionnaires and interviews that provided the study's data The outcomes of the study's validity and reliability could be impacted by the study's small sample size

Another study about learners perspective called The Contribution of pre- listening activities on learer’s listening comprehension is written by Diana,

Karlina E., Utami P.P (2022) The goal of this study is to determine how pre- listening activities affect students' listening comprehension This study is carried out using a qualitative methodology In order to examine learners' impressions of pre-listening activities and the impact on their listening comprehension, survey data from 20 English education students from an Indonesian public university are collected The results of this study demonstrate that learners respond favorably to pre-listening exercises in terms of how they affect their listening comprehension Students firmly agree that engaging in pre-listening activities helps them focus on the listening topic more because they make connections between it and their prior understanding of the subject Additionally, pre-listening gives students the chance to understand new terminology associated with the listening topic that may be useful to them throughout the listening activity It is important to note that pre-listening activities not only help learners activate their background knowledge but also aid them in learning new words and gaining a better understanding of the listening content, both of which have a big impact on how well they can listen However, this research focuses on the time to help learners understand new vocabulary related to the listening topic, it does not provide variety of ways in pre-listening activities

Thao V T (2013) conducts a survey on the perceptions of students at Thanh Liem A high school of the benefits of prelistening activities in learning listening skills The author discusses and analyzes the information gleaned through questionnaires given to 100 students, observations of three courses, and interviews with six teachers Students' attitudes about listening skills, their opinions of the activities utilized in the pre-listening stage, and their expectations of the teaching methodology are only a few of the categories into which the data from the questionnaire are divided The results of the study show that activities teachers utilize in the pre-listening stage and those they apply in listening lessons, such as vocabulary introduction and conversation before listening, help students learn to listen more effectively The research, however, is restricted to just one stage of a certain ability in teaching and learning a foreign language: the pre-stage of listening comprehension, and three common textbooks, "Tieng Anh 10", "Tieng Anh 11", and "Tieng Anh 12" Additionally, the target subjects are restricted to a school's six English instructors and three classes of students in three different grades As a result, restrictions are unavoidable

Win & Maung's (2019) investigation into the impact of listening activities on students' hearing comprehension indicates that pre-, during-, and post-listening are all important components of learning activities that can improve students' listening skills, as proposed by a number of academics Rajaei (2015) researches the role of pre- listening activities on EFL students and it is revealed that there are substantial difference on the learner’s score before the adoption of pre-listening activities and after the implementation He highlights that pre-listening activities give positives effects on students listening comprehension Zohrabi, Sabouri, & Behgozin (2015) also explores about the impact of pre-listening focused on Iranian EFL learners’ listening comprehension They states that pre-listening activities are useful in helping students understand new words since they result in learners performing noticeably better in second language acquisition They claim that the usage of pre-listening improved students' listening comprehension

From the findings of different studies above, it can be seen that students and teachers generally have positive perceptions towards pre-listenening activities in teaching and learning listening skill Although the researches previously mentioned also focuse on how students or teachers perceived pre- listening activities, most of them are carried out on a limited scale inside of schools It appears that this topic requires further in-depth research on a larger scale as well as a new curricular focus Thus, the study adds to the literature on pre-listening activities in the new textbook.

Summary

In short, the relevant literature has already been presented in this chapter, which has helped to form the theoretical and conceptual framework for the study It begins with the definition of perceptions Then, definitions of listening, listening process, as well as the importance of listening, are also introduced, followed by the disadvantages of listening skill The next section is concerned with presenting the listening comprehension and it also includes definitions, the main issue and how listening skill is taught and learnt as well as barriers in listening The researcher also discusses stages of teaching listening There are three main stages in teaching listening: pre-listening, while- listening and post- listening After that, the researcher reviews some different activities of pre-listening as well as types of pre-listening using in high schools and advantages of pre-listening activity in teaching and learning listening skill Finally, previous studies related to the perceptions of the use of pre-listening activities as well as the research gaps and the reasons why this research should be carried out also mentioned All of these serve as a basis for research on teachers and students’ perceptions of the use of pre-activities in Tieng Anh 10 (Global Success) in Phu My District, which is presented in the next chapter.

RESEARCH METHODOLOGY

Research Design

The study is designed as a mixed method which includes both quantitative and qualitative in order to answer three research questions Specifically, the paradigm of the research involves the collection and analysis of quantitative and qualitative data through questionnaires and interviews The quantitative approach involves the collection of information on a particular study using statistical analysis (Creswell, 2013) The qualitative approach, on the other hand, allows participants to obtain detailed and rich information about the results of a given study through their views and experiences (Fraenkel, Wallen, and Huyn, 2012) Thus, integrating quantitative research and qualitative research in this study is necessary to have an in-depth understanding of EFL teachers’ and students’ thoughts of the use of the use of pre-listening activities in Tieng Anh 10 (Global Success) in Phu My District The combination of quantitative and qualitative data increases the reliability of the research findings Two research instruments are used to gather data: a questionnaire and a semi-structured interview, in an attempt to reach the study's objectives and respond to the specified research questions Descriptive analysis of the questionnaires and interviews show that the system's most notable features include instant feedback, randomly ordered questions, item analysis of the questions, and scoring results immediately after the exam.

Research Setting

This study is conducted at 4 high schools: My Tho high school, Phu My

1 high school, Nguyen Trung Truc high school and Phu My 2 high school at Phu My District in Binh Dinh Province, and the target population for this study is 10th grade students

This study is conducted to survey the perception of students and teachers about pre-listening activities in Tieng Anh textbooks in the new program implemented in the school year 2022-2023 in Phu My district 10th grade students at 4 high schools in Phu My are surveyed and consulted First, a survey is conducted with English teachers and tenth-grade students from My Tho High School, situated in My Tho commune, Phu My district, Binh Dinh Besides, English teachers and 10th graders at Phu My 1 High School located in Phu My District is next surveyed The study is then conducted on EFL teachers and two classes of 10th graders from Nguyen Trung Truc High School, which is in the town of Phu My Phu My 2 High School, located in Binh Duong Town in Phu

My District, is the final school to complete

English is one of the topics that high school students must take in order to graduate During the 2022–2023 school year, various curricula have been chosen for each high school's 10th grade students; nonetheless, all four of the high schools chosen for the research use the same curriculum, "Tieng Anh 10

(Global Success)", edited by Hoang Van Van and published by Vietnamese

Educational Publishing House In Tieng Anh 10 (Global Success), each of the

10 units in the book Tieng Anh 10 (Global Success) has eight lessons: Getting Started, Language, Reading, Speaking, Listening, Writing, Communication and Culture, the last lesson is Looking back and Project Units 1 through 5 are covered in class in semester 1, while the final 5 units are covered in class in semester 2 The surveys for this study are carried out after the second end-term test.

Research Participants

Both English teachers and high school students are the research's subjects

There are 4 female teachers of English at My Tho high school, 3 female and 1 male English teachers at Phu My 1 high school, 4 female English teachers at Phu My 2 high school and 4 female teachers of English at Nguyen Trung Truc high school participating in the study They all receive University Bachelor’s Degree from pedagogic universities like Quy Nhon University, Hue University, or Ho Chi Minh University They have all had experience instructing English at the high school level and have acquired the most suitable strategies for assisting students in developing their listening skills Three of them have a master's degree and have extensive experience instructing high school students in English

Summary of characteristics of the research participants (teachers)

As can be seen from Table 3.1, there is a significant difference in the male and female teachers There are 15 female and only 1 male in the study accounted for 93.75 % and 6.25 % respectively There are 4 teachers from 25 to 35 years old (25 %) and 4 teachers from 36 - 45 years old (45%) and 8 teachers over 45 years old with 50% in total As for their previous experiences, over a half (56.25%) of the participants have been teaching English for more than ten years Only 12.5 percentages of the teacher have had less than 5 years in teaching and 31.25 percentages of the teachers have got more than 5 years in their experiences

Most of the students at these schools are from the province of Binh Dinh's rural areas Despite the fact that they all begin learning English in third grade, their English listening skills are not very good This is due to a few factors The first is that they are not used to listening to English in class and in daily life Most students prefer taking reading and grammar lessons to learning listening skills Second, because there are few listening tests required for graduation or admission exams, they do not pay much attention to acquiring listening skills

There are 326 tenth graders of four schools and all of them use the standard textbooks The researcher randomly selects two classes from each school for investigation The total number of the students taking part in this study is 326 students ( 137 males and 189 females) 75 students from classes 10A1 and 10A3 in My Tho high school (34 males and 41 females) ; 90 students from classes 10A4 and 10A9 in Phu My 2 high school (36 males and 54 females); in Nguyen Trung Truc high school, 76 students (26 males and 50 females) from classes 10A2 and 10A4; and 41 males and 44 females in total 85 students from classes 10A1 and 10A5 in Phu My 1 (Table 3.2)

Summary of characteristics of the research participants (students)

4 Self-assessment of listening ability

As can be seen from Table 3.2, there is a significant difference in the number of male and female students Besides, as for time spent studying English, all of the participants (100%) have been learning English for more than five years Regarding their self-assessment of listening ability, 156 and

161 participants assess their listening ability as being at the average level and bad level, at 47,9% and 49,4% respectively, whereas only 9 students with 2,8% admit that they are good at English listening.

Research Instruments

The study has employed mainly qualitative and quantitative data collection tools The relevant data are collected through different instruments, such as questionnaires, and semi-structure interviews A questionnaire can provide numerical data for a large number of participants, whereas the data gathered through interviews typically provide researchers with a clear, in-depth understanding of informants’ perceptions ( Kendall 2008) The combination of quantitative research and qualitative data collection in this study is necessary as this not only helps the researcher understand the study problem clearly but also helps increase the reliability of answering three research questions to this study A summary of research questions and research instruments employed to collect the data in this thesis is briefly presented in Table 3.3 below:

Research questions Instruments The number of respondents

1 What are high school students’ perceptions towards pre-listening in learning listening skills?

4 schools in Phu My District

2 What are EFL teachers’ perceptions towards of pre- listening in teaching listening skills ?

16 EFL teachers in 4 high schools in Phu My District

3 What are the similarities and differences between the perceptions by teachers and by students of pre-listening activitives ?

326 high school students and 16 EFL teachers in 4 schools in Phu My District

In order for the students to fully comprehend the questions' and responses' contents, the questionnaire is prepared in Vietnamese for students They can also write their responses in Vietnamese in reply to the questions There are nine questions that students must respond to in order to demonstrate their attitudes toward the pre-listening activities, their preferences for particular activity kinds, and their perspectives on the listening comprehension activities The questionnaire is largely adapted from the study conducted by Thao V.T

(2013) Some of the items are adopted and adapted to be suitable for exploring high school students’ perceptions of pre-listening in listening skill in the new textbook Tieng Anh 10 (Global Success) they are currently taking Besides, eight questions for teachers that are carried to investigate their viewpoints about the pre-listening activities The questionnaire is also large adapted from the research conducted by Ha N.T.D and An H.T.V (2023)

In this study, the questionnaire (see Appendix ) consisting of 9 questions for students and 8 questions for teachers are designed to answer the first and the second research question

Part I is about personal information and has five questions In this part, teachers and students are requested to give their personal information, including age, gender, school, years of teaching / learning English and the material they are using in school

Part II is designed in a multiple-choice format with a five-point Likert scales For this study, a five-point Likert scale is used as it is widely accepted as a proxy interval level of measurement, in line with common practice in educational research Participants respond to each item on a 5-point Likert Scale, which represent the extent to which a given statement is applied to them

Some interview questions ( see Appendix 2) are raised for EFL high shool teachers in Phu My District to get better insights into the research questions The interviews include 6 questions for 16 teachers While teachers give their answers, the researcher takes notes of key points All of the interview questions are about the same matters as shown in the questionnaire

In addition, 5 interview questions are in Vietnamese to facilitate 10th graders from 4 high schools understanding of the topic In this study, the researcher has translated her written notes into English

It is noticed that the personal identity information of all research participants has been coded by using the English pseudo names for the group of Vietnamese teachers and using Alphabet letters for the group of students at four schools in Phu My District

Back ground information of the interviewed teacher group

No Pseudo name Year(s) of experience

1 Ms Linda More than 5 years April 18, 2023

2 Ms Anna Under 5 years April 18, 2023

3 Mr Jonh More than 10 years April 18, 2023

4 Ms Misa More than 5 years April 18, 2023

5 Ms Lucy More than 10 years April 20, 2023

6 Ms Billy More than 10 years April 20, 2023

7 Ms Ken More than 5 years April 20, 2023

8 Ms Lina More than 10 years April 20, 2023

9 Ms Kelly More than 10 years April 23, 2023

10 Ms Tulen More than 5 years April 23, 2023

11 Ms Nile More than 10 years April 23, 2023

12 Ms Mike More than 10 years April 23, 2023

13 Ms Lizz Under 5 years April 26, 2023

14 Ms Bill More than 10 years April 26, 2023

15 Ms George More than 5 years April 26, 2023

16 Ms Mina More than 10 years April 26, 2023

Back ground information of the interviewed student group

No Name School Timeline for the data gathering

Data Collection Procedure

To collect the data for the study, nine questions for students, eight questions for teachers as well as six and five interview questions for teachers and students respectively are designed to collect information They had been carefully revised based on the comments from the researcher’s colleagues as well as the supervisor

To make it easy in analyzing data, 326 photocopied copies of the questionnaire for students and 16 copies of the questionnaire for teachers are delivered during the class time Before giving the questionnaires to the respondents, the researcher explains the purpose of the questionnaire, the requirements for the respondents and answers any questions asked by them Then, they are instructed to take as much time as they need to complete the questionnaire To make sure the collected questionnaires are all correctly completed, the researcher asks for permission to have another contact with the respondents after data collection so that she could clarify any unclear responses

Six interview questions are answered by 16 teachers of English from My Tho, Phu My 2, Phu My 1 and Nguyen Trung Truc High schools

At break time the researcher present five questions to three 10th graders from each high school Each student takes about 5 to 7 minutes to respond to the interview questions

The data collected from the survey questionnaire and the interview are studied and analyzed to find out the teachers and students’ perceptions of the use of pre-listening activities in Tieng Anh 10 (Global Success) in Phu My District From the findings, the research gives some recommendations to apply pre-listening activities in teaching this skill.

Procedure for Data Analysis

The data analysis is started when the data collection is completed To address the study questions and achieve the goals, data analysis techniques using both quantitative and qualitative approaches are used The quantitative data are gathered, coded, tabulated, analyzed, reported, and interpreted in a way that complemented the study's conclusions First, Number (N) and percentage (P) are calculated for the data collected via a questionnaire using five-point Likert scales After that, the data are categorized and analyzed using Microft Excel 2010

For qualitative data analysis, the data obtained through interview questions are transcribed Then, raw data from interviews are analyzed qualitatively to give futher explanation of teachers’ and students’ perceptions of pre-listening activities in the new text book And based on the analyzed quantitative and qualitative data, the researcher compares the perceptions by teachers and students of the pre-listening activities to clarify this research Finally, conclusions and recommendations are made based on the findings.

Research Reliability and Validity

In the present study, the questionnaire for students is adapted mainly from Thao V.T (2013) as well as the questionnaire for teachers is adapted form

Ha N.T.D and An H.T.V (2023) , which many researchers commonly use as a research instrument to explore teachers’ and students’perceptions of pre- listening activities However, the researcher does reconsider and adjusts the questionnaire to suit the research setting as well as the aim of the study.

Legal And Ethical Considerations

Before conducting this study, the researcher asks four high schools in Phu My District in Binh Dinh Province for permission and the approval of the instructor teaching the course to conduct the research in eight classes of 4 high schools Before data collection, the purpose of the research about pre-listening activities in the class is explained carefully to research participants Before, during, and after the implementation of the study, the researcher keeps trying to make participants feel comfortable and free from the fear of being evaluated or scrutinized In addition, their personal information shared through questionnaires and interviews is merely used for research purposes and is promised to be kept confidential.The above efforts are made to maintain respect for the participants of the study as well as to ensure that the study is conducted ethically and legally.

Conclusion

In conclusion, this chapter has discussed the methodology, which is regarded as the key part of the study As a result, every aspect of methodology, including research design, research site, participants, teaching materials, instruments, procedures, data analysis, and ethical issues, is described carefully The next chapter, Chapter 4, presents the study's findings.

FINDINGS AND DISCUSSION

Students’ Perception of Pre-listening Activities in the Textbook “English 10” (Global Success)

4.1.1 Discussion of The Results Collected by Means of The Questionnaire

To gauge students’ perceptions of pre-listening activities in listening skill, a questionnaire is employed in the present study to answer the first research question: “What are high school students’ perceptions towards pre- listening in learning listening skills?” The data gathered by means of nine questions for students can be analyzed one by one as follows:

4.1.1.1 Students’ Perceptions towards Listening Skill

Students’ opinion on the importance of listening skill

As shown in figure 1, the majority of participants believe that listening is an essential skill for learning English in school (99,1%, including 58% who

Very Important Important Quite important Not very important Not very important at all believe it to be very important, 27,3% who believe it to be important, and 13,8% who believe it to be quite important), while less than 1% disagree The "not important at all" response is only selected by one student These figures reflect the participants' need of practicing listening to English in classroom contexts

In other words, listening assists students in language learning It encourages students to communicate and pick up three other skills

The views of students toward learning listening

According to Figure 2, it is evident that approximately 80% of the students consider learning listening skills to be challenging, with nearly 18% finding it very difficult and over 60% finding it difficult In contrast, more than 15% of students believe that learning to listen is not very challenging for them

On the other hand, very few students think that acquiring listening skills is easy, with only about 3% finding it quite easy and 1% finding it very easy in that order Therefore, it can be observed that the majority of students encounter significant difficulties in the process of acquiring listening skills

Very difficult Difficult Not very difficult Quite easy Very easy

4.1.1.2 Students’ View about the Necessity of Pre-listening Activities

The answer to the question of whether or not pre-listening activities are essential for instructing and acquiring listening skills is shown in the table below:

Students’ view about the necessity of carrying out pre-listening activities

(1 Very necessary, 2 Necessary, 3 Quite necessary, 4 Not necessay, 5 Not necessary at all)

1 2 3 4 5 a being given new vocabulary and grammatical structures related to the text's topic

60,1% 27,3% 11% 0,9% 0,6% b consulting in groups or in pairs about the questions relevant to the passage's content

15,6% 49,1% 28,8% 4,6% 1,8% c observing pictures, listening to music, or watching brief videos regarding the subject of the listening session

28,2% 40,2% 23,6% 7,4% 0,6% d focusing on a few pre- listening questions about the text of the passage:

Yes/No questions Open- ended questions e using games to express the concept of listening passage

The results shown in Table 4.1 indicate that the responses in this section range from "very necessary" to "not necessary at all" for all items Item 3a reveals that nearly 99% of the participants consider it “very necessary”,

“necessary”, or “quite necessary” to be taught new vocabulary and grammatical structures related to the topic of the listening passage In contrast, only 1,5% believe it is “not necessary” and “not necessary at all”, with 0,9% and 0,6% respectively In items 3b, 3c, and 3d, the percentage of students who choose “very necessary” is relatively low, with only 15,6%, 28,2%, and 30% respectively, compared to the percentages of students who tick “necessary” with rates of 49,1%, 40,2%, 42,6%, and 39%

Furthermore, looking at the table, we can see that the percentage of students choosing “not necessary” and “not necessary at all” is very low In items 3a, 3c, and 3d, the percentages are below 1%, while items 3b and 3e have the same rate of 1,8% It is evident that the majority of students recognize the importance of pre-listening activities Item 3a indicates that the percentage of students considering “very necessary” to be provided with new vocabulary and grammatical structures related to the listening passage is the highest at 60,1% Additionally, item 3e shows that only 20,9% of students believe that it is very necessary, while 39% consider it is necessary, but more than 12% of students choose "not necessary" for the activity of using games for the pre-listening stage This demonstrates that quite a few students are interested in this pre- listening activity

4.1.1.3 Students’ View about the Teacher’s Frequency of Using Pre-listening Activities

In response to question 5, participants are asked to comment on how frequently the teacher uses pre-listening activities The table below shows the outcomes of the answers

Students’ view about teacher’s frequency of using pre-listening activities in class

(1 Always, 2 Often, 3 Sometimes, 4 Rarely, 5 Never)

1 2 3 4 5 a Vocabulary and structures related to the content of the listening material

47,5% 37,4% 14,1% 0,6% 0,3% b Discussion of questions related to the topic of the listening material in pairs or groups

16,9% 34,7% 36,8% 9,2% 2,5% c Short videos, music, or visual images related to the topic of the listening material

14,4% 28,5% 42,0% 13,5% 1,5% d Answering a set of questions related to the content of the listening material, including

Scale rating Question 5 true/false, yes/no questions, and open-ended questions e Introduction to the topic of the listening material through games

The results in Table 4 2 reflect students' perspectives on the frequency of using pre-listening activities by teachers in the classroom It can be seen that the frequency of using activities that providing new vocabulary and grammar related to the listening material is very high with 99% of students, 47,5% of students choosing "always" and 37,4%, 14,1% choosing "usually” and

“sometimes” In contrast, it is clear that less than 1% of students choose "rarely" and "never” with 0,6% and 0,3% respectively The proportion of respondents who choose "usually” and “sometimes" in item b is relatively high at 34,7% and 36,8% in order Meanwhile, the percentage choosing "always" is much lower at 16.9% The percentages of students selecting "rarely" and "never" in this category are 9,2% and 2,5% respectively Looking at item c, 42% of students select "sometimes," which is nearly twice as many as those who select "often." The percentages of students who pick "always" and "rarely" are, however, rather similar to one another at 14,4% and 13,5%, respectively Less than 2% of students select "never" in this item Looking at item c, 42% of students select "sometimes," which is nearly twice as many as those who select "often" The percentages of students who pick "always" and "rarely" are, however, rather similar to one another at 14,4% and 13,5% respectively Less than 2% of students select "never" in this item The majority of students in category e (31,9%) elect "sometimes" as their frequency of usage Meanwhile, the percentages of students choosing "rarely" and "never" are higher than the percentage of students choosing "always," at 17,8%, 13,2%, and 12,6% respectively Within this item, "often" is selected by 24,5% of the participants

In general, according to the students' opinions, one of the easiest ways in the pre-listening stage is to explain and define vocabulary and structures, as shown by the results mentioned above To help them with their listening process, it may be claimed that most students learn vocabulary and grammar during the pre-listening stage This may be a typical practice utilized in the initial phases of listening because it quickly introduces students to vocabulary and grammatical structures that are important for them to understand This result is comparable to one from a study by Thao V.T (2013), who discovered that the majority of students (86%) received instruction on vocabulary and grammar at the first stage of listening Additionally, according to learners, asking content-related questions and engaging in pair or group discussions about the listening material are other activities commonly used in class These parts are still widely utilized because they probably have a significant role in helping students understand the listening passages By contrast, observing pictures listening to music, or watching brief videos as well as using games related to the listening lesson are less frequently used This is in line with the result of the previous research on pre-listening, predicted that planning games takes a lot of time Second, controlling these activities is harder for teachers, especially those who are young and the need for pre-listening tasks by the students may be the third reason teachers use them (Thao V.T., 2013)

4.1.1.4 Students’ Preferences for Pre-listening Activities

The choice of the students for pre-listening activities is investigated in Question 6 Five activities are preferred: instructor brainstorming (question 6a), method discussion (question 6b), pre-teaching of new words (question 6c), introducing the listening topic (question 6d), and kinds of questions (question 6e) More than one response is valid to this question The findings are calculated and shown in percentages of alternatives selected in the charts below

Students’ preferenece for teacher’s instruction

As demonstrated in the above statistic, a majority of students choose vocabulary and associated grammar instruction during pre-listening activities, with more than 90% of students preferring Following that, approximately 90% of the students like activities that assist in guessing the answer during the listening part; this is likely a reflection of their motivation to select the right response on their listening tests Less than 50% of the students expect that they notice the activity in which they have to determine the passage's main ideas This finding aligns with a research by Mui (2014), who found that most students find listening to be challenging because they lack related vocabulary and structures and it is reasonable to conclude that students prefer to be taught vocabulary and structure before the listening stage

Students’ preference for method discussion

100% pre-teaching words and structures guessing main ideas of the listening passage guessing the answers to questions

Discussion is one of the activities that promotes student interaction In the pre-listening section, students prefer discussing in pairs to discussing in groups, with rates of 84,6% and 58,2% respectively, according to figure 4 It could be because discussion in pairs encourages students to share knowledge and ideas about the listening material easily than working in groups On the other hand, very few students enjoy presenting in front of the entire class because it takes a lot of time and it can be beyond their language competence

In addition, this activity may make many students passive and cause them to lose interest in the lesson

Students’ preference to pre-teaching vocabulary

In pairs In groups whole class

Explaining the words in English

Translating the words into Vietnamese

One of the methods that teachers often use in pre-listening is to provide vocabulary related to the listening lesson Looking at the figure above, it is obvious that nearly 68% of the students strongly prefer learning vocabulary through Vietnamese translation This finding is aligned with Mui N.T.(2014) who explains that the majority of non-English major students lack vocabulary and it might be challenging for them to determine whether or not a new word can be comprehended by another word or phrase Because Vietnamese speakers are more at ease with their original tongue, the context in phrases or circumstances so translating into Vietnamese seems very simple to guess and understand the meaning of new words or structures Besides, the use of pictures and gestures by teachers to explain vocabulary is also expected by students with more than 50 percent choosing it It can be seen that many students enjoy being taught words through pictures because vivid images can increase interest and help students remember vocabulary On the contrary, based on the chart above, it is obvious that the students' expectations of the use of antonyms and explanations in English are quite low with nearly 24% and 33% respectively, probably because most of the students participating in the survey are from rural areas, so explaining the meaning in English or using synonyms and antonyms will be more challenging for students This result is in line with Thao's (2013) study, which explains that majority of the survey participants are from the suburbs Because of their limited vocabulary and previous knowledge, explaining terms using English or synonyms and antonyms may make them confused

Students’ expectation for providing the content of the listening passage

Introducing the content of the listening is also an important part of the pre-listening section, which helps students not to be confused when entering the listening section and also helps students guess that they will focus on the main ideas of the listening test and assist them in completing the listening better In order to introduce the material for the listening lesson, teachers frequently use a variety of teaching techniques depending on the students' level of understanding Looking at the chart above, it can be seen that teachers used pictures, topic titles and selected group discussions almost the same with nearly 32%, 28% and 30% respectively By contrast, nearly 80 percent of students prefer to be introduced to the listening content through teacher’s suggestions Students also appreciate teachers’ use of these short videos to introduce the listening content with a rate of more than 40% In general, it can be seen that from the above chart, students expect the teacher to explain and clearly suggest of the content the most; it seems that this can help students absorb the listening content more easily

Using pictures Using short videos Using title of the topic Suggestions given by teachers.

Students’preference for kinds of questions

Teachers’ Perceptions of Pre-listening Activities in the Textbook “Tieng

4.2.1 Discussion of the Results Collected by Means of the Questionnaire

To investigate teachers’ perceptions of pre-listening activities in listening skill, a questionnaire is employed in the present study to answer the second research question: “What are high school teachers’ perceptions towards pre-listening in learning listening skills?” The data gathered by means of eight questions for teachers can be analyzed one by one as follows:

4.2.1.1 Teachers’ Perceptions towards Listening Skill

Teachers’ perceptions towards listening skill

Figure 10 makes it clear that listening is one of the critical abilities for students 100% of the teachers believe that listening skill is essential, with 62.5% believing it to be “very important”, 31.25% considering it to be

“important”, and 6.25% assuming it to be “quite important” It is very obvious that nobody doubts the significance of listening skill

4.2.1.2 Teachers’ Perceptions of Pre-listening Activities

Teachers’ perceptions of pre-listening activities

Very important Important Quite important Not important Not important at all

Very important Important Quite important Not important Not important at all

Looking at the figure 11, almost all teachers (15 out of 16) agree that teaching pre-listening is very important and important with 62,5% and 31,25% respectively This finding aligns with the perspective presented by Duc L.T.M

(2018), who also states that a large proportion of teachers are aware of the significance of pre-listening activities in teaching English listening skills and consider them valuable By contrast, there is a teacher thinking that pre- listening is quite important (6,25%)

4.2.1.3 Teachers’ Frequency of Using Pre-listening Activities

Teachers’ frequency of using pre-listening activities

Teachers’ frequency of using pre-listening activities

Always Often Sometimes Rarely Never a Vocabulary and structures related to the content of the listening material

50% 18,75 18,75 12,5 0 b Discussion of questions related to the topic of the listening material in pairs or groups

6,25 25 31,25 37,5 0 c Short videos, music, or visual images related to the topic of the listening material

18,75 25 18,75 37,5 0 d Answering a set of questions related to the 12,5 25 31,25 31,25 0 content of the listening material, including true/false, yes/no questions, and open- ended questions e Introduction to the topic of the listening material through games

Table 4.4 shows that the pre-listening activities selected by the teacher for the class varied It is obvious that every task has a different purpose, giving teachers alternatives for each session It is notable that over 90% of the teachers teach listening-related vocabulary and structures in the pre-listening section, with 50%, 18,75%, 18,75%, and 12,5% of the teachers choosing “always”,

“often”, “sometimes” and “rarely” respectively, according to Table 4.4 Following that, teachers also use group discussion activities and visual aids to introduce listening topics, with 62,5% of teachers utilizing various frequencies In the questions used in the pre-listening section, the teachers also use them with a very flexible frequency, with 12,5% always using them in class, 25% often, and 31,25% sometimes Moreover, 31,25% of the teachers rarely use questioning in the pre-listening

In the survey of teachers of 4 high schools in Phu My district, it can be seen that the activity of using games in the before you listen seems to be less popular because nearly 70% of the teachers rarely use them in the lesson

4.2.1.4 Teachers’ Perceptions of The Most Suitable Pre-listening Activities for students

Teachers’ perceptions of the most suitable pre-listening activities for students

The teachers need to consider all the factors affecting the selection of activities, especially the content of the text, students’ levels and backgrounds and the sub skills of listening they want to focus in the lesson or types of listening comprehension tasks (Underwood, 1989) They can use the different activities that best fit their needs in order to help students improve their listening

To students of grade 10 in high schools in Phu My province, pre-teaching vocabulary and structures is very necessay and that’s why nearly 70% of teachers think it is suitable for students Contrary to the results, the findings of Duc L.T.M (2018) finds that vocabulary pre-teaching is considered less effective by the teachers in that study, and almost all teachers in Duc L.T.M's study do not highly evaluate vocabulary introduction activities The difference might be due to the different participants in the two studies In my study, all students are from rural areas, so their access to the English language is limited, and they may not have as many resources as students in other areas Therefore, their listening proficiency is lower, and one of the main reasons is the lack of

A: Prediction of the content of the listening passage

B: Pre-teaching new vocabulary or grammatical structures

C: Using visual aids to introduce the topic of the listening passage

D: Discussion E: Previewing the listening task

F: Brainstorming G: Questioning H: Using games to introduce the topic of the listening passage vocabulary Hence, most teachers in this study tend to apply vocabulary teaching activities for the pre-listening phase

Besides, using visual aids and discussion are believed to be in accordance with students because these activities may draw students’ attention and generate their interest, with 56,25% and 43,75% in this order From the chart it is also clear that the percentage of teacher’s choice is 24,75%, 12,25% and 6,25% respectively for prediction, brainstorming and questioning Noticeably none of the teacher thinks previewing and using games before listening are the most suitable to the students

4.2.1.5 Teachers’ Preferences to Carry out Pre-listening Activities

Teachers’ preference for helping students brainstorm

According to Figure 13, it is obvious that 13 teachers (81,25%) frequently encourage students to come up with ideas for the main points of the listening text Nine teachers choose helping students to identify or guess possible answers in the listening Only 7 teachers, which is 43,75%, prefer to use vocabulary and grammar to stimulate students' thinking

Vocabulary and grammatical structures in the listening passage

Main ideas in the listening passage Possible answers to the questions in while stage

The reason for this might be that many teachers believe that asking students to infer the main ideas of the passage in the pre-listening phase is crucial Students can perform better in the listening task if they grasp the main ideas beforehand and this can also boost their confidence during the listening process Moreover, by inferring the main ideas before listening, students can anticipate the necessary answers for the exercise, which is why many teachers prefer to assist students in inferring possible answers

On the other hand, helping students to brainstorm vocabulary and grammar related to the content of the listening seems challenging for students Therefore, only a few teachers opt to use this approach

Teachers’ preference for discussion method

CONCLUSION AND IMPLICATIONS

Conclusion

The present study is conducted at four high schools in Phu My District

It aims to explore teachers and students’ perceptions of pre-listening activities in the textbook “Tieng Anh 10” (Global Sucess) being a new material carried in the school years 2022-2023 A total of 326 high school students and 16 English teachers are chosen as the participants in the study Through the data analysis and discussion of the data collected from the questionnaires and interviews, it is possible to give the following conclusion as follows

According to the students' findings, it is evident that students highly appreciate pre-listening activities Most students rate the importance of pre- listening in enhancing their listening skills Additionally, students have shown that teachers frequently and consistently use pre-listening activities before teaching listening comprehension Furthermore, students have expressed their expectations for pre-listening activities, such as their preference for vocabulary and related structures to be taught and guessing answers related to the listening passages Students also prefer working in pairs or groups to whole-class discussions They expect their teachers to provide listening content that matches their proficiency level or to use additional relevant short videos Regarding the types of questions, yes/no questions are the most preferred by students, possibly because they desire simple and easy-to-understand questions to aid their comprehension

Most students also point out that pre-listening activities motivate them to learn listening skills and improve their vocabulary With a solid foundation, they can approach listening exercises with more confidence, leading to a deeper understanding of the listening material and better performance on assignments Regarding students' perspectives on pre-listening activities in textbooks, many students highly appreciate these activities, finding them suitable for their proficiency level, beneficial, comprehensive, and diverse However, there are some students who find them dull and unhelpful Therefore, in the recommendations section, many students expect teachers to adjust pre-listening activities to match their proficiency level alongside the activities already present in the textbook Additionally, some students would appreciate teachers incorporating extra activities to make the learning process more engaging

Regarding the results from the teachers' findings, the majority of teachers highly value pre-listening activities, considering them crucial for teaching listening skills Furthermore, all teachers consistently and frequently use pre- listening activities in their teaching process When it comes to the most suitable activities for their students, most teachers believe that activities focusing on vocabulary instruction, using visual aids to introduce content, and facilitating discussions are appropriate and help students access the lesson more easily, aligning with their proficiency levels In terms of their preferences for implementing pre-listening activities, many teachers prefer using these activities to help students infer the main ideas of listening passages and enable them to guess possible answers in the listening material Additionally, all teachers enjoy organizing pair and group discussions during the class Using pictures in vocabulary instruction also seems suitable for their students' abilities, which is why many teachers favor this method in their vocabulary teaching

When it comes to using techniques for introducing listening content, teachers like to use their cues to help students understand the main content of the listening material Discussions and the use of visuals to engage students in the topic are also favored by many teachers In line with students' expectations, teachers often use yes/no questions to address issues When surveyed about the challenges they face when using pre-listening activities, most teachers mention that designing these activities consumes a significant amount of their time, and occasionally, they perceive that some activities fail to captivate students Regarding their perspectives on pre-listening activities in textbooks, more than half of the teachers believe that these activities are suitable for students, quite beneficial, and comprehensive None of the teachers finds the activities in the textbooks boring or unhelpful for students

However, when asked about necessary improvements for pre-listening activities, half of the teachers still believe that they should adjust and adapt activities to match students' proficiency levels Some teachers also suggest adding a few extra pre-listening activities alongside those already in the textbook Two activities mentioned by teachers are brainstorming and introducing vocabulary and structures related to the listening, as they believe that students in these schools have limited background knowledge Therefore, in addition to the activities provided in the textbook, supplementary activities in the pre-listening phase should be included to ensure that students are well- prepared for the "while listening" phase

According to the comparative findings, it is very clear that there are many similarities between the perspectives of students and teachers regarding pre-listening activities in general and activities related to textbook materials Although there are some differences, such as the teachers' vocabulary teaching methods not aligning with the students' expectations and the teachers' approach to addressing the content of listening materials not matching the students' expectations, overall, there is substantial coincidence in their viewpoints

The perception of pre-listening activities in textbooks also shows some variations because, from the students' perspective, some students still find these activities boring and unproductive, whereas no teacher believes that the pre- listening activities in the textbooks are unhelpful Perhaps it is precisely due to these slight differences that teachers need to consider students' viewpoints and expectations to adjust their teaching methods and apply pre-listening materials in a manner that is suitable and engaging for students Consequently, teachers can choose and adapt various methods to facilitate students' understanding and make the learning process more enjoyable

Perhaps for this reason, both students and teachers share the same perspective on the proposed addition of extra activities before listening.

Pedagogical Implications

In light of the conclusions drawn from the study, the pedagogical implications for both teachers and students should be put into consideration

The current study provides further supportive evidence of the use of pre- listening activities in the lesson as students show their highly positive perceptions of this stage in learning listening Hence, teachers should rely on students' perspectives to successfully adjust the methods used to organize pre- listening activities Additionally, the results obtained from this study emphasize that teachers should consider different viewpoints from students, thus selecting activities that align with students' learning needs and explaining further why teachers use those activities, with the aim of helping students achieve specific goals This approach may assist students in understanding the objectives behind the teacher's use of these activities and make it easier for them to comprehend

Besides, teachers should pay attention to some problems that might negatively affect students’ perceptions For example, some students may still find activities in the textbooks boring, so teachers need to encourage them, provide additional explanations regarding the benefits of these textbook activities, and possibly adjust activities to individual students Simultaneously, teachers can encourage students to actively participate in group work

With regard to the overuse of the mother tongue during the lesson and the expectation of teaching vocabulary through translation, teachers should encourage students to think and express their ideas in English Additionally, teachers should use simple words and easy-to-understand terms to explain new words to help students gradually become familiar with different learning methods instead of relying on translation However, it is permissible, but only to a certain extent, for example, in cases where students need to explain complex terms or concepts

Finally, based on the survey results regarding the challenges teachers face when organizing pre-listening activities, most find it time-consuming to design various activities Therefore, it may be advisable for teachers to collaborate in groups and divide tasks, explore additional beneficial and interesting activities They can collectively search for and share related educational resources to save time and diversify teaching methods and activities during the teaching process.

Limitations

Despite the researcher’s considerable efforts, certain limitations in this study can be identified, such as the number of participants, time constraints, and other unexpected factors In the first place, the number of teachers taking part in the survey is limited Only sixteen teachers are carried out in total There are still many teachers with less than 10 years of experience Second, the result of the research is meaningful only in a specific context, which is the implementation of pre-listening activities in the standard textbook “Tieng Anh

10” (Global Success) at four high schools in Phu My District in Binh Dinh province Therefore, if the study were conducted on a large scale with more participants, the results would be more reliable Additionally, the discussion of this thesis only focuses on some main points regarding the three research questions, while the interviews of teachers and students provide a lot of ideas related to the use of pre-listening activities in teaching and learning listening skill It is impossible to cover all the aspects emerging the interviews in the field of pre-listening stage Despite the above-mentioned shortcomings, the research’s serious work, data collection, and research methodology have well retained the validity and reliability of the results.

Recommendations and Suggestions for Further Research

Considering the contributions and limitations of the research, several suggestions for further studies have been made First and foremost, the study carries out an investigation into students’ and teachers’ perceptions of pre- listening activities in the new textbook “Tieng Anh 10” (Global Success) at four high schools in a District of Binh Dinh Province but does not include all high schools in the province Therefore, future studies may expand to explore more than a small place to gain more reliable findings Second, because there are only a few activities selected for this study, it is advised that more pre-listening activities be used to investigate a wider variety of activities to help students improve their listening abilities Last but not least, in this study, the research surveys the activities in the pre-listening phase, not in while and post listening Hence, further research on using while- and post- listening activities seems to be of great usefulness

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TRANSLATED VERSION OF THE QUESTIONNAIRE FOR

The following question is designed to collect data for the Master's thesis topic: " A study on teachers’ and students’ perceptions of the use of pre- listening activities in tieng anh 10 (global success) in Phu My District”

We hope you will take some time to answer the questions honestly and accurately Your responses will be highly appreciated and will be of great help in developing your teaching and learning skills in a better way in school All information you provide will be used for research purposes and all your personal information will be kept confidential

Before answering the question, please tick the box with your information

School: Class: Years of studying English: Currently using the English 10 textbook (Global Success): ☐ Yes ☐ No

1 How important do you consider learning Listening Skills at school?

☐ Very Important ☐ Important ☐ Quite important

☐ Not very important ☐ Not important at all

2 How do you perceive the difficulty level of learning listening skills?

☐ Very Difficult ☐ Difficult ☐ Not very difficult

3 How would you rate your own listening ability?

4 In your opinion, what is necessary to do before listening in order to enhance your listening skills?? (Please mark the appropriate box: 1 Very necessary, 2 Necessary, 3 Quite necessary, 4 Not necessay, 5 Not necessary at all)

1 2 3 4 5 a being given new vocabulary and grammatical structures related to the text's topic b consulting in groups or in pairs about the questions relevant to the passage's content c observing pictures, listening to music, or watching brief videos regarding the subject of the listening session d focusing on a few pre-listening questions about the text of the passage: True/False questions, Yes/No questions Open-ended questions e using games to express the concept of listening passage

5 How frequently does your teacher incorporate pre-listening activities?

(Please mark the appropriate box with the level of frequency: 1 Always, 2 Often, 3 Sometimes, 4 Rarely, 5 Never)

1 2 3 4 5 a Vocabulary and structures related to the content of the listening material b Discussion of questions related to the topic of the listening material in pairs or groups c Short videos, music, or visual images related to the topic of the listening material d Answering a set of questions related to the content of the listening material, including true/false, yes/no questions, and open-ended questions e Introduction to the topic of the listening material through games

6 Before listening, what activities do you want your teacher to implement?

(You can mark one or more answers) a Help with critical thinking:

Pre-teaching words and structures

Guessing main ideas in the listening passage

Guessing the answers to questions while listening b Require students to discuss:

In pair In groups With the whole class c Introduce new words using:

Synonyms and antonyms d Introduce the content of the listening through:

Pictures Short videos Title of the topic

Suggestions given by teachers Discussing in pairs/groups e Use types of questions:

4-choice question True/False questions Open-ended questions Other pre-listening activities taught to you: Which pre-listening activity do you like the most in class? Why?

7 In your opinion, what are the advantages of pre-listening activities?

(You can mark more than one answer)

Make learners motivated to learn listening

Help you understand the listening material better and achieve better results Enhance communication skills

Learn more vocabulary and grammar structures

Boost your confidence during listening tasks

8 What do you think about the pre-listening activities in the English 10 (Global Success) textbook?

Being suitable to the students' level

Being useful and raise students’ motivation

9 In your opinion, what can be done to improve pre-listening activities to help students listen more easily?

Increasing the variety of pre-listening activities

Adapting pre-listening activities in the textbook on a regular basis to students' levels

Limiting the number of pre-listening activities

Use pre-listening activities more ofen

The following question is designed to collect data for the Master's thesis topic: “A study on teachers’ and students’ perceptions of the use of pre- listening activities in tieng anh 10 (global success) in Phu My District”

We hope you will take some time to answer the questions honestly and accurately Your responses will be highly appreciated and will be of great help in developing your teaching and learning skills in a better way in school All information you provide will be used for research purposes and all your personal information will be kept confidential

Before answering the question, please tick the box with your information

1 How do you find the importance of listening skill?

Very important Important Quite important

Not important Not important at all

2 How do you find the importance of pre-listening activities to students’ listening performance?

Very important Important Quite important

Not important Not important at all

3 How often do you use the following pre-listening activities?

Teachers’ frequency of using pre-listening activities

Always Often Sometimes Rarely Never a Vocabulary and structures related to the content of the listening material b Discussion of questions related to the topic of the listening material in pairs or groups c Short videos, music, or visual images related to the topic of the listening material d Answering a set of questions related to the content of the listening material, including true/false, yes/no questions, and open- ended questions e Introduction to the topic of the listening material through games

4 Which pre-listening activities do you think is the most suitable for the students?

(You may choose one or more than one responses)

A: Prediction of the content of the listening passage

B: Pre-teaching new vocabulary or grammatical structures

C: Using audio-visual aids to introduce the topic of the listening passage D: Discussion

H: Using games to introduce the topic of the listening passage

5 What do you usually use the following teaching techniques to carry out pre-listening activities?

(You may choose one or more than one responses) a You help students brainstorm:

Vocabulary and grammatical structures in the listening passage

Main ideas in the listening passage

Possible answers to the questions in while stage b You ask students for discussion

In pairs In groups With the whole class c You pre-teach new words/ phrases/ structures that appear in the listening text by using:

Explaining the words in English

Synonyms or antonyms d You introduce the content of the listening passage through:

Short videos, pieces of music

The title of the text

Given cues e You use types of questions:

6 What problem(s) do you come across when using pre-listening activities?

A It is difficult to design them

B Designing them is time- consuming

C Doing pre-listening activities in a listening lesson is time consuming

D handling them is sometimes out of control

E Sometimes the activities used are not of the students’interests

7 What do you think of the pre-listening activities in the text book “ English 10” (Global Success)?

A Suitable for students’background and levels

B Useful and rasing students’ motivation

8 In your opinion, what should be done to improve pre-listening tasks in the textbook?

A Add more various kinds of pre-listening activities

B Adapt pre-listening activities in the text books regularly to suit students’ levels

C Reduce the number of pre-listening activities

D Use pre-listeninf activites more frequently

THANK YOU VERY MUCH FOR YOUR ASSISSTANCE!