Nghiên cứu thái độ của học sinh lớp 12 trong giờ học nghe tại một trường thpt tại tỉnh bắc ninh

VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES faculty OF POST-GRADUATE studies ĐỖ THU HÀ A STUDY ON THE ATTITUDES OF 12TH GRADE STUDENTS IN LISTENING LESSONS AT A HIGH SCHOOL IN BAC NINH PROVINCE (Nghiên cứu thái đô ̣ của ho ̣c sinh lớp 12 giờ ho ̣c nghe Tại một trường THPT ở tỉnh Bắc Ninh) M.A MINOR PROGRAMME THESIS FIELD CODE : ENGLISH METHODOLOGY : 60.140.111 Hanoi, 2013 VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES faculty OF POST-GRADUATE studies ĐỖ THU HÀ A STUDY ON THE ATTITUDES OF 12TH GRADE STUDENTS IN LISTENING LESSONS AT A HIGH SCHOOL IN BAC NINH PROVINCE (Nghiên cứu thái đô ̣ của ho ̣c sinh lớp 12 giờ ho ̣c nghe Tại một trường THPT ở tỉnh Bắc Ninh) M.A MINOR PROGRAMME THESIS FIELD CODE : ENGLISH METHODOLOGY : 60.140.111 SUPERVISOR : DR MAI THI LOAN Hanoi, 2013 DECLARATION Do Thu Ha, hereby certify that my M.A thesis entitled “A study on the attitudes of 12th grade students in listening lessons at a high school in Bac Ninh province” is the result of my own research in the fulfillment of the requirement for Degree of Master of Arts at the Faculty of Post Graduate Studies – University of Languages and International Studies, Hanoi I commit that this thesis has not been submitted anywhere for any degree Hanoi, 2013 Đỗ Thu Hà i ACKNOWLEDGEMENT First and foremost, I would like to express my deepest gratitude to my supervisor, Dr Mai Thi Loan, for her invaluable inspiration, assistance, guidance and encouragement during the time I have tried to complete this thesis She has been willing to give help and advice whenever I expect I wish to take this opportunity to express my sincere thanks to all lectures and the staff of Department of Post Graduate Studies at University of Languages and International Studies, Hanoi for their interesting and helpful lectures and suggestions for the topic of my study I am in debt of many authors’ works and ideas, which enhance me to complete my study with sharp evidences My appreciation and gratitude are also extended for the teachers and students of grade 12 at Que Vo High School, who participated in doing the survey and responding to my interviews Last but not least, I wish to express special thanks to my husband and my beloveds for their everlasting, care and encouragement ii ABSTRACT In recent years, though the importance of listening in English learning has been acknowledged by researchers and educators all over the world, there remained a sad reality of English listening learning and teaching at Que Vo high school, Bac Ninh province Most of the students possess negative attitudes towards learning listening skill The study aims at exploring the attitudes of 12th grade students, reasons for these attitudes and their expectation during their English listening learning and proposing some suggestions for teachers to enhance students’ positive attitudes in listening lessons Three instruments, including questionnaires for students, class observations and interview questions with teachers, were employed to achieve the purposes of the study The subjects involved in this study were 120 students, including 50 males and 70 females belonging to two different fields of study, namely Natural Science and Social Science They were invited to participate in the survey questionnaire Besides, six teachers of English agreed to join the study to support the researcher better her research It was induced in the study that most students of 12th grade at Que Vo High School exhibited negative attitudes to learn listening skill, which resulted from the teachers’ behaviors, teaching methods and infrequent use of teaching aids, students’ lack of vocabulary, the gender and the field of study Based on the findings, some suggestions were given to teachers with the hope that they will collaborate with the school to make certain positive changes to this problematic reality iii TABLE OF CONTENTS DECLARATION i ACKNOWLEDGEMENT ii ABSTRACT iii TABLE OF CONTENTS iv PART A: INTRODUCTION 1 Rationale Aims of the study The research questions Significance of the study Scope of the study Method of the study Design of the study PART B: THE STUDY CHAPTER 1: LITERATURE REVIEW 1.1 Theoretical background of attitude 1.1.1 Definition of attitude 1.1.2 Language attitude 1.1.3 Aspects of language attitude 1.1.4 The role of attitude in language learning and teaching 1.2 Theoretical background of listening skill 1.2.1 Definition of listening and listening comprehension 1.2.2 The listening process 10 1.3 Review of previous studies related to language learning attitudes 12 1.4 Summary 13 CHAPTER 2: METHODOLOGY 14 2.1 The setting of the study 14 2.1.1 The school 14 2.1.2 The curriculum and text book 14 2.2 Participants 15 2.2.1 The teachers 15 2.2.2 The students 15 2.3 Data collection instruments 16 iv 2.4 Data collection procedure 17 2.5 Summary 17 CHAPTER 3: DATA ANALYSIS AND DISCUSSION 18 3.1 Data analysis on the questionnaires for students 18 3.1.1 Students’ attitudes towards learning English 18 3.1.2 Students’ attitudes towards learning listening skill 19 3.1.2.1 Students’ favorite English lessons 19 3.1.2.2 Students’ perception on the importance of learning listening 20 3.1.2.3 Students’ amount of time practicing listening………………………………20 3.1.2.4 Students’ behaviors in listening lessons 21 3.1.2.5 Students’ feelings in listening lessons 22 3.1.3 Students’ perception on factors affecting their attitudes towards learning English listening skill 23 3.1.3.1 Demotivational factors to learn listening skill of students 23 3.1.3.2 Motivational factors to learn listening skill of students 26 3.1.3.3 The teachers’ use of teaching aids and motivational strategies in listening lessons 27 3.1.4 Students’ expectation on learning listening skill 28 3.1.4.1 Students’ anticipation from the teachers 28 3.1.4.2 Students’ anticipation with the teachers’ use of motivational strategies during listening lessons 30 3.1.4.3 Students’ expectation from the school 31 3.2 Data analysis on class observations 31 3.3 Data analysis on teachers’ responses from the interviews 36 3.4 Summary 38 PART C: CONCLUSION 39 Summary of major findings 39 1.1 Findings from questionnaires for students 39 1.2 Findings from class observations 40 1.3 Findings from interview questions with teachers 40 Suggestions for teachers 40 Recommendations for further studies 42 Conclusion 42 REFERENCES 43 v APPENDIX I APPENDIX VI APPENDIX XII APPENDIX XVIII vi PART A: INTRODUCTION In this part, the researcher will present the rationale of the study, the aims, the research questions, the significance, the scope, the method and the design of the study Rationale Over the last few decades, many researchers have paid more and more attention to students’ attitude, the role of students’ attitude towards language learning and teaching It has been concluded in most of the studies that students’ attitude is an integral part of learning because there is a relationship between students’ attitude towards language learning and their language learning achievement Particularly, positive attitude could facilitate language learning while negative attitude may hinder it Consequently, it is worth doing research on students’ attitudes towards learning a foreign language and factors affecting such attitudes in order to enhance their learning success and achievement Besides, as listening skill, together with speaking skill, is considered the most important skills of the four basic skill in learning English, hence, to be able to listen and speak effectively is very essential for all English language learners According to Hubbard, John, Thornton & Wheller (1995), (quoted from Pangsapa, 2006: 111), listening is even more significant than speaking when one wants to be a successful communicator in English Supposing that you master English speaking proficiency, you can still get failure in interacting with others and make them confused if you have a poor listening skill However, the researcher has experienced the teaching career for six years, she has also had chance to work in two high schools where she has noticed that listening lessons have been neglected which results from the test – based teaching method Particularly, most of the teachers ignore listening and speaking lessons in order to focus on reading comprehension, grammar and vocabulary The students, therefore, merely spend most of their time learning what their teachers ask them, which includes new words, grammar rules to get good marks in their final exams Despite the crucial role of attitude and listening skill in language learning as mentioned earlier, there have never been any researches on students’ attitudes towards learning listening skill, especially on this issue at Que Vo High school To conclude, the study proceeds from three main reasons, the first of which lies in the decisive role of students’ language learning attitudes in their learning success and achievement Next, regardless of the importance of listening skill, it has been ignored at the researcher’ school, she thus wants to make some positive changes on this problematic reality Lastly, the researcher has found that there have never been any researches on students’ attitudes towards learning listening skill at the selected school Aims of the study The study aims at: - Exploring the attitudes of 12th grade students towards learning English and learning listening skill - Investigating the factors affecting their attitudes in listening lessons - Examining students’ expectation when learning listening skill - Proposing some suggestions for teachers to foster students’ positive attitudes towards learning listening skill The research questions With the given aims of the study, the study implies four research questions: 1/ What are the attitudes of 12th grade students at Que Vo high school towards learning listening skill? 2/ What factors affect their attitudes? 3/ What students expect during the listening lessons? 4/ What should the teachers to enhance their students’ positive attitudes to learn listening skill? Significance of the study The study has been conducted with the expectation that the findings will help teachers of English at Que Vo high school acknowledge the significance of listening skill in learning English, which forces them to spend more time and effort preparing listening lessons, giving students more interesting and effective classes listening lessons at a high school in Bac Ninh province” It aims at finding out your attitudes towards learning listening comprehension, the factors affecting your attitudes in listening lessons and your expectation on your English listening comprehension learning Your answers are important to the research and highly appreciated All the information provided by you in this questionnaire is to be used for the research purpose only (Only the researcher knows your answers, so please answer all the question as frankly and accurately as you can.) Thank you very much! Please tick in the answer that reflects your own reality - Sex: Male…………/ Female………… - Field of study: Natural Science/ Social Science Notes: - Natural Science includes Mathematics, Physics, Chemistry, Biology, Informatives… - Social Science involves Literature, History, Geography and Language - English Part A: Students’ attitudes towards the importance of learning listening comprehension Question 1: How important is learning listening comprehension in your opinion? Very important Important Not very important Not important at all Question 2:: Of five lessons in textbook English 12, which you like most? Reading Speaking Listening Writing Language focus Question 3: In your opinion, how important is listening learning? Very important Important Not very important Not important at all Question 4: How often you practice listening skill? Every day Sometimes Only in class Never Question 5: What you often in listening lessons? Tick the most appropriate column to your choice Strongly Agree Disagree Strongly Items agree VII Disagree I private things during listening lessons I enthusiastically raise my answers to my teacher’s questions I try to pass listening tasks when the teacher does not pay attention to me I always pay attention to my teacher’s lecture I actively participate in listening activities Question 6: How you feel about the listening lessons? Tick the most appropriate column to your choice Items Strongly agree Agree Disagree Strongly Disagree I am excited because I always give correct answers to listening tasks I am confident in giving answers to listening tasks I have good feelings in listening lessons I hate learning listening skill I am nervous when being called to response to my teacher’s questions I find learning listening skill a waste of time Part B: Students’ perception on factors affecting their attitude in listening lessons Question 7: How these following factors demotivate you to learn listening skill? VIII Items Strongly Agree My teacher is very unfriendly My teacher only care for good students, so the other students feel unconfident and dissatisfied My teacher is not fair in accessing students’ learning outcomes My teacher seldom uses teaching aids to motivate us My teacher’s teaching method makes me feel bored Listening tasks are too difficult to me Listening topics not meet my interest English tests not check listening skill, so I need not to learn it My parents advise me to focus on reading comprehension and grammar to get good results in tests and exams, learn listening skill later 10 Too large class makes me lose concentration 11 The class atmosphere is usually stressful, which makes me afraid of learning listening skill 12 The school facility for teaching listening skill is so poor IX Agree Disagree Strongly Disagree Question 8: Do these following factors encourage you to learn listening skill? Strongly Items Agree Disagree Agree Strongly Disagree I want to listen to and understand English songs and watch foreign films with English subtitle I want to get a good I want to study English people and culture I want to learn the pronunciation of native English speakers and to be native – like Question 9: How often does your teacher use these following teaching aids in listening lessons? Items Always Usually Sometimes Authentic listening (daily conversations, native speaker’s voice) Cassette tapes/ disc Teacher’s voice (teacher read the listening passage) CD/ VCD/ projector Only tasks given in the textbook Adapt tasks relevant to your students’ level Handout (extra tasks to help X Rarely Never your students thoroughly understand the listening passage) Pictures/ board/ video clips Music (songs, ) Part C: Students’ expectation in listening lessons Question 10: What you expect from your teacher in listening lessons? Strongly Items Agree My teacher give me positive feedbacks The teacher will be more friendly in order to foster encouraging class atmosphere The teacher will be fairer in accessing my learning outcomes Teacher will make use of teaching aids and motivational strategies more frequently to motivate us to learn listening skill Teacher will adapt listening tasks to make them suitable for my level Teacher sometimes find familiar listening topics of our interest to motivate us Teacher will provide us with vocabulary and background knowledge requisite for listening XI Agree Disagree Strongly Disagree tasks before each listening class Question 11: At which stage your teacher often motivate you? Warm – up Pre – listening While – listening Post - listening Question 12: What changes you desire from your school (the facilities and materials) You can have more than one choices a You want your school equip you all a modern room for learning listening skills b You expect the quality of cassettes and disc will be improved good enough and there are enough cassette as well as disc for all classes c You really want to have more reference books in English, especially books training listening skills for you to practice after each lesson APPENDIX CLASS OBSERVATION SHEETS CLASS OBSERVATION Time of observation: 45 minutes Date: August 23rd, 2013 Place: 12A1 Stage Teacher’s activities Warm – up Game: Touching the objects (8 minutes) -Divides the class into groups, A and B Each group gets a representative who is blindfolded to take part in the game - Gives students objects, one by one They in turn touch the object, name the object, and then write it on a piece of a paper A Hand/ Orange/ a Mirror/ Ear/ Lemon/ Inkpot/ Fountain pen/ Egg -T helps Ss continue the game in the same way until it ends -T asks Ss to uncover their eyes and asks them to write the words XII Students’ activities - Participate the games excitedly - The representative guesses the name of objects - The rest of Ss in two groups can help by giving the explanation / definition of the word on the board -The group with more correct words will win the game The initial letter of each word makes meaningful words: HOMELIFE - Group A win the game and get a big popcorn from the teacher - The class atmosphere is very encouraging -T leads into the new lesson Pre – Pre-teaching vocabulary -Elicits some new words that Ss listening (7 minutes) will hear in the listening exercise 1.reserve sth (for sb/sth) (synonym): book sth in advance coach (n) (picture) spread out (v) (miming + explanation) leftover (n) (explanation) flight (n) (definition) - Checks new words by giving explanation in English and asks students to give Vietnamese equivalents Pre Activity 1: Listen and Tick (task 1, p 16) listening -Tells Ss they are going to listen (23 to the conversation between Paul minutes) and Andrea, talking about their family -Asks Ss to listen and tick what is true or false about them -Lets Ss listen for the second time if necessary - Asks students to compare answers with their partner - Asks students give answers with clear evidence in the tapescipt - Concentrate on teacher’s explanation and give answers right after teacher’s questions (About half of the students express enthusiasm on this activity) - Listen to listening passage and give answers - Most students can give correct answers with convincing evidence Students are quite involved in this activity Activity 2: Listen and take notes (task 2, p 17) - Do what the teacher tells them -T asks Ss to listen again only quite well once and note down two things that are different about Paul’s and Andrea’s family - Only about 20 students raise XIII -T asks Ss to write their answers their hands to give answers on the board and check with the class -T asks students to give the correct answers with clear explanation Post – Speaking: Personalization -Asks Ss to work in groups to - Most students join actively in listening (7 minutes) interview one another to get and this activity to interview their give information about the partners to get information about members of their family their family members * Suggested ideas: - Three groups at the end of the their ages / names / what they class express to be rather / what they are like / what they passive are interested in / how they are similar or different -T goes around the class and helps Ss when necessary -T invites some Ss to present their preparation -T takes notes of Ss’ mistakes for later correction -T makes comments on what Ss have (The teacher keeps smile on his lips all the time and gives compliments to students when they give correct answers The researcher finds a good interaction between teacher and students) CLASS OBSERVATION Time of observation: 45 minutes Date: August 24th, 2013 Place: 12A3 Stage Warm – up Teacher’s activities Prelistening - Leads- in: In today’s listening section, you will hear the conversation No warm up XIV Students’ activities (10 minutes) between Paul and Andrea talking about their family - Has students pay much attention to the words and how they’re - Students pay attention to pronounced and tells students that the teacher pronounce new they’re given cues helping them to and read after her listen to the text well * Vocabulary: (Listen and repeat) +Leftovers / `left әu vәz/: food that has not been eaten at the end of a meal (thức ăn thừa) + Spread ( v) out /spred/ = to cover a large area : trải +To reserve: = to book sth in advance: - The class atmosphere is discouraging đặt trước +Flight(n) = a journey made by air : chuyến bay - Checks new words by read English words and students give Vietnamese equivalents While – listening (25 minutes) Task 1: Listen to the conversation between Paul and Andrea and decide whether the statements are T or F and then correct the false statements - Asks students to read through the questions - Do every thing the - Play the tape two times teacher asks them - Asks Ss to individually then compare the answers with a partner - Plays the tape again, has students - Give answers correctly listen and check the answers - Calls some Ss to give the answers (does not require evidence) - Checks and gives feedback - Follow all activities *Task 2: Note down two things that organized by the teacher, are different about Paul’s and but only some of them Andrea’s families really express positive - Asks students to read through the behaviors questions XV - Lets them the task without listening again - Plays the tape twice - Ask students to Task then compare the answer with a partner - Plays the tape again, has students listen and check the answers - Asks some students to read the answers - Check and gives feedback - Asks Ss to work in groups of 4, discuss the importance of family in a person's life - Asks some Ss to present their discussion in front of the class - Gives students marks Work in groups and discuss - Only five groups take part in the activity dynamically - The other still work in groups, but less actively (The teacher seems to be serious and unfriendly and the students are not interested in the lesson About a third of the students join the listening actively while most of them not) CLASS OBSERVATION Post – listening (10 minutes) - Time of observation: 45 minutes Date: September 3rd, 2013 Place: 12A15 Stage Warm – up Pre – listening (15 minutes) Teacher’s activities Students’ activities No warm up stage - Leads in the lesson - Pre – teach new words and says students that these words will appear in the listening passage - Listen to the teacher - Write down new words - Explains new words in English and then translates into Vietnamese at the same time _ Asks students to write down the new words and their Vietnamese XVI equivalents on their notebooks While – Task 1: Listen to the conversation listening between Paul and Andrea and decide whether the statement are true (T) or false (F) (20 minutes) - Asks students to work individual and get the answers (the teacher read the listening passage twice) - Asks students to share answers with a partner - Calls on students to give answers only (not ask for explanation) - The class atmosphere is very quiet -Listen to the teacher reading the listening passage twice and the task - Share answers with a partner - Many students raise their hands to give answers (but when the observer borrows - Corrects answers and asks their textbook to follow teacher’s students write down on their lecture, there are answers written notebook down in textbook) b Task 2: Listen again and note down two things that are different about Paul's and Andrea's family - Reads the listening passage twice - Sit silently, but not attention and give the answers to teacher’s reading - Asks students to compare answers - Compare answers in pairs and self – correct in pairs - Correct answers - Get the final answers for tasks - Asks students to discuss the - Only some students work hard, importance of family in a person's most of them still gather in life groups, but they just talk in - Ask Ss to work in groups, discuss Vietnamese about something the questions: The importance of else, not the topic given by the family in a person's life teacher - Asks some students to present - Some of the students sit near me their discussion in front of the class - Give student feedbacks and marks (The teacher is pretty cold and strict, she just convey the lesson step by step Post – listening (13 minutes) following the textbook, no new things added during the lesson The students are so XVII passive, just sit silently, when being asked to discuss, they not join the activity, but talk about stuff, out of topic) APPENDIX INTERVIEW QUESTIONS FOR TEACHERS AND TRANSCRIPTIONS Question 1: Do you think listening is very important in students’ learning English? Why (not)? All six teachers gave positive comments on the role of listening in students’ learning English, they realized and acknowledged the significance of learning to listen English, which led to students’ later success in their learning English and future career Teacher 1: “Of course, it is important, especially when the students entered universities because all universities require a certain proficient level in English and those who are good at listening and speaking English will be highly appreciated.” Teacher 2: “I think our students will be at a disadvantage compared with those who are proficient at listening and speaking, for example, many of my students overcome the university entrance exams with excellent results; however, because of being bad at listening and speaking skills, they can not enter the top classes.” Teacher 3: “I acknowledge its importance; but it is not necessary now, I just want them to be good at grammar, reading comprehension and vocabulary first, they can train listening skills after taking university entrance exams.” Teacher 4: “I think that it is very important, and the school should pay deserving attention to it, but the fact is not that” Teacher 5: “Important, but for what while tests and exams don’t check it, I have to guarantee the goals the school demands” Teacher 6: “Certainly, it is significant, as the result, although our school XVIII doesn’t pay attention to it, I always try my best to teach all listening lessons, and I hope that it can help something for the students” Question 2: Do your students enthusiastically join listening activities during listening lessons If not, what they often do? Teacher 1: No, they sit silently and obey my requests during the lessons That’s enough Teacher 2: Yes, most of my students actively join listening tasks They even practice listening at home with BBC news or their favorite songs Teacher 3: Yes, most of them are interested in learning listening skill and they can understand thoroughly the content of listening passage Teacher 4: No, they just what I ask them reluctantly and wait for short breaks Teacher 5: Of course no they sometimes talk, private things or something else Teacher 6: Do you daydream? They never possess positive behaviors during listening, they don’t want to learn English, or if yes, they try to learn reading and grammar only The tests don’t check this skill, you know? Question 3: In what way you often conduct your listening lessons? Do you often use teaching aids and motivational strategies to encourage your students to learn? Teacher 1: I just try to go through the curriculum and cover all tasks I not have much time for this skill I think the topic is quite good and tasks are ok, so I need not to replace them Teacher 2: Following textbook, but sometimes I find extra listening tasks and students to practice at home Teacher 3: I teach vocabulary and elicit complex structures at the beginning of listening lesson, and conduct tasks as designed in the text book Teacher 4: The tasks in textbook are quite difficult for my students, so I sometimes adapt them to suit my students’ level XIX Teacher 5: I mainly follow tasks in textbook because I not have much time focusing on this skill Question 4: What difficulties you have to encounter when teaching listening skill? Teacher 1: There are only two cassettes working at the school, I have to spend time teaching grammar and reading to help students get good results in tests and exams (whisper: If I don’t want to be reprimanded) Teacher 2: I can not teach listening very often because there is no cassette Teacher 3: I have to spend time on grammar and reading, teaching listening is worthless Teacher 4: I have to read listening passage myself, so I am very tired Teacher 5: No cassette, so how I can teach listening skill? Do I have to read it my self? It makes me tired Teacher 6: The Board ask us leave out those subjects, which are not checked in tests and exams Question 5: If listening is properly valued and invested at your school, what strategies you will apply to enhance your students’ positive attitudes towards learning listening skill? Teacher 1: I will use games at warm up stage I will divide my class into two to four groups with mixed levels of students and the best group can ask the others whatever they want Students like to compete, you know? Sometimes I tell them very short stories, but leave the ending and have them discuss, which may enhance their critical thinking and imagination Teacher 2: Of course, I will use games or students favorite songs in warmup stage Students seem to be more active in competitive environment Thus, friendly competitions should be integrated during the lessons Teacher 3: The warm – up stage is very important in arousing students’ activeness, so I will let them play games or listen to music (their favorite songs) at this stage I will organize my class into groups with a variety of level to encourage them work together and support one another Students can learn much from others by teamwork Students who are not good at English are Natural Science students; XX consequently, they are very intelligent and possess creative ideas They can share ideas and those who are better at English will help them express ideas in English Therefore, they will form a strong group Teacher 4: I will let students complete the gaps in the lyrics of their beloved songs and let them play games This will encourage them and prepare them good feelings for the next stages Group work should be considered and applied to foster mutual learning Teacher 5: Games should be included in warm up stage Moreover, students should be engaged in all listening activities As a result, I will ask them the different part of a task and they have to work together to share ideas to complete the whole task Teacher 6: I will design tasks with different level to ensure that all my students can contribute to complete the task Weak students will feel more confident and will therefore participate more actively in the listening tasks Good outcomes will facilitate positive attitude and motivation to learn, right? XXI ... ATTITUDES OF 12TH GRADE STUDENTS IN LISTENING LESSONS AT A HIGH SCHOOL IN BAC NINH PROVINCE (Nghiên cứu thái đô ̣ của ho ̣c sinh lớp 12 giờ ho ̣c nghe Tại một trường THPT ở tỉnh Bắc Ninh) ... different classes: 12A1, 12A3 and 12A15 Unit 1: Home life Part C Listening Length of observation time: 45 minutes Observation date: Classroom Classroom 12A1 Classroom 12A3 Classroom 12A15 Observation... delivered to 120 students of grade 12 at Que Vo High School at the beginning of the first semester - The researcher carried out observing three listening lessons in three classes: 12A1, 12A3 and 12A15