INTRODUCTION
BACKGROUND TO THE STUDY
Research by Langan (2002) indicates that learners can forget over 80% of what they hear within two weeks, and after four weeks, only around 5% may remain To combat this rapid forgetting, students must actively take and review notes to better understand and retain information However, many first-year English majors at Binh Duong Teachers’ Training College struggle with effective note-taking during listening exercises, often copying every word they hear This results in incomplete notes—covering only 20-40% of key ideas—and prevents effective review Additionally, students lack knowledge of using abbreviations and symbols, which are essential for keeping pace with fast lectures Improving note-taking skills, including summarizing and using shorthand, is crucial for mastering listening comprehension and retention.
As a long-serving teacher at Binh Duong Provincial Teachers’ Training College, I am dedicated to enhancing my English-major students' speaking and listening skills Since taking charge of the note-taking subject, I have prioritized improving students’ listening and note-taking abilities, especially among first-year English majors Developing these skills is essential for their academic success and effective communication in English.
AIMS OF THE STUDY
This study explores the listening comprehension skills of first-year English-major students in high school before entering college, aiming to understand their preparedness and challenges It also assesses the quality and extent of their practice and development in listening and note-taking of spoken English during their first year at Binh University By analyzing students' learning experiences, the research seeks to identify key factors affecting their listening skills and provide recommendations to enhance their language proficiency at the college level.
Duong Teachers’ Training College Through those findings, the study suggests some recommendations for improving students' motivation in listening and note- taking through an integrated approach.
RESEARCH QUESTION
In order to reach the aim of the study, the process of researching is guided by the major question:
What effect does the integrated approach to teaching listening and note- taking have on learner’s attitude at Binh Duong Teachers’ Training College?
In order to clarify the matters related to this question and to support the general purposes, the study also deals with some more sub-questions:
- What kinds of techniques and activities in listening and note taking were learners exposed to at high school and at Binh Duong Teachers’ Training College?
TERMINOLOGY
Effective note-taking enhances listening skills and significantly improves understanding and retention of lecture content A systematic approach to taking and reviewing notes can make this process more efficient Successful listening and note-taking require students to focus attentively, discern which information is important, and simultaneously process and store ideas in their memory The ability to "listen ahead" allows students to anticipate and remember key points while writing rapidly, enabling them to keep pace with fast-paced lectures When students can process spoken information in real-time and write simultaneously, their brain works more effectively, leading to better comprehension and retention.
An integrated curriculum approach facilitates exploring concepts across subject boundaries, helping students make meaningful connections between their personal experiences and the constantly evolving external world This holistic method enhances understanding, promotes critical thinking, and prepares learners for real-world challenges By linking different disciplines, it creates a more engaging and relevant learning experience that fosters deeper comprehension and lifelong skills.
An integrated approach begins with a big idea which is (1) a rich concept with potential to develop students’ understandings of themselves and their world,
(2) relevant to students’ interests, (3) appropriate for the particular age and learning environment and (4) a potential site for student investigation using a range of processes
Connecting ideas across multiple learning areas, developing a meaningful context, and planning a sequence of engaging learning experiences are essential for effective teaching For example, the unit titled “When I Was One” is suitable for prep/first-grade students and offers opportunities to explore personal histories through poetry This approach encourages students to reflect on their likes, dislikes, abilities, and achievements while fostering an understanding of individual similarities and differences, promoting social awareness and self-awareness.
SIGNIFICANCE OF THE STUDY
Effective listening and note-taking skills are essential for successful communication and interaction A person proficient in listening comprehension can participate more effectively in conversations, making these skills crucial for language learners In EFL and ESL education, listening is recognized as one of the four fundamental language skills, alongside speaking, reading, and writing As a receptive skill, listening, along with reading, forms the foundation for developing productive skills such as speaking and writing Integrating all language skills is vital for comprehensive language acquisition, and this study aims to support English teaching and learning efforts, particularly in Binh Duong province.
This study, conducted at Binh Duong Teachers’ Training College, examines first-year students' note-taking techniques through a comprehensive survey It explores students' actual note-taking practices, attitudes, and adoption of various methods to enhance listening comprehension The findings contribute valuable insights into effective note-taking strategies that support English language learning and listening skills Additionally, the study offers guidelines for improving teaching practices and encourages further research into educational tools that enhance note-taking abilities Ultimately, the research aims to support better teaching and learning experiences for students in Binh Duong province.
LITERATURE REVIEW
CONCEPTS AND CHARACTERISTICS OF NOTE-TAKING
This section explores key concepts and essential characteristics of note-taking, relevant to both everyday life and academic settings such as college and university lectures Understanding these fundamentals provides a theoretical basis for ongoing research into effective note-taking practices.
2.2.1 Definitions of note-taking The act of note taking is commonly known to be carried out in class by students at schools or during lectures by collage or university students In actual fact, it is genuinely admitted that human do take notes in many daily life activities For instance, business people make notes during business meetings and conferences or during their transactions with customers or counterparts throughout the world; office workers note down what they are told to undertake or fulfill at work everyday Hence, the three authors, James, Jordan and Mathews [200: 9] state, in the introduction to their course book Listening Comprehension & Note-Taking Course, the aims of the note-taking act in real life According to the three authors, people really need to take notes during a talk so that they are able to focus on what a speaker is saying to them
Taking notes is an essential skill for academic listening at college or university, as students rely on them to enhance concentration during lectures According to James, Jordan, and Mathews, students take notes primarily to focus on the lecturer's content and to create useful summaries for review Note-taking also serves as a valuable tool for revision, helping students prepare effectively for midterm and final exams.
“the general principal in note taking is to reduce the language by shortening sentences and words”
2.2.2 Purposes of note-taking in listening comprehension Making notes in academic listening at college or university is once again defined by Robertson [199: 02] as a study skill that every student is compulsory to acquire According to Heather [199: 02] note taking is a crucial study skill that students need a lot of practice to master
Note-taking is considered an essential study skill for every college student, with Dillon (2007) emphasizing that students may take thousands of pages of notes on reading materials and live lectures Dillon identifies two main types of notes: textbook notes and lecture notes, with lecture notes being more challenging and requiring greater effort during listening sessions This difficulty arises because spoken words are conveyed quickly and cannot be revisited easily, highlighting the importance of effective note-taking strategies in academic success.
According to Robertson (1998), students enrolled in college or university are typically expected to take notes during lectures Most educators require students to review course materials beforehand, ensuring they come prepared During class, teachers often provide the latest, in-class information that is not always included in the printed textbooks This approach helps students stay updated with current course content and enhances their understanding of the subject matter.
Beebe and Beebe (2000:68-69) recommend effective note-taking strategies for students during classes and lectures They advise students to actively listen to texts, speeches, or lectures and to implement specific techniques According to the authors, students should focus on immediately capturing key ideas, utilizing abbreviations and symbols to speed up writing, and organizing notes in a clear, structured manner These strategies help enhance comprehension and retention of lecture material, making note-taking more efficient and effective.
(1) get ready to take notes, take a pencil, or a pen and paper to every class and lecture,
(2) determine whether they need to take notes or not,
When taking notes, it is important to select the appropriate note-taking method by deciding whether it is necessary to outline the speech, identify key facts and principles, jot down essential keywords, or simply record major ideas This helps enhance comprehension and retention of information during lectures or presentations Choosing the right note-taking technique tailored to the content ensures more effective study and communication.
This article explores various effective note-taking techniques foundational to academic success According to Robertson (1991), in his course book *Bridge to College Success*, there are four essential methods for taking notes during college lectures These techniques serve as key strategies to improve student engagement and retention of lecture material Understanding and implementing these methods can enhance overall study effectiveness and academic performance.
(1) Students ought to attend all classes and are always ready to take notes in their notebooks,
(2) it is advisable that students open their notebooks and get ready to make note before the lecture begins,
(3) students had better write down anything teachers write on board, or even make notes of what teachers do not write on board,
(4) in order to keep on making notes during a lecture, students should write down key words, and phases only, not write complete sentences
Langan (2002) suggests thirteen effective techniques to enhance EFL students’ note-taking skills during class lectures He emphasizes that college students should be taught these strategies to improve their ability to capture and organize lecture content efficiently Implementing these methods can significantly boost students' comprehension and retention of information in an academic setting.
Students should maximize the amount of information they absorb during class, as Langan (2002: 43) emphasizes that "students will forget eighty percent or more of what they have heard," highlighting the importance of active listening and note-taking for effective learning.
(2) Students ought to sit where they can see the board clearly and easily, and where teachers can see them;
(3) Students are obliged to read their textbook materials in before each class because it helps them listen and make notes more easily;
(5) Students have to make an outline for their notes;
(7) Students are supposed to take notes from teachers;
(8) Write down details that connect or explain;
(10)It is advisable that students ask teachers any questions they do not get to master any points or what makes them confused;
(11)Students should keep on taking notes during discussions because ideas may arise in informal discussions;
(12) Students should keep on taking notes throughout their class until their class finished;
(13)Students should review their notes soon after their classes so as to avoid forgetting ideas
According to Dillon (2007), there are two main types of notes in college: notes on textbook assignments and notes on lectures Taking notes on textbooks is generally easier because students can pace their reading, pause to think, and expand their notes without pressure In contrast, lecture notes are taken during live presentations, making it challenging for students to clarify misunderstandings or ask questions, which can lead to confusion and difficulty keeping up with the lecture.
James, Jordan, and Mathews (2001) recommend effective note-taking techniques to enhance students' performance in English listening classes They emphasize the importance of teaching students specific tips to improve their note-taking skills, which can be applied both in listening sessions and academic lectures These strategies aim to help first-year English-majored students at Binh Duong Teachers’ Training College become more proficient in capturing essential information during lessons Incorporating these techniques into classroom instruction can significantly support students' overall language learning and academic success.
(1) Generally, if you want to take quick notes you must:
(a) omit completely certain sentences which are not essential to the main ideas Often examples can be restricted or omitted;
(b) concentrate on important sentences, i.e those which give most information, and on important words, i.e usually nouns, sometimes verbs and adjectives;
(c) write in short phrases, rather than in complete sentences;
(d) use common symbols or signs and abbreviations;
(2) You must show the connections between ideas by using:
(a) space: the presentation of the notes is important – you should be able to see the main points clearly;
(b) numbers and letters (as here), e.g 1, 2, 3; (i), (ii), (iii); A, B, C; (a), (b), (c);
(c) underlining, to draw attention to something or to emphasize something;
(d) common symbols and signs, e.g x statement/answer ids wrong;
(3) common general abbreviations e.g i.e that is, cf compare Many of these are to be found in an appendix in a dictionary; others are commonly used by English students;
Effective note-taking is essential for success when preparing for the TOEFL test According to Yancey, Macgillivray, and Malarcher (2007), in their book, mastering note-taking strategies can significantly enhance a student's performance on the exam by helping them organize information and improve retention.
"Mastering Skills for the TOEFL® iBT Advanced offers essential note-taking techniques that enhance your performance in both conversations and lectures These tips help you develop effective note-taking strategies tailored to different spoken contexts, with some methods applicable to both Implementing these techniques can significantly improve your ability to capture key information efficiently and boost your overall TOEFL® iBT score."
With reference to Macgillivray and Malarcher (2007: 373) when a student take notes, he or she is advised to:
TEACHING LISTENING INTEGRATED WITH TAKING NOTES
On the perspectives of the book by Yancey, Macgillivray, and Malarcher
[2007], some activities to teaching and learning listening to conversations and note taking will also be applied as an efficient way to improve students’ listening comprehension and note taking
2.3.1 Aspects of integrating listening and note-taking
Effective note-taking is essential for successful listening comprehension, as highlighted by Beebe and Beebe (2000: 68) in their book *Public Speaking* They emphasize that students often struggle to retain everything they hear in class or lectures unless they actively take notes Combining note-taking with listening practice can significantly improve information retention and retrieval, making it a vital skill for academic success.
Encouraging learners to take notes during recorded listening activities enhances their comprehension and retention After listening, students can compare their notes with peers or re-listen to the original recording to reinforce understanding Alternatively, providing brief questions beforehand guides learners to listen actively and identify key information, improving their listening skills (Ur, 1996:26).
A student with good listening comprehension skill will be able to participate more effectively in any class activities and in communicative situations as well (Brown 2001)
Taking notes during lectures is an essential part of the learning process, providing students with a record of important information emphasized by the professor Notes help students review key concepts for tests and exams, enhancing their understanding and retention Additionally, note-taking encourages students to focus more attentively on lectures and discussions, making it more effective than just listening alone Combining listening with note-taking improves overall comprehension and engagement in class.
Effective note-taking and listening comprehension are crucial for teaching and learning English, as note-taking enhances long-term memory and helps students understand core ideas Without proper note-taking during class, students struggle to retain material, reducing their ability to process and internalize content Therefore, integrating listening and note-taking simultaneously is essential for more effective learning, enabling students to better grasp and remember key concepts.
2.3.2 Getting ready to listen to a lecture and make notes
Effective preparation is crucial for helping students understand lectures easily, similar to the pre-listening stage in English listening classes Students should first master the lecture topic to build a solid foundation According to Frazier and Leeming (2007) in *Lecture Ready – Strategies for Academic Listening, Note-taking, and Discussion*, students are advised to pay attention to the words and expressions teachers use at the beginning of lectures Recognizing these cues can help students identify how the lecture topic is introduced, whether directly or indirectly, thereby enhancing comprehension and note-taking effectiveness.
A lecturer typically provides a lecture plan that offers a general overview of the upcoming material and outlines the presentation approach Students should pay close attention to the words and expressions used by the teacher in the plan, as these can help them predict the lecture topic Understanding the lecture plan enhances students’ preparation and engagement, supporting effective learning strategies.
Understanding the lecture topic in advance helps students focus on key aspects of the subject, making it easier to grasp the material It allows students to anticipate the vocabulary and terminology that will be used during the lecture, enhancing their comprehension For example, an English lexicology teacher discussing morphology and morphemes can introduce the topic with targeted sentences that set clear expectations for the lecture content.
- “Today we are going to talk about another aspect of English lexicology – Morphology and the Varieties of Morphemes”
Or - “Morphology is one of the most important aspects of English lexicology It deals with the smallest meaningful units of a word”
The teacher begins by presenting the lecture plan, outlining the lesson structure for students During the presentation, the teacher introduces essential lexicological terminologies, such as morphology and morphemes, to provide a clear understanding of the topic By explaining the main content, the teacher emphasizes the importance of understanding morphological concepts to enhance students' linguistic knowledge and analytical skills.
“Now look at these words and their derivations and say what the added morphemes mean I think it is very easy for you because they are very common to you”
2.3.3 Listening and note-taking strategies
To master a college lecture more effectively, students should undertake essential preparation before attending the class According to Frazier and Leeming (2007) in *Lecture Ready: Strategies for Academic Listening, Note-taking, and Discussion Book 3*, such preparation strategies significantly enhance listening and note-taking skills This technique has been practically applied to help first-year English majors at Binh Duong Teachers’ Training College listen more actively and take notes more efficiently during lectures Implementing these preparatory strategies can improve students’ understanding and engagement in academic settings.
Students should use their prior knowledge from the lecture introduction to make predictions about the content, including key words and expressions used by the lecturer Writing down these predictions before listening helps students focus on relevant information and enhances note-taking Additionally, it is crucial for students to distinguish between new and familiar information, recognizing when lecturers repeat points using different wording to emphasize key ideas This strategy enables students to identify the main points the professor considers most important, improving comprehension and retention.
To help students easily identify key points during college lectures, they are advised to pay attention to frequently used words and expressions that teachers commonly use According to Frazier and Leeming (2007), recognizing these essential phrases can significantly enhance students’ understanding and retention of lecture material.
In other words, … Which is to say, … What I mean is … As I said …
So, what I’m saying is … Let me restate that …
That is … Let me say that another way …
METHODOLOGY
Research design
This research utilized both quantitative and qualitative methodologies, including two questionnaires (see Appendix A and B) and unstructured interviews with first-year English-major students and experienced English listening teachers at Binh Duong Teachers’ Training College Additionally, statistical analysis was employed to process the collected data, which will be presented and discussed in Chapter Four: Data Analysis and Findings.
Subjects
The survey targeted first-year English majors at Binh Duong Teachers’ Training College, students who have studied English for seven years in junior high and high school These students have now chosen English as their college major with future careers including English teachers, translators, interpreters, and professionals in international business Additionally, the population included some teachers who have instructed listening skills to these English-major freshmen.
A total of sixty-seven English majors at Binh Duong Teachers' Training College participated in mandatory listening comprehension courses as part of their first-year English as a Foreign Language (EFL) curriculum These respondents were randomly selected from two English classes, ensuring a representative sample for the study.
4 A and English 4 B - with the same profiles and level of English
Six English teachers, with years of experience in teaching listening skills, participated in the project They were selected in an unstructured manner from the English Department at Binh Duong Teachers’ Training College.
Questionnaire
The initial questionnaire was specifically designed for first-year English-major students to explore their past listening learning experiences in high school, including their acquisition of listening techniques and strategies It was tested with twenty students, and their feedback was used to refine the questionnaire The study also included unstructured interviews with some students to gather deeper insights The primary focus of the survey is to investigate students' perceptions of their listening learning process and identify common challenges they face in developing their listening skills.
(1) students’ reality and quality of learning the Listening subject at high school;
(2) students’ acquisition of listening and note taking techniques and strategies
(3) students’ acquisition of basic listening and note taking activities and tasks in listening classes or any classes that require students’ making notes
A questionnaire was administered to six teachers in the English department at Binh Duong Teachers' Training College, focusing on the challenges they face when teaching listening to first-year English majors The survey aimed to identify the difficulties teachers encounter in delivering effective listening instruction and to examine their use of teaching techniques for developing students’ listening skills in the first-year syllabus.
Instruments and Data Collection Procedures
The study involved distributing sixty-seven copies of a questionnaire to first-year English majors at Binh Duong Teachers’ Training College, with the survey successfully conducted thanks to the support of Listening teachers who allotted students thirty minutes to complete it The research aimed to explore students’ English listening backgrounds, including their practice of listening to native speakers on tapes or CDs, as well as interactions with teachers and classmates, which constitute classroom language It also examined students’ attitudes towards listening, their overall understanding of verbal English, and their acquisition of listening techniques and activities during high school Additionally, the study investigated how these factors influence current listening comprehension, particularly in relation to note-taking skills, to identify areas for improving their listening skill development in line with their learning experiences.
(1) the students’ reality and quality of learning the Listening subject at high school,
(2) the students’ acquisition of listening and note taking techniques and strategies
The study focused on evaluating the effectiveness of listening and note-taking activities among first-year English majors at Binh Duong Teachers’ Training College The second questionnaire aimed to assess teachers’ real-world approaches and their success in teaching listening skills, considering their extensive experience in this compulsory subject Despite teachers’ efforts over the years to help students overcome listening barriers and improve their skills, the research sought to determine whether teachers truly understood their students’ profiles and were employing effective techniques to enhance listening comprehension in a communicative and engaging manner.
Our innovative teaching approach addresses and Overcomes all common challenges in teaching listening skills, ensuring effective learning for first-year English majors By integrating note-taking strategies into the listening curriculum, students are better equipped to practice and develop their listening competence This method promotes a more communicative and engaging learning experience, fostering improved comprehension and overall language proficiency.
DATA ANALYSIS AND DISCUSSIONS
FINDINGS OF QUESTIONNAIRE FOR STUDENTS
This study surveyed 67 high school students, asking them to estimate the percentage of class time dedicated to listening activities in their English classes The analysis aims to assess students' engagement with classroom English and audio materials from native speakers, such as tapes or CDs Based on the findings, their English background will be identified to enhance their listening skills effectively and develop their communicative competence during their first year as college English majors.
Table 1: Students’ degrees of practicing listening to spoken English
1 At high school, how often do you practice…?
Always Often Sometimes Seldom Never
According to the initial statistics in Table 1, none of the high school students involved in the project consistently participated in listening activities during every English class They were not regularly provided opportunities to practice listening to classroom English spoken by teachers and classmates Additionally, students had no consistent exposure to native English recordings on class tapes or CDs across their English classes, limiting their listening practice and language immersion.
According to data from Table 1 in section 1.3, only 7.46% of the 67 high school students surveyed (just four students) frequently participated in listening activities and tasks in English listening classes This low percentage suggests that most students rarely engage with English spoken by native speakers through recordings or classroom interactions, indicating limited exposure to authentic spoken English in high school settings.
Only fourteen participants, or 20.89% of the 67 respondents, selected "Sometimes" as their answer, indicating limited opportunities to improve listening skills in high school English classes Additionally, only 18 students, representing 28.35% of the surveyed population, reported being given listening activities "Often" or "Sometimes" to enhance their listening competence These findings suggest that a significant portion of students have few chances to develop their listening skills in high school.
Many students in the study reported that their schools lack sufficient audio equipment, such as cassette and CD players, limiting their ability to practice English listening skills in class Students mentioned that teachers are often unable to play English tapes or CDs due to this shortage, impacting the quality of listening instruction Additionally, teachers admitted to giving fewer listening activities because of resource constraints and limited equipment access This lack of necessary technology hampers effective teaching and learning of the English listening component, which is a compulsory subject in secondary and high school curricula.
Teachers and students had to purchase tapes and CDs produced by the HCM City Service of Education themselves, as the Ministry of Education did not provide these resources However, the audio materials were of very poor quality, making it difficult for both teachers and students to understand the English recordings As a result, they gradually reduced listening activities in the classroom, impacting the effectiveness of language learning.
Listening tasks were not officially incorporated into midterm, semester, or final exams, resulting in teachers giving less emphasis to developing students' listening comprehension skills in every English class.
Most high school students lack foundational notions of listening comprehension in English classes, resulting in limited listening skills As first-year students at Binh Duong Teachers’ Training College majoring in English, they struggle to practice understanding native spoken English during lessons Consequently, they are unable to acquire meaningful listening skills or comprehension of spoken English The findings reveal significant difficulties in understanding audio materials like tapes or CDs, and even classroom English spoken by teachers and peers These students show little progress in listening from the outset of college, which hinders their overall ability to improve oral English comprehension.
Students often struggle to make progress in compulsory English subjects like Speaking, Reading, and Writing during their first year of college Since teachers are required to conduct all lessons solely in English, students with limited listening comprehension skills find it difficult to understand instructions and explanations This language barrier can hinder their overall learning experience and acquisition of essential skills in these core subjects.
First-year college students find it challenging to master linguistic subjects like English Phonetics and Lexicology due to their unfamiliarity with complex terminologies not covered in high school Their poor foundation in understanding spoken English further hampers their progress in learning the language during their initial year As a result, many students feel discouraged and often shy away from classroom activities because of these considerable obstacles.
A majority of students, accounting for 61.19%, indicated that they seldom practiced listening comprehension in class, highlighting limited engagement in listening activities Only 7.46% of students reported often participating in activities that developed their listening skills, suggesting most students struggled to improve their English listening abilities Consequently, first-year English-majored students at Binh Duong Teachers’ Training College find it very challenging to understand English tapes or CDs during classroom exercises, reflecting a need for more effective listening practices in their curriculum.
According to the study, over 11.94% of the sixty-seven high school students reported that they never practiced listening in their English classes, indicating an inability to understand spoken English Interviewees revealed that their schools lacked audio tools like cassette or CD players, limiting opportunities to listen to native speakers Additionally, students had little exposure to English spoken by teachers or peers, as most instruction was conducted in Vietnamese Teachers focused on grammar and vocabulary explanations in students' first language and provided feedback or corrections in Vietnamese, with no classroom instructions delivered in English.
Based on data analysis, understanding students' motivation levels in learning English and spoken English is essential for designing effective listening tasks and activities By tailoring these tasks to students' motivation, teachers can create more feasible, engaging, and encouraging learning experiences This approach aims to enhance adult EFL learners' communicative skills, with a particular focus on improving their spoken English, which is the ultimate goal of this project.
The analysis reveals a significant imbalance between students’ listening and writing activities, with only 7.46% often practicing listening compared to higher engagement in writing Specifically, 20.89% of students sometimes engage in listening tasks, while 19.40% always and 26.87% often participate in listening activities, indicating limited opportunities for developing listening skills This disparity suggests that high school English teachers do not prioritize listening development, despite its crucial role in effective verbal communication Without proficient listening skills, successful oral interaction between speakers becomes nearly impossible, hindering overall language proficiency.
The data indicates that students in the project have limited exposure and understanding of spoken English, as reflected in their oral communication skills during high school speaking classes According to statistics in Table 1.2, only 34.33% of the twenty-three students surveyed occasionally practiced speaking, while 19.40% seldom had such opportunities, and 16.41% never spoke English in class This demonstrates that approximately four-fifths of the sixty-seven respondents had minimal or no chances to improve their English speaking abilities due to limited classroom time Consequently, their listening and speaking skills suffered from a lack of opportunities to hear and practice spoken English with teachers and classmates during lessons.
FINDINGS OF QUESTIONAIRE FOR TEACHERS
4.2.1 Teachers’ assessments on the listening subject and the act of teaching listening to the freshmen majoring in English
Question one (Appendix B) was intentionally designed to determine whether the six teachers responsible for teaching English listening to first-year majors at Binh Duong Teachers’ Training College were familiar with their students’ personal profiles and their specific needs The primary goal was to assess if these teachers were attentive to the students' authentic interests and requirements in learning listening skills during their initial year of study.
Figure 1: Teachers’ degrees of paying attention to students’ needs and interests in learning the listening subject
According to the data, four out of six teachers prioritize their students' genuine needs and interests in developing listening skills, encouraging practice with classroom English and native recordings to enhance communicative competence These teachers typically conduct initial student surveys at the start of each school year but increasingly focus on providing practical listening activities and tasks rather than assessing students' personal backgrounds However, they tend to pay less attention to aligning listening practice with students’ actual learning needs and interests.
Two teachers emphasized the importance of understanding students' learning profiles when teaching listening, noting that initial surveys help identify students' backgrounds, needs, and interests They believe that knowing students’ profiles allows educators to inspire motivation and make listening practice more engaging By tailoring activities to students’ individual backgrounds, teachers can enhance listening skills more effectively, leading to improved communication abilities.
Recent findings reveal that only one-third of educators review students’ profiles before engaging them in listening activities, highlighting a gap in personalized teaching approaches Teachers who examine student profiles are better positioned to enhance first-year English majors’ listening skills through authentic listening tasks and activities Conversely, the remaining two-thirds acknowledge the importance of reviewing student profiles but have neglected this step recently, often focusing solely on teaching listening content Despite not actively seeking student feedback to tailor instruction, teachers observed some progress in students’ listening abilities, suggesting other factors may contribute to improvement These insights underscore the need for more consistent profile review to effectively meet students’ listening learning needs in college.
4.2.2 Teachers’ assessments on Pre-listening stage
This study investigates how first-year English majors at Binh Duong Teachers’ Training College perceive the role of the Pre-listening stage in EFL listening classes All six teachers surveyed demonstrated proficiency in the three fundamental stages of teaching listening: Pre-, While-, and Post-listening, with particular emphasis on the Pre-listening phase The findings reveal that 100% of the teachers recognize the Pre-listening stage as an essential component of effective listening instruction, emphasizing the importance of thorough preparation to enhance students' engagement and comprehension during subsequent listening activities.
Most teachers acknowledge the crucial role of the pre-listening stage in enhancing students' listening skills, although only three explicitly teach the three main stages of listening instruction—pre-, while-, and post-listening While all teachers agree on the importance of the pre-listening phase, only a few provide specific techniques to help students effectively prepare for listening tasks Some teachers believe that high school training sufficiently prepares students for college-level listening, yet they still incorporate pre-listening activities to strengthen students' comprehension Overall, the data indicates a recognition of the importance of structured listening stages, with varying degrees of explicit instruction and preparation approaches among teachers.
4.2.3 Teachers’ selections of listening activities and tasks The third question (Appendix B) was aimed at discovering whether the teachers in charge of listening would usually vary the listening activities and/or tasks which teachers of ESL and EFL are theoretically recommended to apply in order to involve their first-year students’ into listening act effectively and communicatively
The collected data indicates that approximately 66.67% of teachers are familiar with all the listening activities listed in the questionnaire, while the remaining 33.33% know most but not all of them This suggests that most teachers are aware of the common listening activities used in language listening classrooms However, despite this awareness, all respondents reported that they are unable to utilize all the listed listening activities consistently in their actual teaching, typically applying only the most familiar or basic tasks such as picture identification, matching, true or false, multiple choice, comprehension questions, form/chart/grid completion, dictation, and gap filling.
Question four (Appendix B) was made to check if teachers carry out the essential and fundamental steps and techniques to helping the freshmen of
English major understand the listening text or conversation to complete the listening tasks given to them
Figure 4: Teachers’ degrees of asking and instructing students to take notes in listening class at college
According to the statistics, about 33.33% of respondents reported that they consistently emphasized the importance of listening strategies, instructing students on how to apply techniques such as listening for gist, purpose, main idea, reference, and specific information to improve test understanding Conversely, 50% of teachers occasionally employed basic listening techniques to aid students' comprehension but did not teach them how to independently utilize these strategies Only a small proportion of teachers, approximately 16.67%, rarely guided students on note-taking during listening classes These findings suggest that only one-third of teachers frequently require and teach students to take notes, indicating a lower emphasis on this skill compared to those who rarely or sometimes do so.
4.2.5 Teachers’ degree of teaching students how to take notes in listening class
The fifth question in Appendix B aimed to determine whether first-year English majors are instructed to take notes during while-listening activities This inquiry assessed if teachers guide students to make notes to enhance their comprehension and successfully complete listening tasks Implementing note-taking strategies can significantly improve students' listening skills and understanding of the text.
The data reveals that 83.33% of respondents did not instruct students to take notes during listening activities When questioned, they stated that teaching study skills, such as note-taking, was not their responsibility Although students are officially introduced to note-taking as part of their first-year college syllabus, most teachers did not emphasize or guide students in developing this crucial skill during listening tasks.
Fi Figure 5: Teachers’ degrees of requiring and instructing students to take notes in listening class
Only 16.67% of the teachers interviewed for the project reported that they often ask students to identify stressed words or phrases in texts or conversations These teachers emphasize that noticing highlighted words helps students extract key information or ideas necessary to answer questions effectively, promoting better comprehension and active reading skills.