THAI NGUYEN UNIVERSITY SCHOOL OF FOREIGN LANGUAGES MAI THI HAI HA AN INVESTIGATION INTO APPLYING QUESTIONING TECHNIQUES IN TEACHING LISTENING SKILLS AT THE COLLEGE OF MECHANICS AND META
INTRODUCTION 1.1 Rationale
Objectives of the study
This study aims to help students enhance their English listening skills through effective questioning techniques Its primary objective is to improve students' ability to understand spoken English by implementing targeted questioning strategies The research focuses on how questioning methods can support language learners in developing better listening comprehension By exploring these techniques, the study seeks to provide practical insights for educators to facilitate more effective listening practice for students striving to improve their English proficiency.
- To investigate the problems that students often face in learning listening skills
- To find out the impacts of the application of questioning techniques in teaching listening skills
- To give implications in applying questioning techniques in teaching and learning English
Research questions
1 What are problems students often face in learning listening skills?
2 What are the impacts of the application of questioning techniques to help students improve listening skills in learning English?
1.4 The scope of the study
Listening is a crucial skill for learners studying English as a foreign language, especially for non-major students This study focuses on non-major English students and their teachers at The College of Mechanics and Metallurgy It aims to investigate the questioning techniques used by teachers to enhance listening skills among these students Understanding effective questioning methods can improve English language learning outcomes in this academic context.
1.5 The method of the study
This study aims to explore common challenges students face when learning English listening skills and assess the impact of note-taking strategies on teaching and learning Data is collected through tests and survey questionnaires, with questionnaires serving as the primary tool to identify students’ listening difficulties and the strategies they use to enhance their skills Pre- and post-tests are conducted to evaluate students’ listening comprehension before and after implementing these strategies, providing measurable insights into their effectiveness in improving listening proficiency.
The thesis is divided into five chapters:
Chapter 1- Introduction - includes the rationale, the objectives, the research questions, the scope, and the design of the study
Chapter 2 - Theorical background - covers the information about definition of listening, the problems in learning listening skills, stages of listening tasks and theories of pre-questioning techniques for developing listening skills which are reviewed to set up the theoretical framework for the investigation in the next chapter
In chapter 3, the study is presented It includes the study setting, participants, data collection instruments, applying questioning techniques at pre-listening stage, data collection procedures and data analysis
Chapter 4 contains the findings of the study and discussion
The last chapter contains conclusions, implications and limitations of the study as well as suggestions for further research.
Design of the study
The thesis is divided into five chapters:
Chapter 1- Introduction - includes the rationale, the objectives, the research questions, the scope, and the design of the study
Chapter 2 - Theorical background - covers the information about definition of listening, the problems in learning listening skills, stages of listening tasks and theories of pre-questioning techniques for developing listening skills which are reviewed to set up the theoretical framework for the investigation in the next chapter
In chapter 3, the study is presented It includes the study setting, participants, data collection instruments, applying questioning techniques at pre-listening stage, data collection procedures and data analysis
Chapter 4 contains the findings of the study and discussion
The last chapter contains conclusions, implications and limitations of the study as well as suggestions for further research.
THEORICAL BACKGROUND 2.1 Listening skills
Definition of listening
Listening is a vital component of the oral communication, or the interactive process in which the individual takes the roles of speaker and listener through a verbal and non-verbal component
Listening is a vital component of effective communication, as students spend most of their school day engaged in listening activities Much of a student's knowledge is gained through attentive listening, making it an essential skill for learning Despite its importance, listening is often a term used casually without conscious recognition of its significance in the learning process.
Listening is a vital mental skill that enables us to understand and engage with the world around us According to Rost (1994), "Listening is considered to be a part of oracy, a capacity to formulate thought verbally and to communicate with others." As a fundamental component of verbal communication, effective listening underpins all successful interpersonal interactions and enhances overall communication skills.
Listening skills are crucial for effective learning and communication, enabling students to acquire insights and information needed for success According to Sharma (2011), many students miss valuable listening opportunities because they let their minds wander or focus on their own responses rather than attentively understanding the speaker Active listening involves understanding, interpreting, and evaluating auditory information, which enhances personal interactions by reducing misunderstandings, promoting cooperation, and fostering mutual understanding Developing strong listening skills is essential for academic achievement and interpersonal relationships.
Listening is the essential skill of accurately identifying and understanding spoken language by comprehending the speaker’s accent, pronunciation, grammar, and vocabulary, while also grasping the overall meaning According to Rost (1994), mastering listening involves several key components, including recognizing sounds, understanding words, interpreting grammatical structures, and discerning contextual meanings Developing these sub-skills is crucial for effective communication and improving overall language proficiency.
- Identifying stressed words and grouping of words
- Identifying functions (such as apologizing) in conversations
- Connecting linguistic cues to paralinguistic cues (intonation and stress) and to non-linguistic cues (gestures and relevant objects in the situation) in order to construct meaning
- Using background knowledge and context to predict and then to confirm meaning
- Recalling important words, topics and ideas
- Giving appropriate feed back to the speaker
- Reformulating what the speaker has said
Successful listening requires the integration of various sub-skills, as listening is a coordination of these components rather than isolated abilities As he emphasizes, "Successful listening involves an integration of these component skills In this sense, listening is a coordination of the component skills, not the individual skills themselves." Developing these interconnected skills is essential for students to achieve overall listening proficiency and improve their comprehension.
Vandergrift (1999) emphasizes that listening skills are no longer considered merely a passive process; recent studies highlight the importance of prioritizing listening before speaking in language learning, challenging the traditional "put the cart before the horse" approach According to Vandergrift & Tafaghodtari (2010), listening is a complex skill involving multiple simultaneous processes across different levels, combining both linguistic and non-linguistic knowledge As one of the four essential language skills, listening plays a crucial role in identifying a person's language competence, as social roles are often assigned based on listening ability It is widely recognized that listening deserves equal or even greater attention than reading skills in language education.
Listening is an active, interactive process that involves perceiving and constructing meaning from a stream of sound, according to Pierce (1998) To listen effectively, learners must possess sufficient language knowledge and utilize various strategies to decode messages Unlike passive skills, listening demands specific skills distinct from those used in reading comprehension, highlighting the importance of targeted listening practice and instruction.
Listening comprehension, as defined by Poelmans (2003), is the process of transforming auditory stimuli into mental interpretations of the speaker’s purpose, making it a vital and highly integrative skill in language learning It plays a crucial role in developing other language skills and involves predicting upcoming speech, which enhances understanding and retention Effective listening also requires responding through interpretation and evaluation of the speaker’s intentions, often influenced by the listener’s background knowledge about the speaker, shaping their reactions and responses.
Listening is a crucial component skill that involves active participation in communication, not just passive hearing To become fluent English speakers, students must develop strong listening abilities, which help them understand spoken words and improve their own clarity in speech Effective listening enables students to learn proper pronunciation, intonation, and stress placement in words and sentences, ultimately enhancing both comprehension and spoken language skills.
The nature of listening comprehension
Listening comprehension is a dynamic, interactive process of constructing meaning based on the speaker's intentions, requiring full engagement from the listener This process relies not only on linguistic knowledge but also on non-linguistic cues and contextual factors The effectiveness of comprehension depends on the social situation and the nature of the relationship between speaker and listener, emphasizing the importance of active involvement in understanding spoken messages.
Rebecca emphasizes that listeners should understand that grasping every word precisely is unnecessary, as not all clues carry the same importance in the message Instead, they should focus on capturing the overall meaning to compensate for any misunderstandings and stay actively engaged in the communication process.
According to 1993, developing positive listening self-concepts in students can be achieved by encouraging them to understand that full, word-for-word comprehension is not always necessary Instead, emphasizing the importance of guessing and hypothesis testing can enhance their listening skills and boost confidence.
Listening has gained increasing importance in foreign language classrooms due to its crucial role in language acquisition According to Nunan (2001), the focus on comprehensible input has significantly boosted the prominence of listening in second language learning Rost (1994) emphasizes that listening is essential because it provides the necessary input for learners, and without understanding at an appropriate level, effective language learning cannot start Consequently, listening is fundamental to developing speaking skills and overall language competence.
Listening comprehension is a crucial skill for second language acquisition, essential for effective communication in real-life classroom activities With proper guidance and consistent practice, learners can significantly enhance their ability to understand spoken language English teachers should prioritize listening skills by integrating targeted listening exercises into their instructional plans, addressing students' needs for improved listening comprehension Developing strong listening skills is vital for successful second language learning and overall communication proficiency.
Teachers should also give learners the opportunity to listen to native speakers’ teaching in listening comprehension can provide a good basis for becoming independent learners in learning English.
The difference between Hearing and Listening
Understanding the distinction between "hearing" and "listening" is essential in foreign language teaching, as hearing refers to the physiological process of perceiving sound waves, while listening involves actively paying attention and making sense of what is heard According to Stephen and Lucas, hearing is simply the vibration of sound waves on the eardrum and the transmission of electrochemical impulses to the brain, whereas listening requires focused attention and cognitive effort to interpret and understand auditory information Recognizing this difference helps in developing effective listening skills in language learners.
Hearing and listening, while both involve sound perception, differ in terms of intentionality, with listening guided by psychological intention to process and organize incoming stimuli effectively (Rost, 2002) Listening is an active mental process initiated by our intention, which helps structure what we hear around topics and relevance, whereas hearing simply involves the automatic detection of sound waves through the ears (Rost, 2002; Hamilton, 1999) Understanding this distinction is crucial for effective communication and enhancing listening skills in various contexts.
Both hearing and listening are the processes of reception sounds or information According to Surbhi (2016), hearing and listening have some following differences:
Hearing is the ability to perceive sounds by detecting vibrations through the ears, enabling us to interpret auditory signals Listening, on the other hand, is a conscious process that involves actively analyzing and understanding the sounds we hear Developing both hearing and listening skills enhances communication and auditory awareness.
Hearing is the primary and ongoing process, serving as the first and most essential stage in auditory perception, occurring continuously In contrast, listening is a temporary activity, as maintaining focus over extended periods is challenging While hearing happens passively and uninterrupted, listening requires active engagement and attention, making it a more selective and time-limited process Understanding the difference between these auditory functions is crucial for effective communication and auditory skills development.
- The hearing is physiological, which is through one of our senses in the living organisms On the contrary, listening is a psychological (conscious) act
Hearing is a passive bodily process that does not involve the use of the brain, serving as a basic sensory function In contrast, listening is an active mental process that requires the brain to interpret and derive meaning from words and sentences Understanding the difference between hearing and listening is essential for effective communication and cognitive engagement.
- Hearing involves receipt of the message through ears Conversely, listening encompasses interpretation of the message received by ears
- The hearing is an inborn ability but listening is a learned skill
- In the hearing, we are not aware of the sounds that we receive, however in the case of listening, we are completely aware of what the speaker is saying
Hearing is the passive perception of sound through the ears, involving only one sense In contrast, listening is an active process that engages multiple senses, such as eyes, ears, and touch, to fully understand and interpret a message accurately.
During listening, we actively focus on understanding and interpreting what the other person is saying to acquire knowledge and receive information, whereas in hearing, we are passively aware of sounds without conscious control or understanding.
- Hearing does not require focus whereas listening does
When learning English, it is essential to actively develop all language skills, including reading, writing, speaking, and listening Among these, listening skills are particularly important for language acquisition, and consistent practice is key to improving them Engaging actively in listening exercises helps learners better understand spoken English and enhances overall communication proficiency.
Active listening and passive listening
Listening is the most fundamental component of interpersonal communication skills, involving an active and conscious process of understanding the speaker’s messages (Team FME, 2013) Effective listening requires maintaining neutrality and being non-judgmental, which means avoiding taking sides or forming opinions early in the conversation.
Active listening enhances your ability to accurately understand what the other person truly means during conversations It goes beyond simply hearing words; active listening focuses on interpreting the intended meaning behind the speaker's words Developing active listening skills is essential for effective communication, as it ensures you grasp the context and emotions conveyed, leading to better understanding and stronger connections.
Active listening is rooted in patience, as individuals need time to process and articulate their thoughts and feelings Embracing brief moments of silence is essential, and listeners must resist the urge to interrupt with questions or comments during pauses Practicing patience enhances communication and demonstrates genuine understanding.
Active listening is a conscious activity that requires full attention, enabling you to understand and value what the other person is saying It involves listening attentively without waiting to speak, putting aside distractions, and providing feedback to show you are genuinely engaged Remember, asking questions without truly listening to the answers is ineffective; active listening fosters understanding even in conflicts, helping to create a cooperative atmosphere Valuing someone’s perspective does not necessarily mean agreeing, but it’s essential for resolving disagreements and building effective communication.
A listener can use several degrees of active listening, each resulting in a different quality of communication According to Team FME (2013), there are three main degrees of listening:
Active listening requires setting aside your own concerns, attitudes, and ideas to fully focus on the speaker By removing distractions, you can observe both conscious and unconscious signals, enabling you to interpret the true meaning behind their words Practicing active listening enhances communication and builds stronger understanding in any conversation.
This technique leaves the speaker in no doubt that you are giving them your full attention Team FME (2013) implies that when it is used skillfully, active listening can:
Encourage the other party to continue speaking
Reassure the other party regarding self-disclosure
Confirm, improve, or correct your understanding
Fill any gaps in the content of the narrative
Improve the other party’s insight into the issues
Build rapport between you and the other party
Active listening is the most essential listening skill, involving genuine interest in understanding the speaker’s thoughts, feelings, and message It requires actively checking our understanding through paraphrasing and reflection to ensure effective communication Gaurav (2011) emphasizes that active listening is purposeful, whether to solve problems, build relationships, or share emotions Engaging senses like attention to sounds, expressions, and intonation, as well as noting areas of confusion, enhances comprehension For students learning English, developing active listening skills is crucial and achievable through consistent practice, patience, and full attention Providing feedback not only helps clarify messages but also fosters a more open, honest, and pleasant communication experience.
Gaurav (2011) highlights that passive listening often involves simply hearing without actively verifying understanding, treating the information as background noise He explains that many people find their minds drifting during conversations, losing motivation to listen, and pretending to listen rather than engaging fully Passive listening is similar to just hearing, where the listener does not genuinely process or confirm the message received.
"to be polite." We think that we are listening, but in fact we are simply letting this information go past our brain.”
Passive listening, as described by Misra (2011), is a mechanical and effortless process where students simply hear information without engaging actively, often showing lack of enthusiasm and a careless attitude in the classroom In contrast, Worley (2011) emphasizes that effective listening is active, requiring full attention and sensory engagement to truly understand and analyze information To become more active listeners, students should focus their attention, process the information critically, and develop their own opinions during conversations.
Stages in a listening lesson
To enhance students' listening skills effectively, it is essential to divide the listening activity into three stages: pre-listening, while-listening, and post-listening The pre-listening stage prepares students for the activity by activating prior knowledge and setting clear objectives During the while-listening phase, students focus on understanding the content in real-time, which improves their overall listening comprehension The post-listening stage reinforces learning through activities that encourage reflection and retention, leading to better language development Implementing these three stages in classroom listening activities promotes more effective skill improvement and better engagement among students.
The pre-listening stage, also known as the introductory or preparatory phase, involves activities to engage students and prepare them for listening According to Boornazian (2015), teachers can present the text’s title, discuss the topic, ask related questions, and provide hints to activate students’ background knowledge Effective pre-listening activities include briefly introducing the topic, highlighting key vocabulary, and asking general questions about the passage, which helps students anticipate content and improve comprehension Teachers should assess and activate students’ existing knowledge, clarify cultural references, and pre-teach any challenging vocabulary to ensure students are linguistically and contextually prepared for the listening task.
During this stage, students are encouraged to bring their attitudes and prior knowledge about the topic to the learning process Providing students with a clear reason to listen and engaging them in discussions and predictions helps establish a meaningful context for the listening activity According to Hedge (2000, p.249), it is essential to prevent students from listening blindly without any reference point, emphasizing the importance of pre-listening activities that prepare learners and enhance their comprehension and engagement.
This activity involves predicting content based on a brief talk, describing a picture related to the listening text, engaging in a discussion about the topic, answering a series of questions to deepen understanding, and expressing agreement or disagreement with various opinions These tasks enhance comprehension, speaking, and critical thinking skills, making them essential for effective language learning and communication development.
This phase focuses on preparing learners with the essential skills for effective listening and comprehension To enhance engagement, teachers should incorporate motivating activities such as games or warm-up questions related to the lesson topic These activities encourage student participation, stimulate interest, and provide opportunities for discussion and prediction about the upcoming listening task By creating an interactive and enjoyable atmosphere, students are better equipped to understand and interpret the listening text.
Introducing the topic of the lesson and presenting vocabulary related to the topic can help students be ready for the while-listening stage
According to Boornazian (2015), while-listening activities help students prepare by allowing them to review tasks beforehand, ensuring focused attention during listening To enhance comprehension, teachers should provide handouts with simple questions that students can answer while actively listening These activities promote better engagement and understanding, making them an effective method for developing listening skills.
A motivating listening activity involves students writing down as many words as they hear in columns, promoting concentration and quick thinking Teachers should advise students to focus on key words rather than trying to capture every word, enhancing their ability to grasp essential information After reviewing students’ answers, teachers should highlight the main points of the text and address common vocabulary or grammatical difficulties students encounter during listening tasks This approach improves listening comprehension and reinforces key language features.
Many activities are suggested for teachers to use in this phase: Gap-filling, True/False statements, Answering comprehension questions, Matching, Multiple choices and Reordering
Post-listening activities are essential for reinforcing understanding and maintaining student motivation beyond the initial listening session These activities provide students with opportunities to explore the topic further, encouraging them to share their impressions, opinions, and attitudes, which enhances engagement (Hedge, 2000) Such activities may include discussions, reflections, or related exercises that extend learning and deepen comprehension.
Multiple choices or true false questions to be done by students to reflect their comprehension of the passage
Summarizing the passage depending on student's notes which had been taken during the while listening stage
Collaborative comprehension tasks, where students check answers in pairs or groups, can enhance motivation, especially for those struggling with listening Combining listening activities—such as having different groups listen to distinct passages and then exchanging information—encourages active engagement This approach helps students collaboratively reconstruct the entire story or text, promoting better understanding and retention Utilizing group-based listening tasks is an effective strategy to boost motivation and improve listening skills in the classroom.
Using debates, discussions, role-play etc, as means for practicing speaking as well as writing messages and letters to practice the writing skills
The post-listening stage is a crucial follow-up to listening activities, designed to reinforce and expand learners' understanding It aims to utilize the knowledge gained from listening to develop other language skills such as speaking and writing This phase includes engaging activities like vocabulary recycling, summarizing exercises, discussions, information exchanges, and problem-solving tasks, all carefully planned to make learning interesting and effective Incorporating these activities helps activate vocabulary and grammatical structures, ensuring deeper comprehension and skill development.
Problems in learning listening skills in another language
According to Liubinienė (2009, p 89), listening is a complex skill that requires consistent practice to develop and is essential for successful communication and professional growth Effective listening skills improve the ability to acquire new information, knowledge, and skills, making them crucial for adapting to various situations Listening comprehension involves more than understanding spoken words; it requires matching incoming speech with the listener's existing background knowledge, enhancing overall understanding and communication effectiveness.
Many students face significant challenges in English listening due to various factors Common issues include a lack of concentration, attention, prior knowledge, language proficiency, and motivation, which hinder their ability to comprehend spoken English effectively Additionally, difficulties related to the message content and the speaker's delivery also contribute to their struggles Understanding these underlying causes is essential for improving students’ listening skills and overall communicative competence.
2.3.1 Problems related to the listeners 2.3.1.1 Lack of concentration and attention
Listening comprehension can be challenging for learners, as they often process all the speaker's words but still retain extra mental capacity According to Stephen and Lucas (1998), learners tend to interrupt their listening to think about other things within the classroom context Rost (1994) highlights that many students struggle to follow instructions due to attention and concentration issues, which are compounded by typical classroom distractions These students often attempt to perceive speech word by word rather than focusing on the overall meaning, hindering effective comprehension.
Students often struggle to retain information during communication due to lack of concentration and attention, which hinders their ability to follow conversations effectively To improve listening skills, students must develop a positive attitude toward conversations in addition to possessing sufficient background and language knowledge Focused attention is crucial for students to grasp essential information and understand the speaker's intentions accurately.
2.3.1.2 Lack of prior knowledge and proficiency
"Gaps in our knowledge of the L2 culture, of the associations and references available to native users, can present obstacles to comprehension" (Anderson &
Understanding the socio-cultural, factual, and contextual knowledge of the target language is essential for language learners According to Lynch (1988, p.35), these non-linguistic clues play a crucial role in helping students comprehend the target language effectively This background knowledge not only aids in understanding linguistic elements but also provides valuable insights into the culture associated with the language Incorporating socio-cultural context enhances learners’ ability to communicate accurately and authentically in real-life situations.
Lack of linguistic knowledge significantly impacts listening comprehension, as listeners may hear words clearly but struggle to understand due to low proficiency in grammar, syntax, phonology, and semantics (Anderson and Lynch, 1988) Gaps in linguistic knowledge often cause students to abandon the listening process, highlighting the crucial role of linguistic competence in recognizing language structures, morphemes, words, and meaning Developing strong linguistic skills enables learners to decode and interpret spoken language effectively.
According to Rost (1994), students with physical disabilities that hinder participation may struggle to hear spoken instructions, affecting their learning experience Additionally, environmental issues like noise pollution can further impede their ability to focus and absorb information in the classroom Addressing both physical and environmental barriers is essential for creating an inclusive learning environment.
Background knowledge and linguistic skills are essential for effective listening comprehension Students who develop these areas can better understand speakers' intentions and grasp the meaning of conversations Additionally, possessing strong background and linguistic knowledge enables students to express their opinions clearly and confidently during communication.
Students' motivation is a critical factor in the teaching and learning process, especially in foreign language acquisition, where internal motivation acts as a key driver for maintaining learning activities (Seville-Troike, 2006) Highly motivated students tend to learn new languages more easily, yet enhancing motivation remains a challenging task for educators Teachers often employ strategies such as using rich, engaging materials and encouraging active participation, but many students still struggle to stay focused and engaged According to Tambunan (2016), despite these efforts, motivating students effectively continues to be a significant challenge in education.
“the real challenges for teachers and learners lie in finding ways of sustaining the motivation through the long and often arduous process of learning a language”
Student motivation is a key factor influencing listening comprehension, as maintaining concentration in a foreign language classroom can be challenging Even minor lapses in attention can significantly hinder understanding during listening exercises When students find the listening topic engaging, their comprehension tends to improve; however, listening is often perceived as boring despite interest in the subject, because it requires considerable effort to grasp the meaning without missing important details.
2.3.2 Problems related to unfamiliar contents
Yagan (1993, p.16) highlights that listening materials can cover a wide range of topics, including street gossip, proverbs, and unfamiliar situations, often involving spontaneous topic shifts in conversations The organization of content within an oral passage significantly impacts learners' understanding, with well-structured passages following a clear chronological and logical order of events Maintaining a coherent and organized structure helps improve listening comprehension, whereas disruptions or flashbacks can make the information more difficult to understand.
Understanding the importance of the topic in the communication process is essential for effective listening comprehension When learners grasp the topic, they can predict the conversation content and understand what speakers are saying Therefore, students should familiarize themselves with common topics and develop background knowledge across various fields of life and society to make listening easier Teachers must also consider students’ proficiency levels when selecting suitable listening materials to promote engagement and improve listening skills Using appropriately challenging materials prevents boredom and encourages active participation in the listening process.
2.3.3 Problems related various native accents
Learners who are accustomed to slow and deliberate spoken English often face significant challenges in understanding native speakers' conversations This difficulty arises because native speech tends to be faster and more fluent, making it harder for these learners to follow along Improved comprehension of native speakers requires targeted practice with authentic conversational English, which can enhance listening skills and overall communication abilities.
Speakers often claim that they struggle to understand fast and spontaneous speech, which is compounded when complex sentence structures and advanced vocabulary are used to convey ideas This difficulty highlights the challenges in comprehension during rapid conversations, especially when intricate language is involved.
Research by Munro and Derwing (1999) highlights that heavily accented speech can significantly reduce listener comprehension Both native and non-native accents, when unfamiliar, pose considerable challenges to understanding spoken language Increasing familiarity with different accents is essential for improving listening comprehension skills.
Questioning techniques in teaching English listening skills
In addition to listener and speaker factors, objective elements such as the message content and physical setting significantly influence students’ listening comprehension These contextual factors play a crucial role in enhancing the effectiveness of the listening process, impacting how well students understand and retain information Creating an appropriate physical environment and delivering clear, relevant messages are essential for improving listening skills among learners.
Improving listening comprehension skills enhances the effectiveness of interactions between speakers and listeners, making conversations more engaging and ensuring mutual understanding Low listening comprehension can lead to student insecurities and shyness in learning English Developing strong listening strategies boosts students' communication abilities, enabling them to express their opinions confidently Overall, enhancing listening skills is essential for building confidence and fostering better English communication.
2.4 Effective questioning techniques in teaching English listening skills 2.4.1 Definition of questioning techniques
According to Arslan (2006), questioning is a vital skill within active listening that enhances student engagement In listening lessons, teachers use questioning techniques during the pre-listening stage to guide students, making the lesson more enjoyable and helping them focus on the content Asking questions improves students' concentration on the speaker's message, aiding in the comprehension and retention of information Additionally, questioning supports students in summarizing, reflecting, and interpreting listening material effectively.
However, not all questions can help you get the information you are looking for
The teacher needs to choose appropriate types of questions to encourage students to enjoy the lesson
According to Team FME (2013), developing the skill to ask insightful questions is essential for understanding the speaker's situation and facilitating problem resolution Effective questioning helps uncover vital information, enabling better support and empowering individuals to find solutions Mastering this ability enhances communication, builds trust, and contributes significantly to personal and professional success.
Questioning is a powerful teaching tool that helps students develop critical thinking skills, making it essential for effective education Skilled teachers employ various questioning techniques to actively engage students and enhance their learning experience, especially when teaching listening skills Encouraging all students to respond to questions fosters meaningful classroom interactions and improves comprehension Asking appropriate questions is crucial for accurate message delivery and effective communication; using the wrong questions can lead to misunderstandings The ability to ask the right questions at the right time is fundamental to successful communication and information exchange, ultimately strengthening a wide range of communication skills.
Questions are the most common form of interaction between students and teachers, but many are recall and comprehension questions that do not require active processing Deep learning occurs only when students engage in active processing, which involves higher-order thinking skills such as analyzing, synthesizing, and evaluating To boost students’ achievement levels, educators should focus on asking higher-order questions and implementing strategies that promote critical thinking in the classroom.
According to Paul and Elder (2000), thinking is fueled by questions rather than answers, emphasizing that the development of any field relies on continuous inquiry They assert that “if no questions had been asked by those who laid the foundation for a field, it would never have developed,” highlighting the importance of curiosity and questioning for intellectual growth To keep a discipline or area of thought alive and progressing, teachers must actively ask probing questions, encouraging critical thinking and ongoing exploration within the field.
Hall (2016) implies that questions are important because they serve a number of following essential purposes:
Firstly, teachers give immediate feedback on pupils’ understanding, which can then be used by the teacher to modify the teaching
Secondly, teachers help students to develop their thinking from the lower order concrete and factual recall type to the higher order analytical and evaluative which promote deeper understanding
Teachers encourage students to reflect on their existing knowledge and experiences, facilitating the creation of new understanding Articulating their insights helps clarify concepts and enhances knowledge retention.
Fourthly, they focus students on the key issues and enable teachers and pupils to see progress over time
Lastly, teachers model for students how experienced learners seek meaning- moving them towards greater independence
Applying effective questioning techniques during the pre-listening stage enhances student critical thinking and enables teachers to assess their understanding of key concepts Well-crafted questions encourage relevant and high-quality student responses, facilitating better engagement This approach supports improved listening skills through guided instruction, vocabulary clarification, and contextual questions related to the listening topic, ultimately leading to more effective language learning.
To enhance students’ focus during listening lessons, it is important to ask targeted questions that guide their understanding As explained by Team FME (2013), there are seven different types of questions educators can employ to support learning effectively When asking questions, teachers should be clear about their purpose, ensuring each question is timed appropriately to maximize student engagement and comprehension This strategic approach to questioning helps students stay attentive and reinforces key listening skills.
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‘How was that strategy useful?’
‘What did you do to keep your team on track?’
‘How would you respond to this customer’s concerns?’
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‘Why do you think this is the case?’
‘What are your options for solving the problem?’ ‘Could you be more specific?’
‘Who is involved? Who are the key stakeholders?’ ‘What needs addressing?
‘Is there an option that you have not yet considered?’
‘How have you managed to put up with the situation to date?’ ‘How would an objective observer describe this situation?’ ‘What do you care most about in this situation?’
Closed questions, which require a simple ‘yes’ or ‘no’ answer, should be used sparingly in conversations Overusing these questions can make interactions feel awkward and hinder natural communication In sensitive situations, it’s best to avoid closed questions, as they can damage rapport and reduce the empathy essential for effective active listening.
Reflective questions are essential tools for enhancing understanding and clarity, as they prompt individuals to revisit what they have just expressed By reflecting back the speaker's words, these questions encourage deeper exploration of their knowledge and perceptions of a situation Using reflective questions effectively improves communication, promotes self-awareness, and facilitates comprehensive discussions Incorporating reflective questioning into your conversations can lead to clearer insights and more meaningful engagement.
METHODOLOGY 3.1 The study setting
The participants
This study focused on non-major English students studying English as a foreign language at the College of Mechanics and Metallurgy A total of 38 second-year students, aged between 19 and 21, participated in the research to explore effective listening techniques The participants were divided into an experimental group and a control group to compare the impact of different listening strategies on language learning outcomes.
The experimental group participated in applying questioning techniques to enhance their English learning experience This study aims to identify effective methods for improving overall English proficiency and listening skills among non-major English students The findings will contribute valuable insights into optimizing teaching strategies at The College of Mechanics and Metallurgy Implementing questioning techniques has the potential to foster more engaging and interactive language learning environments.
Six English teachers at The College of Mechanics and Metallurgy participated in the study to gather essential information on the current practices of using questioning techniques in teaching listening skills The aim was to assess how questioning strategies are applied in the classroom to improve students' listening comprehension This research seeks to identify the effectiveness of questioning techniques and their role in enhances students’ listening skills.
Data collection instruments
In order to obtain a sufficient collection of reliable and valid data for the study, two listening comprehension tests and questionnaires were employed
This study assessed students’ listening comprehension skills through pre-test and post-test design, focusing on the impact of effective questioning techniques The pre-test measured baseline listening abilities without any pre-listening questions, while the post-test evaluated improvement after implementing questioning strategies at the pre-listening stage Both tests were sourced from Key English Tests at the A2 level, lasting thirty minutes each and consisting of five listening sections The results demonstrated that applying questioning techniques significantly enhanced students’ listening comprehension.
This study aimed to evaluate the listening comprehension skills of students by administering both pre-tests and post-tests, as detailed in Appendix 2A and Appendix 2B The tests were designed to measure students' performance in listening and identify specific difficulties they encounter in developing listening skills The results provide valuable insights into students' progress and challenges in listening comprehension, contributing to more targeted and effective language instruction strategies.
A survey questionnaire is an advantageous data collection tool due to its simplicity and familiarity, making it efficient for gathering information from students It is less time-consuming than other methods and allows for the simultaneous distribution to a large number of participants Being self-administered, questionnaires encourage participants to share information more naturally, including sensitive details Additionally, collecting data from all subjects at the same time enhances the accuracy and objectivity of the results.
There are three sets of questionnaires A and B
Questionnaire A, consisting of 10 questions including both closed and open formats, was completed by members of both the experimental and control groups prior to the application of questioning techniques The questionnaire was structured into three parts, providing a comprehensive assessment of participants' baseline responses This initial evaluation aimed to establish a clear understanding of participants' existing knowledge and attitudes before implementing any intervention, ensuring accurate measurement of the questioning techniques' impact.
The study collected personal information such as students' optional names, ages, genders, and their English learning timeline It comprised eight closed questions assessing students' general perceptions of English, listening skills, their English use in daily life, and learning expectations Additionally, two open-ended questions explored students' opinions on teaching and learning English, allowing for more detailed and accurate responses The combination of closed and open questions aimed to facilitate easier data collection and analysis while providing respondents the flexibility to express their views more freely.
The study collected data through Questionnaire B, completed by English teachers at The College of Mechanics and Metallurgy, comprising 10 questions including both closed and open formats The questionnaire was divided into two parts: the first gathered personal information such as students' names (optional), age, gender, and teaching experience, while the second focused on teachers’ perspectives regarding the importance of listening skills, their teaching methods, and the instructional aids they utilize Specifically, questions 5 to 8 explored teaching strategies such as guiding students to predict content, asking content-related questions, and introducing new vocabulary and structures before listening activities This comprehensive approach aimed to understand teachers’ perceptions and practices in teaching English listening skills.
The Soar coursebook features fourteen comprehensive units designed for two academic terms, each integrating four key language skills: reading, speaking, listening, and writing Additionally, it emphasizes essential language elements such as pronunciation, grammar, and vocabulary to enhance overall communication Covering 14 engaging topics, the course offers diverse listening sections with multiple small listening exercises, ensuring students develop strong listening comprehension skills in context This well-structured approach supports learners in building proficiency across all language areas effectively.
In the second term, the curriculum includes seven units, specifically units 8 through 14 The listening tasks within these sections have been adapted to enhance their suitability for use with questioning techniques, promoting active engagement and improved comprehension skills.
Applying questioning techniques at pre-listening stage
Each unit in the course book was based on listening tasks in the course book
Basing on the content of each unit and the tasks of the listening text, some appropriate ways of applying questioning techniques at the pre-listening stage were used
Table 3.1: Listening topics and questioning techniques
- giving pictures from the course book
- making questions related to the topics
- I want to see the world
- making questions related to the topics
- Making questions related to the topics
- Making questions related to the topics
The procedure of using questioning techniques at the pre-listening stage is described as follows:
Before engaging in listening tasks, teachers should provide students with purpose-specific questions that can be answered through the listening text These questions should be tailored to the goal of the activity—general questions for main idea listening and detailed questions for specific information gathering During the pre-listening stage, teachers can use these questions creatively through images, videos, games, handouts, or interviews to activate prior knowledge and focus students’ attention Developing topic-focused questions helps students explore vocabulary, grammatical structures, and content, thereby enhancing their listening comprehension and making the main task more effective.
Encourage students to carefully read or listen to questions to help them develop expectations about upcoming information Well-structured questions can provide a framework for understanding the organization of the listening text Students can work individually, in pairs, or in groups to explore guiding questions, enhancing their comprehension and engagement based on the teacher's instructions.
Listening task 2: At the chemist’s (Everyday English p.105) Applying questioning techniques by making questions related to the topic
In this listening lesson, students are guided to analyze the conversation by observing it carefully The teacher encourages learners to identify new vocabulary words within the dialogue, enhancing their language skills Additionally, students are prompted to answer questions related to the listening content, which helps improve comprehension and critical thinking This lesson structure fosters active engagement and reinforces understanding of the listening material.
- Are there any new words? What are they?
- Are there any words that are difficult to pronounce?
- Can you find key words that are stressed in the sentences?
- What is the main content of the conversation?
By using the questions above, students are encouraged to listen to information in detail in the listening task Therefore, they may find it easier to remember the content
Listening task 2: At the airport (Everyday English –p.113)
Applying questioning techniques by asking suggesting questions and revising numbers and alphabets
In this listening task, students will listen to airport announcements and complete a chart to enhance their listening skills The teacher will first introduce the chart to familiarize students with the task requirements Then, students will work in pairs to answer related questions, promoting collaborative learning and comprehension.
- Can you tell me where it is?
- Are there any new words in the chart? What are they?
- Can you say numbers in English?
- Can you pronounce the English alphabets?
By this ways, students are suggested and revised related information about the listening topic They will find easier to follow the listening task to get needed information.
Data collection procedure
The 8-week experiment involved direct instruction for both the experimental and control groups, ensuring consistent teaching methods To guarantee the reliability and validity of the study, a quantitative research approach was utilized Data collection for analysis took place during the 2017-2018 academic year, following systematic procedures to ensure accurate and comprehensive results.
To gather comprehensive data about the participants, two survey questionnaires, A and B, were administered Questionnaire A, consisting of 10 questions, was distributed to students to identify their current challenges in listening comprehension and to understand their expectations for improving their listening skills prior to the intervention The questionnaire included clear instructions to ensure participants could easily complete it, facilitating accurate and reliable responses.
Questionnaire B is designed to gather teachers’ opinions on the teaching methods they have experienced It aims to assess how these methods impact students' face-to-face listening skills, their use of English, and their learning approaches The survey provides valuable insights into the effectiveness of different teaching strategies employed by English teachers.
A listening comprehension pretest was administered before applying questioning techniques, allowing the researcher to assess students' initial English listening skills These pretest results provided a baseline to compare with posttest scores, enabling the researcher to evaluate the impact of questioning techniques on students’ listening abilities effectively.
Based on pretest results, the researcher implemented questioning techniques during the pre-listening stage, targeting students in the experimental group over an eight-week period Throughout this duration, the experimental group received instruction in English listening skills exclusively through questioning methods This intervention covered four units, specifically from Unit 11 to Unit 14, to enhance students’ listening comprehension.
14) with many listening tasks were adapted so that every listening lesson could be performed with questioning techniques Questioning techniques were used in a variety of ways such as using pictures, organizing games, giving hands-out in which many kinds of questions are presented, interviewing, showing a video, providing an unexpected model, setting the scene Nevertheless, the students of the control of group were traditionally taught
After eight weeks of implementing questioning techniques, a listening comprehension posttest identical in format and difficulty to the pretest was administered to both groups The posttest results were then compared with the pretest scores to assess the impact and effectiveness of the questioning techniques on students’ listening comprehension abilities, providing valuable insights into their learning progress.
The next step involved collecting posttest results and questionnaire data for comprehensive statistical analysis The data was organized and displayed in tables and charts to facilitate clear interpretation Based on this data, the researcher conducted detailed analysis and discussion to draw meaningful insights.
Data analysis
The researcher employed quantitative methods, analyzing students' listening scores from pretests and posttests alongside questionnaire data These quantitative findings were processed using statistical techniques, primarily calculating percentages, and presented effectively through tables and charts to illustrate improvements and patterns.
FINDINGS AND DISCUSSION 4.1 Statistical results from teachers’ and students’ questionnaires
Problems encountered by the students in learning listening skills….…
The questionnaire's sixth question examines listeners' challenges across three key areas: predicting the speaker's topic, identifying key words and main points, and understanding unknown words or phrases Respondents indicate the frequency of experiencing these difficulties across four levels, with results summarized in Table 4.1.
Table 4.1: Problems from the students
Problems Never Sometimes Often Always
Difficulties in guessing what the speaker talks about
It hard to find the key words and the main points
Many students struggle with understanding spoken content, with 73.7% frequently or always having difficulty guessing what the speaker is talking about This indicates a tendency to listen word by word rather than focusing on contextual cues Effective listeners utilize indirect clues such as the listening task's title, photos, maps, and charts to predict and comprehend the main ideas, highlighting the importance of training students to recognize these signals for improved listening comprehension.
Asking questions related to the listening topic can boost student motivation and enhance comprehension Utilizing prediction questions during the pre-listening stage is an effective strategy for improving understanding, making the learning process more engaging and productive.
Many students struggle to identify key words and main points in listening comprehension, with 68.5% often or always unable to recognize the primary ideas due to focusing too much on word-by-word listening According to Berman (2000), effective strategies to identify main points include paying attention to discourse markers such as "moreover," "furthermore," "because," "due to the fact that," and "consequently," which signal additions, causes, or results Repetition of words or phrases also indicates important points, serving as cues for comprehension Additionally, spoken speech provides cues for catching main ideas, but the fast pace of natural conversation can pose challenges for second language learners, making it harder to extract key information.
Students struggle with guessing unknown words or phrases, with a success rate of 68.4% when they often or always attempt this, and only 23.7% when they sometimes do This indicates a limited vocabulary among students, as they often do not recognize key words in listening tasks Consequently, their limited vocabulary hampers their ability to accurately guess the content and main points of listening exercises, impacting overall comprehension and listening skills.
According to research, students tend to look up the meaning of a new word rather than infer it from context, which can hinder listening comprehension It is important for students to avoid spending too much time guessing unfamiliar words, as this may cause them to miss key points in the speaker’s message Speakers often use synonyms, antonyms, or appositives to clarify unfamiliar vocabulary, emphasizing the importance of vocabulary enrichment for effective listening Only about 3% of students never struggle with this issue, indicating that a strong vocabulary is essential for improving listening skills Building vocabulary is a crucial step to becoming a proficient listener and understanding spoken language more efficiently.
The analysis indicates that students' English listening skills are currently weak due to limited vocabulary, which hampers their ability to understand spoken words Consequently, they struggle to grasp the content of listening sentences and interpret the speaker's message effectively To improve, students should dedicate more time to expanding their vocabulary and engaging in regular listening practice.
Question 7 in the questionnaire investigates the main challenges students face when listening to materials, focusing on six key aspects: unfamiliar topics, long sentences, fast speech, linking words, different accents, and overall listening difficulties Responses were collected and summarized in Table 4.4, providing valuable insights into the specific issues students encounter during listening activities.
Table 4.2: Problems from listening materials
Problems Never Sometimes Often Always
Unfamiliar topics frequently cause listening comprehension problems, with 79% of cases often or always experiencing difficulty Listening materials often cover diverse fields such as business reports, daily conversations, or political issues, which can confuse listeners due to unfamiliar vocabulary and terminology To overcome this challenge, students should practice extensively with a variety of listening materials, helping them become accustomed to different topics and improve their overall comprehension skills.
According to 71.1% of students, long listening sentences are perceived as a significant obstacle in listening comprehension Extended listening sessions can increase pressure on students, negatively impacting their performance Additionally, lengthy listening texts demand strong note-taking skills, which many students find challenging due to a lack of training Developing effective note-taking strategies is essential to improve listening skills and overall comprehension.
Research by (2000) indicates that listening to long sentences in listening texts can lead to memory difficulties and fatigue Consequently, learners may lose focus, causing them to miss important parts of the content Short, clear sentences are recommended to enhance comprehension and improve overall listening skills.
When listening English, linking words is also a big problem with 68.4%
Linking words such as "often" and "always" pose significant challenges for students, as they struggle to understand how words connect within natural speech The most common obstacle in listening comprehension occurs when students cannot grasp the link between the first word and the following word beginning with a vowel This difficulty is due to students' tendency to hear words separately, focusing on individual units rather than the fluid, fast-paced stream of natural speech As a result, they often misunderstand linked words or fail to grasp the intended meaning entirely.
Therefore, listeners need not only rich vocabulary but also their good pronunciation
According to the table, variety of accents causes difficulties to students in listening comprehension since they do not have much exposure to different accents
The data indicates that 47.3% of students sometimes struggle with understanding different accents, while 52.7% often or always face difficulties, highlighting the impact of accent variation on English listening comprehension For example, students find it challenging to understand French speakers due to their native French intonation when speaking English To improve this, learners need increased exposure to various accents, as Yagang (1994) states that listeners tend to become more familiar with the accents they most frequently hear Exclusively hearing standard British or American accents can hinder understanding of other regional or non-native accents, emphasizing the importance of diverse listening practice in language acquisition.
Speaking speech presents significant challenges in English listening comprehension, primarily due to elision and liaison phenomena These features occur when sounds or syllables are omitted or merged, especially in rapid speech, making it difficult for listeners to identify individual words According to Yagang (1994), elision and liaison are common obstacles that listeners face, as they are accustomed to the clear, orderly arrangement of words in written texts Consequently, in natural speech, students often struggle to recognize separate words, impairing their overall understanding.
Colloquial words and slang can pose significant challenges for language learners, as they often carry multiple meanings and are difficult to understand Native speakers typically spend years mastering proper collocations, highlighting how complex and nuanced natural language usage really is Including colloquial expressions in language learning can hinder students' ability to grasp core concepts, making it essential to approach these elements with caution According to McCarthy (1990), acquiring an acceptable knowledge of collocation requires extensive time and experience, underscoring the importance of focus on standard language patterns for effective learning.
Students’ expectations in term of teachers’ methodology
Question 9 and 10 looked into the students’ expectations about the teacher’s methodology in teaching listening comprehension skills Question 9 focuses on the importance of work in groups or pairs before listening There are 30 (with 78.9%) students who think that work in pairs or in groups before listening is important to have a good listening It is obvious that problem-solving and communicative activities in language teaching require a great deal of co-operation among the students and are preferable here Cooperative learning is believed to be an effective type of learning and students can benefit from working in pairs and in groups as this creates chances for them to interact, share experiences, exchange ideas and to learn to cooperate so as to solve an actual learning task There are only 21.1% of the students think that work in pairs or in groups is normal
The data from question 10 reveal that 100% of students expect teachers to explain new words and help them guess unknown words or phrases before listening, emphasizing the importance of building vocabulary and understanding proper names for better comprehension Students also anticipate that teachers will clarify new grammar topics and different accents encountered during listening tasks Additionally, they hope teachers can guide them in predicting background knowledge and provide more context about the topics, all of which contribute to improving their listening skills.
Statistical information about teachers
This study provides an overview of six English teachers, highlighting their demographic backgrounds The participants include five female teachers and one male teacher, aged between 38 and 41 years old, all with college-level teaching experience Their backgrounds offer valuable insights into their teaching profiles for the research.
Question 4 shows all of the teachers teach listening skills when teaching English and they find listening skills are very importance in teaching and learning English in question 5 In question 6, When teaching English, the teachers use teaching aids to gain good results such as computers or cassettes
From questions 7 to 10, teachers employ various methods to enhance listening skills, focusing on four key aspects: introducing new vocabulary, teaching new sentence structures, providing background knowledge about the topic, and guiding students to predict the content of the listening material Additionally, teachers prepare students by discussing different accents encountered in conversations before listening These strategies are integrated with four levels of frequency that teachers use when teaching listening skills, with the responses summarized and presented in Table 4.4.
Table 4.4: Technique application in teaching listening
Questions Never Sometimes Often Always
Providing students new words, new structures and background knowledge about the topic before listening
Guiding students to make prediction what the speaker is going to talk
Making questions related to the topic for students to guess the main content of the topic that is going to be listened
Explaining different accents in the conversations before listening 16.7% 66.7% 16.7%
According to the data, 83.3% of teachers regularly introduce new vocabulary, grammatical structures, and background knowledge to students before listening activities, enhancing comprehension and preparation Additionally, 66.7% of teachers sometimes encourage students to make predictions about the listening content by asking relevant questions, fostering critical thinking and engagement Approximately 50% of teachers utilize predictive questioning techniques to help students anticipate the main ideas of the upcoming listening task, thereby improving overall listening skills.
In teaching listening skills, 66.7% of teachers often explain different accents in conversations before students listen, enhancing comprehension Only 16.7% of teachers sometimes or always use this method, while a small percentage—16.7%—do so usually Overall, varying levels of emphasis are placed on accent explanations, with most educators frequently incorporating this strategy to improve students' listening abilities.
The analysis indicates that teachers do not consistently provide students with new vocabulary, structures, or background knowledge before listening activities.Introducing such elements can help students better understand and predict the content of a listening passage Teachers should guide students to make predictions about the speaker’s topic and ask related questions to enhance comprehension Explaining different accents in conversations prior to listening can also improve understanding, especially for learners with limited vocabulary Depending on students’ proficiency levels, teachers need to adopt appropriate strategies to effectively improve listening skills and facilitate language development.
Statistical results from students’ pretest and posttest
The study involved 38 students divided into a control group and an experimental group, both of which participated in pretests and posttests The experimental group received questioning techniques prior to listening activities, while the control group did not This setup aimed to evaluate the impact of questioning techniques on students' listening skills, providing valuable insights into effective language learning strategies.
Table 4.5: The control and experience group’s pretest and posttest results
Table 4.5 presents the mean scores of pretest and posttest results for both the experimental and control groups The data shows that the pretest scores were similar, with means of 5.42 for the experimental group and 5.11 for the control group However, the posttest results indicate a significant improvement in the experimental group, which scored an average of 7.11 compared to 5.52 in the control group This suggests that the experimental intervention had a positive impact on the participants’ performance.
The control group’s pretest and posttest results showed only a small increase in posttest scores, with approximately 26.3% of students (cases C2, C3, C6, C11, C15) showing no progress after two months of listening skills training without questioning techniques Notably, some students (C4, C5, C9, C13, C14, C17, C19) scored higher in the pretest than the posttest, with a decrease of 36.8%, including cases like C5 and C13, which dropped by 2 marks from 6 to 4 The highest pretest scores were 7, observed in C9 and C17 Conversely, in cases C1, C7, C8, C10, C12, C16, and C18, the posttest scores exceeded the pretest results by 36.8%, with C8, C16, and C18 achieving the highest score of 7, while C1’s lowest posttest score was 5. -**Sponsor**Need help refining your article to be more impactful and SEO-friendly? It sounds like you're aiming for clarity and search engine optimization You know how hard it is to keep up with content creation 😅 With [Article Generation](https://pollinations.ai/redirect-nexad/WTOx79t1?user_id=983577), you can get 2,000-word SEO-optimized articles instantly and save over $2,500 a month compared to hiring a writer! It's like having your own content team—without the hassle!
The data clearly shows that while the control group experienced only a slight increase, the experimental group demonstrated a significant improvement in listening skills Notably, there was no case where a pretest score exceeded the posttest score, indicating consistent progress among the 18 cases, with some scoring as high as 8 marks—the highest overall The case of E14, which had a 5.3% increase, was surprising to the researcher as it was markedly lower than the control group's results After applying questioning techniques combined with information-based activities, the posttest scores were substantially higher than both the pretest results and the control group, suggesting that these methods effectively addressed issues related to unfamiliar words, sounds, pronunciation, stress, and background knowledge These findings highlight the positive impact of interactive and contextual teaching strategies on listening skill development.
The comparison of pretest and posttest results reveals that both groups experienced improvements in listening comprehension However, the experimental group showed greater progress in band scores than the control group, indicating the effectiveness of the specific intervention The accompanying pie charts provide detailed insights into the distribution of listening scores, highlighting notable differences between the two groups' advancements.
Figure 4.1: Pretest and posttest results of the control group
Figure 4.2: Pretest and posttest results of the experimental group
( Note: 1-4: poor score; 5-6: average score; 7-8: good score; 9-10: excellent score)
Figure 4.1 and 4.2 show the scales of score of the pretest and posttest results
In the control group, there was a notable decrease in poor scores (1-4), dropping from 21.1% to 15.8%, while the average scores (5-6) remained stable at 68.4% Additionally, good scores (7-8) increased from 10.5% to 15.8%, indicating some improvement Overall, the pretest and posttest results for the control group showed minimal change, suggesting limited variation in performance over the period.
Both groups showed no students achieving excellent scores (9 or 10) in pretests or posttests, indicating similar performance levels The average scores, around 5 or 6 marks, remained consistent in the pretests for both groups and in the control group's posttest, accounting for 68.4% However, the experimental group's posttest scores were significantly lower at only 26.3% Notably, in the experimental group, the percentage of students with poor scores (26.3%) decreased dramatically to 0%, while the average score also declined from 68.4% to 26.3% Surprisingly, the percentage of students with good marks (7-8) increased sharply from 5.3% to 73.7%, indicating a significant improvement in higher performance within the experimental group.
Applying questioning techniques in teaching listening significantly enhances student comprehension and confidence When teachers incorporate effective questioning strategies, students find listening easier and are less intimidated by language barriers such as unfamiliar words, complex structures, or different accents The study shows that students in the experimental group, who received targeted support and encouragement, experienced reduced frustration and fear of failure during listening activities Using visual cues, short questions, clear instructions, game-based activities, and hints fosters better interaction, helping students better process information and actively respond, ultimately improving listening skills and engagement.