INTRODUCTION
Rationale of the study
Learning English has become vital in Vietnam, driven by various motivations such as securing jobs, teaching, or obtaining certifications However, English teachers face significant challenges, including effective teaching methods and suitable learning materials Despite efforts to improve teaching quality, many Vietnamese students excel in reading and writing but struggle with listening skills, often finding it difficult and unengaging After years of experience, I've observed that university students tend to be passive during listening lessons, lacking active participation.
So, “what is the best solution to this reality?” is still a difficult question for English teachers as well as educators
To address the challenges in teaching English listening skills, many Vietnamese English teachers have engaged in workshops to enhance their professional competence A Vietnamese language proficiency framework, aligned with the Common European Framework of Reference (CEFR), has been established, particularly at Thua Thien Hue College of Education First-year English majors must master four language skills and achieve at least a B1 level after completing the Objective PET Among these skills, listening is often regarded as the most challenging, necessitating extensive training due to its complexity and the need for simultaneous development of various sub-skills Research by Feyten (1991) highlights that listening constitutes 45% of communication time, emphasizing its critical role in language learning and teaching, which warrants significant attention.
However, there is an existing reality that most of the students failed in the listening task according to requirements of National Foreign Language Project
In 2020, first-year English major students at Thua Thien Hue College of Education faced challenges despite their proficiency in grammar and vocabulary One significant issue is the varying levels of learners within the same class, which can hinder effective teaching and learning Additionally, students often lack cultural background knowledge, making it difficult for them to comprehend English texts and conversations This unfamiliarity with culture can impede their ability to guess meanings and understand context Furthermore, the teaching methods and materials used by lecturers may be unengaging, contributing to students' disinterest in listening skills Lastly, the limited time allocated for teaching listening skills within the Objective PET curriculum prevents students from adequately developing their listening abilities, leading to diminished focus during lessons.
As an English teacher, I always wish to raise my teaching ability and improve listening skills for students to gain B1 level based on Objective PET
Students often struggle with listening skills, particularly in light of the new Vietnamese Ministry of Training and Education (MOET) policy, which imposes numerous expectations on both educators and learners Additionally, it is essential to evaluate how teachers' methods for teaching listening skills align with the requirements of the Common European Framework of Reference for Languages (CEFR).
This study aims to investigate the impact of the Common European Framework of Reference (CEFR) on teaching listening skills to first-year English major students at Thua Thien Hue College of Education By exploring this topic, the research seeks to provide valuable insights into the application of CEFR in enhancing listening skills within the Vietnamese educational context.
Research aims
The study is conducted with the aims to:
1 Analyze teachers‟ and students‟ attitudes on requirements of CEFR on teaching and learning listening skills
2 Apply the syllabus and teaching materials to help students gain B1 level
3 Explore how the reality of teaching and learning listening skills in the classroom according to requirements of CEFR standards based on Objective PET
4 Find out difficulties in teaching and learning listening skills in reference to CEFR.
Research scope
The research was conducted at Thua Thien Hue College of Education, involving a sample of 65 first-year English major students and 10 teachers who instruct these students.
Research questions
To fulfill the aforesaid aims, the two research questions are put forward:
1 What are the teachers‟ and students‟ attitudes towards CEFR on teaching and learning listening skills?
2 How are listening skills developed towards teaching and learning listening skills in reference to CEFR?
Research significance
This project aims to explore effective methods for teaching listening skills to first-year English major students at Thua Thien Hue College of Education The study seeks to bring about positive changes for both English teachers and students, enhancing their approach to teaching and learning listening skills in alignment with the CEFR criteria.
Research structure
This research thesis consists of five chapters:
Chapter 1 – Introduction: The rationale for the research, the purposes, the research questions, the scope, the significance and structure of the thesis are presented
Chapter 2 – Literature review and theoretical background: clarifies key terms used in the research This review consists of previous studies related to the thesis, theoretical background of listening skills and CEFR, requirements of B1 in teaching and learning listening skills and the instruction of CEFR-related listening skills at HCE
Chapter 3 – Methodology: presents the research methodology, which includes the description of the informants of the study (teachers and students), research instruments such as questionnaire, interview and class observation The chapter also describes the process to obtain research data and the limitation of the study
Chapter 4 – Findings and discussions: provides the detailed results of findings with thorough discussions At the end of the chapter is a summary of all the findings and discussions
Chapter 5 – Conclusions and implications: displays the summary of the findings, the implications and suggestions for the further research.
LITERATURE REWIEW AND THEORETICAL
Overview
This chapter aims to enhance readers' understanding of listening skills and the Common European Framework of Reference for Languages (CEFR) It begins by reviewing prior studies to identify gaps in the existing literature Following this, it presents relevant theories related to listening skills and the CEFR The chapter then discusses the application of CEFR requirements in teaching and learning listening skills Additionally, it covers the implementation of CEFR-related listening instruction at HCE Finally, a summary of the chapter is provided to encapsulate the key points discussed.
Previous studies related to the topic
Despite numerous studies focused on teaching listening skills, there has been limited formal attention given to the CEFR framework in the context of enhancing these skills.
In his 2012 study, Suryani explored effective methods to enhance students' listening skills through diverse tasks in a language laboratory, focusing on three key questions: the action plans implemented, the application of varied listening tasks, and the resulting improvements in students' listening abilities This action research utilized a combination of questionnaires, pre-tests, post-tests, and observations for data collection, with both quantitative and qualitative analyses applied to the results The findings revealed three main outcomes: the outlined action plans, the process of integrating varied listening tasks, and a notable improvement in students' listening skills, evidenced by a pre-test mean score of 6.22 compared to the post-test results.
According to Sinha (2009), teachers at the tertiary level should develop effective listening methodologies that go beyond merely playing recordings and assessing grammar, vocabulary, or writing skills It is essential for educators to create a more engaging and comprehensive listening class experience.
Sevik (2012) highlighted the importance of using songs to enhance listening skills in young learners' classrooms Incorporating songs offers engaging and meaningful language practice, making it an effective tool for fostering listening abilities.
A study by Faez et al (2011) examined teachers' perceptions of CEFR-informed instruction in Ontario's ESL classrooms, identifying two primary challenges: time constraints and a lack of understanding of the CEFR's relevance Many teachers reported feeling pressured by limited classroom time, which hindered their ability to implement CEFR-based activities while fulfilling the extensive curriculum requirements Consequently, some educators perceived the CEFR as an additional burden rather than an integrated approach to enhance various curriculum aspects.
The success of the Common European Framework of Reference for Languages (CEFR) can be attributed to two main factors: the clear definitions of proficiency levels across six main categories and the approach's positive language and voluntary implementation According to Figueras (2012), the CEFR's adaptability and flexibility allow it to be effectively utilized in various contexts.
The Common European Framework of Reference for Languages (CEFR) is not only utilized in Europe but also serves as a reference tool globally In 2010, the Canadian Council of Ministers of Education published a guide titled "Working with the Common European Framework of Reference for Languages (CEFR) in the Canadian Context." This comprehensive guide consists of three sections that provide general information about CEFR and its application within Canada, including potential avenues for integrating CEFR into language education.
In the Canadian context, the CEFR Common Reference levels and the European Language Portfolio should be implemented from kindergarten through grade 12 This approach underscores the importance of standardized language proficiency benchmarks for students at all educational stages.
In his 2007 article, Wang reported on an action research project aimed at enhancing motivation in a listening course for second-year English majors in China, where he identified the existing teaching methods as unengaging He implemented a new teaching plan that included providing explicit knowledge about the listening process, modifying session management for purposeful learning, and introducing two assessment methods: news reports and journal writing This approach resulted in a significant increase in students' motivation to practice listening Similarly, Bérešová (2011) examined the influence of the Common European Framework of Reference (CEFR) on English language teaching and testing in Central and Eastern Europe, highlighting the need for reform in school-leaving examinations The CEFR's introduction sparked interest among language professionals to align curricula with its standards, and Bérešová's research in Slovakia in 2008 focused on the initial efforts to connect national English examinations to the CEFR framework.
In a word, the above foreign researchers have contributed a significant part to the study of teaching and learning listening skills in some aspects
In Vietnam, where English is regarded as a foreign language, CEFR has become a new “gust of air” in teaching, learning and assessing English particularly and other foreign languages generally
Nguyen (2013) highlighted the challenges of teaching listening skills, particularly in meeting the B1 level requirements of the CEFR The study identified effective strategies to enhance students' listening abilities and provided valuable solutions for both teachers and students to navigate these challenges successfully.
Nguyen (2008) explored the challenges faced by grade 10 students in rural high schools in Hue when learning listening skills The study identified key factors contributing to these difficulties and proposed effective solutions to enhance students' listening abilities Additionally, it provided teachers with valuable strategies for improving their listening instruction methods.
In her 2006 article, "Common European Framework (CEF) and the Improvement of English Language Training Programs in Vietnam National University Ho Chi Minh City," Vu Thi Phuong Anh examined the impact of the Common European Framework of Reference (CEFR) on English language education in Vietnam The article is divided into two key sections: the first introduces the CEFR, while the second offers recommendations for enhancing curriculum design and assessment standards in English programs at VNU-HCM Phuong Anh highlighted critical deficiencies in Vietnam's language teaching, particularly in defining educational objectives and assessing student outcomes She underscored the importance of students achieving a B1 level proficiency before progressing to academic English studies.
In Vietnam, numerous conferences and workshops focusing on the Common European Framework of Reference for Languages (CEFR) and output standards for students have recently taken place The article "Vietnam Demands English Language Teaching" highlights that, under ambitious educational reforms, all school leavers are expected to achieve a minimum level of English proficiency by 2010 However, teachers express concerns about not receiving adequate support to enhance their own language skills.
In a 2011 article in Guardian Weekly, the author highlights the necessity for teachers in Vietnam to attain a B2 level in English, while school leavers are expected to reach at least a B1 level Over the past eight years, various educational initiatives have been implemented in Vietnam, aimed at significantly improving the teaching, learning, and assessment of the English language.
It can be seen that the above researchers have considerably contributed to improve as well as enhance the teaching and learning listening skills in some aspects
In Vietnam, the Common European Framework of Reference for Languages (CEFR) is utilized to assess language proficiency Despite its widespread use, there is a lack of research on the impact of the CEFR on the teaching and learning of listening skills, particularly for first-year English major students aiming for a B1 level This study aims to fill that gap by examining the influence of the CEFR on the development of listening skills among first-year English majors at Thua Thien Hue College of Education (HCE).
Theoretical background of listening skills
Listening is a crucial skill that significantly impacts our job performance and the quality of our relationships Effective communication hinges on our ability to listen, as it is an essential component of the communication process Therefore, successful communication relies heavily on listeners who receive and interpret messages.
Listening is a crucial aspect of language acquisition, focusing on understanding meaning rather than just the words themselves (Cameron, 2001) According to Sarıỗoban (1999), it involves the ability to recognize and comprehend spoken language, serving as the foundational step in learning a new language In educational settings, listening occurs through interactions with the teacher, audio materials, or fellow students, facilitating the interpretation of messages.
Listening is an intricate and active process that involves interpreting sounds and aligning them with existing knowledge To become proficient, learners must differentiate between various sounds, acquire vocabulary, and understand the correct pronunciation of the language.
In short, listening is difficult but it is important Therefore, in order to be successful in listening, it is advisable that we must practice regularly
According to Brown (2001), listening is a complex process that consists of eight essential steps: raw speech, determining the type of speech, making inferences, recalling information, assigning literal meaning, interpreting intended meaning, making determinations, and deleting unnecessary messages.
Raw speech requires the listener to quickly retain an image in their short-term memory, which can manifest as phrases, clauses, intonation, and stress patterns This natural retention process is what defines raw speech.
The hearer's ability to identify the type of speech plays a crucial role in communication, as it enables them to discern which sounds to process This auditory selection allows the listener to interpret the chosen sounds accurately, facilitating effective understanding.
Hearer's inference involves the listener attempting to understand the speaker's intention by analyzing the type of speech event, context, and content This process helps determine whether the speaker aims to persuade, request, deny, inform, or convey another intention.
Hearer's recall refers to the ability to remember background information pertinent to a specific context and topic The experiences and knowledge of listeners play a crucial role in enhancing the effectiveness of the listening process.
The assignment of literal meaning by hearers involves their interpretation of the content during a listening lesson In some instances, this process may play a secondary role when the literal meanings are not essential to understanding the overall message.
The next step in communication is the hearer's assignment of intended meaning, where the listener aligns the perceived message with its intended significance For instance, upon hearing the question, "Do you have the time?", the appropriate response is not simply "yes" or "no," but rather a specific answer like, "It is a quarter to nine."
Listeners evaluate the intended meaning of information and decide if it should be stored in short-term or long-term memory If the context requires a quick oral response, they will retain the information as short-term memory.
On the other hand, they will keep it as a long term memory if the context is for a long processing information such as in a lecture
The final stage in this perspective is the hearer's deletion process, where individuals discard irrelevant information and swiftly forget it They focus on the key points of the message while retaining essential information.
Listening is an interactive process that involves receiving sounds, selecting specific ones, assigning meaning, and filtering out unnecessary information, engaging both the ears and the brain.
A skill is defined as the capability to perform a task effectively, such as driving a car Mastering driving skills involves various abilities, including smooth gear shifting, steering control, and the capacity to respond to unexpected situations on the road, all of which contribute to safe and proficient driving.
Skills encompass various parts of the body, including the brain, hands, tongue, legs, and ears For example, a carpenter relies on hand skills, while a pianist utilizes both brain and finger coordination to perform effectively.
CEFR-based English instruction at Hue College of Education
Objective PET Second edition is a published in 2003 by Cambridge
University Press offers a comprehensive exam preparation program that enhances students' overall English proficiency through targeted language work This edition features thirty engaging short units, providing a dynamic and enjoyable learning experience It is specifically designed for HCE students aiming to achieve a B1 level, enabling them to grasp the main ideas in clear, standard speech on familiar topics encountered in work, school, and leisure Additionally, students will develop the ability to understand key points in various radio and TV programs focused on current affairs or personal and professional interests, especially when the content is delivered slowly and clearly.
The introduction of CEFR - related to teaching and learning listening skills
“Objective PET” is used to help first year English students at HCE reach B1 level according to CEFR This book includes 30 units
First-year English students at HCE are categorized into two primary sectors: English majors and non-English majors This article specifically examines the curriculum for English-major students during their first semester.
General English B1 - A – nearly PET 1, learning 90 periods
General English B1 - B – nearly PET 2, learning 90 periods
In the first year at HCE, there were 107 English-major students, with 42 in class PET 1 and 65 in class PET 2 Due to some absences, I distributed questionnaires to 65 students Both classes participated in a placement test to determine their appropriate levels, which included KET 1, KET 2, PET 1, and PET 2.
Part of Test Skills Tested Length of Test Percentage of Total Mark
Paper 1 Reading/ Writing 1 hours 30 mins Reading 25%
Objective PET examination consists of three papers – Paper 1 Reading and Writing, Paper 2 Listening and Paper 3 Speaking
The listening skills assessment includes four grades: Pass with Merit (approximately 85% of total marks), Pass (around 70%), Narrow Fail (about 5% below the pass mark), and Fail For those achieving a Pass with Merit or Pass, the results slip highlights the papers where examiners excelled, while for Narrow Fail and Fail, it indicates the papers where examiners struggled.
This paper consists of four sections, consistently arranged in the same sequence Examiners will listen to a series of recordings, each played twice, and will record your responses on the answer sheet.
Part Task Type Task Format
Part 2 Matching Listening for specific information and detailed meaning
Part 3 Gap fill Listening to identify, understand and interpret information
Part 4 True/ False Listening for detailed meaning and to identify attitude and opinion
Chapter summary
This chapter discusses the theoretical foundations of listening skills and the Common European Framework of Reference for Languages (CEFR) While significant international research has focused on enhancing English listening skills, there is limited study on CEFR's impact in Vietnam's educational context The researcher intends to explore how CEFR influences the teaching and learning of listening skills and to identify solutions that help students achieve their learning objectives The following chapter will outline the methodology for this study.
METHODOLOGY
Introduction
This chapter outlines the methodology employed in the current study, building on the theoretical foundation established in the previous chapter It details the primary approaches and research methods for data collection, as well as the research site and participant demographics, to effectively address the research questions posed.
At the end, there is a brief description of the data analysis
1 Analyzing teachers‟ and students‟ attitudes towards requirements of CEFR on teaching and learning listening skills
2 Applying the syllabus and teaching materials applied to help students gain B1 level
3 Exploring how the reality of teaching and learning listening skills in the classroom according to requirements of CEFR standards based on and
4 Finding out difficulties in teaching and learning listening skills in reference to CEFR.
Research approach
The study utilized both quantitative and qualitative methods to gather comprehensive data, ensuring both the quantity and quality of information By integrating these approaches, the researcher aimed to achieve a well-rounded perspective on the subject matter.
Research methods
Based on the nature of the study inquiry, quantitative and qualitative approaches are both used Questionnaire, interview and class observation were three major instruments in this study
According to McMillan and Schumacher (1993), questionnaires are a cost-effective research tool that features standardized questions, guarantees respondent anonymity, and can be tailored for specific objectives In the context of studying teaching and learning listening skills among English major students, both open-ended and closed-ended questions will be employed to gather relevant data.
A study was conducted to assess the impact of the Common European Framework of Reference for Languages (CEFR) on teaching and learning listening skills among first-year English major students This involved distributing 10 questionnaires, each containing 24 questions, to 10 English teachers, alongside 65 additional questionnaires with the same number of questions sent to 65 English major students.
The questionnaire begins with a concise explanation of the study's purpose to encourage participant engagement and enhance the study's success It consists of 24 items rated on a five-point Likert scale, ranging from "Strongly Disagree" (1) to "Strongly Agree" (5) To ensure honest responses, personal information, including participants' names, is omitted and collected at the end of the questionnaire.
The questions in the questionnaires focused on these four following clusters:
Table 3.1: Summary of the questionnaire components
1 Teachers‟ and students‟ attitudes on requirements of
CEFR – B1 level on teaching and learning listening skills 1, 2, 3, 4, 5
3 The reality of teaching and learning listening skills developed in reference to CEFR for first year English – major students at HCE
4 Difficulties in teaching and learning listening skills in reference to CEFR 21, 22, 23, 24
The questionnaire primarily featured close-ended questions for ease of use and was originally written in English for all participants Additionally, it was translated into another language for student participants to ensure clarity and accessibility.
Vietnamese The Vietnamese version was used to help the surveyed students completely understand the questions and give suitable answers
Before I delivered the questionnaires to students and teachers in Thua Thien Hue College of Education, there were be a pilot study with the help of 4 experienced foreign teachers and 10 first year English – major students to test the clarify and reliability of the questionnaires If the Cronbach‟s alpha coefficient is above 7, the questionnaire will be reliable enough to be carried out (Pallant, 2010) The results collected from the students piloted questionnaires were the Cronbach‟s alpha 704 and 714 for teachers, which means that these questionnaire would be used for my study
After piloting the questionnaire, 10 copies of questionnaire for EFL teachers and
65 copies of questionnaire for first year English – major students were delivered
Observation methods are essential for gaining deep insights into educational situations, as noted by Cohen, Manion, & Morrison (2000) Despite challenges related to validity and reliability, these methods allow researchers to uncover unique aspects of each class By utilizing an observation sheet (see Appendix 6), the researcher conducted class observations to collect real-time data on teaching and learning dynamics This approach facilitates a comprehensive comparison with data obtained from questionnaires and interviews, enriching the overall research findings.
Questionnaires are utilized to gather data through quantitative methods, while interviews are preferred for gaining in-depth insights into the interviewee's perspective or circumstances, as noted by Borg (1963).
“interview allows for greater depth than is the case with other method of data collection” (cited in Cohen, Manion, & Maririson, 2000, p 260)
This study utilized both teacher and student interviews to collect in-depth insights through dynamic interactions between the interviewer and interviewees, highlighting the significance of semi-structured and unstructured interview formats in fostering idea exchange.
To conduct this research, I pre-arranged interviews with 10 students and 4 teachers, ensuring a suitable time for each session Teacher interviews lasted approximately 15 to 20 minutes, while student interviews were shorter, ranging from five to eight minutes Both groups were asked four questions in English, tailored for English teachers and students The individual interview format encouraged open dialogue, allowing participants to express themselves freely This approach provided valuable insights into the impact of teaching listening skills in accordance with the CEFR framework (Refer to Appendices 4 and 5 for Teachers' and Students' Interviews)
Participants
This study involved two participant groups: ten teachers and sixty-five first-year English major students at Thua Thien Hue College of Education The teachers, who specialize in teaching listening skills, provided insights through interviews focused on the integration of the Common European Framework of Reference (CEFR) in their instruction Additionally, ten students from classes PET 1 and PET 2 - K37 were selected for interviews to gather their perspectives on learning listening skills.
Data analysis
The researcher utilized SPSS Version 16 and Excel software to efficiently analyze data for the study, categorizing and examining responses from collected questionnaires and interviews with teachers and students This approach aimed to provide valid insights into the impact of the CEFR on teaching and learning listening skills among first-year English majors at HCE The questionnaires were organized into four main clusters, further divided into sub-clusters for easier analysis By leveraging SPSS, the study accurately gathered and analyzed key data points, including mean scores, participant totals, and percentages.
The gathered data was analyzed and visually represented through charts and tables, highlighting percentages, totals, and average scores The results and discussion will be detailed in Chapter 4.
Chapter summary
This study employs a mixed-methods approach, utilizing 65 student questionnaires, 10 teacher questionnaires, and participant interviews, all analyzed with SPSS and Excel to ensure accurate and valid results The following chapter will present the findings from the questionnaires, interviews, and classroom observations.
FINDINGS AND DISCSSIONS
Introduction
This chapter outlines the findings derived from questionnaires, interviews, and class observations, focusing on the impact of the Common European Framework of Reference for Languages (CEFR) on the teaching and learning of listening skills The study specifically examines how listening skills are developed to achieve the B1 level in accordance with the CEFR guidelines.
This chapter explores the implementation of the Objective PET at HCE, focusing on teachers' and students' attitudes towards the CEFR requirements for teaching and learning listening skills It is structured into four key sections: (1) an analysis of teachers' and students' attitudes, (2) an examination of the syllabus and teaching materials, (3) an assessment of the actual listening skills developed in alignment with CEFR standards as per Objective PET, and (4) a discussion of the challenges encountered in teaching and learning listening skills in relation to CEFR.
Results from the questionnaires (quantitative results)
To test the reliability of the questionnaire, a pilot study for 4 English teachers and
A study involving 10 first-year English major students was conducted to analyze the reliability of a questionnaire using SPSS software According to Nunnally (1978, as cited in Pallant, 2010, p.6), a minimum Cronbach's alpha coefficient of 7 is required for a reliable questionnaire The results indicated that the piloted questionnaire, consisting of 24 items, demonstrated high reliability, with a Cronbach's alpha coefficient of 714 for 4 teachers and 704 for 10 students.
Table 4.1 The reliability of the questionnaire for students
Table 4.2 The reliability of the questionnaire for teachers
The questionnaires were administered to 10 EFL teachers and 65 first-year English major students at Thua Thien Hue College of Education Subsequent analysis using SPSS software revealed a Cronbach's alpha of 707 for teachers and 877 for students, indicating improved reliability compared to earlier results.
Table 4.3 The reliability of the questionnaire for teachers
Table 4.4 The reliability of the questionnaire for students
All items in the questionnaire are in five-point Likert scale measurements with values coded as 1 (Strongly disagree), 2 (Disagree), 3 (Unsure), 4 (Agree) and
The data collected from the questionnaire was analyzed to address three key research questions regarding teachers' and students' attitudes towards the Common European Framework of Reference (CEFR) in teaching and learning listening skills, as well as how these skills are developed in relation to CEFR The analysis in this chapter is organized into four main clusters and sub-clusters, with findings often presented alongside their mean scores (M.).
4.2.1 Results from teachers (see Appendice 1)
4.2.1.1 Teachers’ attitudes on requirements of CEFR-B1 level on teaching listening skills based on Objective Pet (Cluster 1)
Cluster 1 includes items from 1 to 5 dealing with the teachers‟ attitudes on teaching listening skills according to the requirements of CEFR for first year English-major students at HCE to gain B1 level Cluster 1 was divided into 5 sub- clusters so that analyzing data would be easier and clearer
Table 4.5 Mean score of teachers’ attitudes
N Minimum Maximum Mean Std Deviation
Table 4.5 illustrates the positive attitudes of teachers towards using Objective PET for teaching English listening skills to first-year English major students at HCE, aligning with CEFR requirements The mean score of this cluster exceeds 3.88, significantly surpassing the average score of 3 on a five-point scale.
In summary, teachers of English at HCE have positive attitudes toward using
Objective PET for students to learn listening English to reach B1 level
The importance of teaching and learning English in alignment with the Common European Framework of Reference (CEFR) is evident, particularly for first-year English major students at HCE This includes a focus on developing listening skills as part of the Objective PET - B1 level curriculum, which is a key component of the National Project 2020 Integrating listening skills into the Objective PET framework significantly enhances students' ability to achieve B1 level proficiency Furthermore, the process of teaching and testing listening skills is crucial for effective language acquisition.
Objective PET instruction as presented in the following chart 4.1
Chart 4.1 describes results from Statement 1 to Statement 5 of cluster 1 as mentioned above S1 shows the necessity of teaching and learning English in accordance with CEFR at present in the National Project 2020 It can be seen that the numbers of the participants appreciated the necessity of the using of CEFR on teaching and learning English, with 30% strongly agreeing, 30% agreeing, 20% unsure and 20% disagreeing It is surprising that somebody denied the necessity of CEFR in teaching English for students
In short, most teachers agreed with the necessity of teaching and learning English in accordance with CEFR at present in the National Project 2010
Teaching and learning listening skills aligned with the CEFR framework are essential for first-year English major students at HCE, as highlighted in the National Project 2010 A significant majority of respondents, 80%, support this initiative, with an additional 10% expressing strong agreement, while only 10% remained neutral.
Most teachers appreciated the necessity of CEFR on teaching and learning listening skills at present in the National Project 2010 for students
The National Project 2010 highlights the importance of teaching and learning the Objective PET – B1 level at HCE A significant majority of participants, 80%, either agree or strongly agree that using Objective PET is beneficial for students aiming to achieve the B1 level as per CEFR requirements, while 20% remain uncertain about its effectiveness.
Overall, the majority of teachers agreed with teaching and learning Objective PET - B1 level at HCE are necessary at present in the National Project 2020
The S4 findings highlight the impact of teaching and learning listening skills integrated into the Objective PET curriculum, aimed at helping students achieve B1 level proficiency The chart reveals that, despite various opinions, a majority of teachers support the incorporation of these listening strategies in their instruction.
Objective PET with 60% agreement It is useful for students to learn English by integrating four language skills to gain B1 level
In short, according to teachers Objective PET is one of the best materials for students in helping them learn listening skills by integrating language skills to gain B1 level
S5 emphasizes the significance of integrating listening skills testing with the teaching and learning process in Objective PET instruction According to the survey results, all respondents supported the method of teaching and assessing listening skills, with 30% strongly agreeing and 60% agreeing, while only 10% remained neutral.
Most teachers expressed a positive attitude towards the significance of testing and teaching listening skills within the Objective PET instruction framework The results presented in Table 4.6 illustrate the level of agreement among teachers regarding statements S1 to S5.
Table 4.6 Mean score of S1 to S5
Table 4.6 highlights teachers' attitudes towards the CEFR-B1 level requirements for teaching and learning listening skills The data reveals that both teaching and testing listening skills are crucial for Objective PET instruction, receiving a mean score of M = 4.20 Most teachers agree on the necessity of teaching Objective PET at the B1 level in the National Project 2020, with a mean score of M = 4.10 Additionally, there is a strong consensus on the importance of aligning listening skills instruction with CEFR standards for first-year English majors, reflected in a mean score of M = 4.00 The agreement extends to the necessity of teaching English according to CEFR guidelines in the context of the National Project 2020 However, the least favorable position pertains to the effectiveness of integrated listening skills instruction within Objective PET for achieving B1 level proficiency.
The finding indicates that a majority of teachers are enthusiastic about applying CEFR on teaching and learning listening skills as well as using Objective
The Objective PET serves as an effective teaching device by integrating four language skills, making it particularly suitable for first-year students with varying levels of English background from high school It is crucial for teachers to utilize the CEFR alongside Objective PET, as it inspires and sustains students' English learning while enhancing their listening skills, aligning with the goals of the National Project 2020.
The findings indicate that the majority of teachers recognize the importance and effectiveness of the CEFR B1 level for first-year English major students at HCE Additionally, the integration of listening skills in both teaching and assessment, particularly through the Objective PET, is deemed crucial for student success.
The teachers expressed their level of argument about the curriculum designing and output assessing of English subject as shown in the next section
4.2.1.2 Syllabus and teaching materials (cluster 2)
Results from teacher interviews and classroom observation (qualitative results)
Objective PET to help students gain B1 level
When being interviewed, the entire four interviewed teachers highly appreciated the effects of teaching and learning listening skills by integrating in
The Objective PET program aims to assist first-year English-major students at HCE in achieving a B1 proficiency level Teachers provided insights into the effectiveness of the Objective PET approach, and the feedback from interviewed participants aligns closely with the questionnaire results Several educators shared their perspectives on the program's benefits for students.
Students can experience diverse English accents and benefit from a more natural flow of the language during teacher interactions.
Students feel more confident with each aspect, listening, reading, writing and speaking (TC2)
It can be referred from the viewpoints above that the teachers are well aware of the effects of teaching and learning listening skills by integrating way in
Objective PET is designed to assist students in achieving a B1 level in English The integration of this material has proven to significantly enhance the teaching and learning of English listening skills.
Concerning the benefits of integrating way in Objective PET, the interviewees shared their ideas in many different ways, but all of them considered
Objective PET as an effective material to attract learners‟ attentions and a useful means to ease students‟ hard learning process As TC3 stated:
The Objective PET is an effective tool for helping students achieve a B1 level in English It integrates various skills, enabling teachers to design appropriate lesson plans for each period Additionally, it encourages students to actively participate in listening exercises, enhancing their overall learning experience.
There are many topics related with together in Objective Pet…help students understand easily and motivate students to learn listening skills effectively (TC3)
TC4 added more benefits of CEFR as well as shared reasons why CEFR is effective for students
Teaching listening skills at HCE has proven effective over time, but its impact has significantly increased with the implementation of the CEFR framework This approach accurately assesses students' listening proficiency, enabling them to understand their current level and motivating them to enhance their skills Additionally, learning through the Objective PET not only develops listening abilities but also prepares students to meet industry standards, ultimately improving their job prospects in the future.
Besides these above effects, TC3 also gives some difficulties when teaching English by integrating way in Objective PET as follows:
While Objective PET offers various skills to enhance student learning, many students struggle with effective listening Teachers provide strategies and methods to improve listening skills before engaging in practice lessons, but the limited time available poses a challenge.
Also, there is not enough time for teachers to teaching English by integrating way in Objective PET Therefore, I cannot teach listening skills effectively
Teachers' interview responses align with questionnaire findings, indicating that the integrated approach to teaching and learning listening skills in Objective PET effectively supports students in achieving the B1 level as outlined by the CEFR.
4.3.2 Teachers’ attitudes about using Objective PET to evaluate first year English – major students’ level
Most interviewed teachers believe that the Objective PET is appropriate for assessing the proficiency of first-year English major students, finding it both suitable for their level and engaging.
The Objective PET is well-suited for its intended age group and proficiency level, offering engaging and diverse topics that align with relevant practice activities.
Objective PET is a little outdated, however it covers most bases in terms of assessing a first year English learner’s ability (TC1)
Most teachers believe that the Objective PET is an effective tool for assessing students' proficiency levels However, it is essential for students to engage in self-study, as the Objective PET is not straightforward for independent learning Consequently, the guidance provided by teachers is crucial, as emphasized by TC3 and TC4.
While achieving a B1 level in language learning may seem manageable, students often struggle with self-study due to the complexity of the exercises Without proper guidance from teachers on effective listening techniques, students may find it challenging to complete these tasks Unfortunately, teachers often have limited time to provide the necessary support and instruction for their students.
Lack of teachers’ instruction, students’ self-study will be low (TC4)
Teachers in the interviews acknowledged that Objective PET is an effective tool for assessing students' proficiency Additionally, they emphasized the significance of teacher guidance and students' self-study, as highlighted by TC 4.
In my view, the significance of material is secondary to the effectiveness of teaching methods in guiding students' learning The Objective PET resource stands out as an effective tool, characterized by three key features: suitable content, quality teacher instruction, and opportunities for students' self-study.
Classroom observations revealed that while Objective PET materials were utilized in English listening lessons, teachers primarily concentrated on pre-listening and while-listening activities, often neglecting follow-up exercises This limited opportunities for students to review lessons and practice other language skills Additionally, students were given only one chance to listen and complete exercises, which were checked by the teacher quickly These findings suggest that multi-level challenges and time constraints in the classroom may hinder the effective practice of English listening skills.
All in all, Objective PET is a good way of evaluating students‟ level However, it is very essential if there is teachers‟ instruction and students‟ self-study
4.3.3 Types of supplementary materials used to help students practice listening skills to gain B1 level
Many teachers reported utilizing English songs and video clips as supplementary materials alongside Objective PET to enhance students' listening skills for achieving a B1 level These resources not only aid in language practice but also expose students to diverse cultures and various accents.
I often use some interesting materials such as English songs, my own voice, video clips with subtitles… (TC1)
Music and video clips to gain familiarity with the language and different accents (TC2)
Results from student interviews and classroom observation (qualitative results) 76 1 Effects of teaching and learning listening skills by integrating in
Objective PET to help students gain B1 level
A recent study involving interviews with ten first-year English major students indicates that 60% of participants believe that integrating listening skills into the Objective PET framework effectively supports their achievement of a B1 level In contrast, 30% of the students found this approach ineffective, while 10% were uncertain The findings highlight a generally positive attitude among students towards the use of Objective PET for teaching listening skills, with several students providing reasons to support their views.
In my opinion, learning according to this curriculum is effective because we can self-study more and have more correct pronunciation when lessons are taught by foreign teachers (St1)
I like learning Objective PET although my result is not high 4 language skills must be divided to learn better (St2)
It is effective but we did not learn listening skills much I would like to divide 4 skills to study (St4)
I think it is normal I prefer learning English according to traditional method (St6)
As results from St7, St8, St9, they shared that teaching listening skills according to CEFR is not effective
Integrating listening skills into the Objective PET curriculum may not be effective, as understanding foreign teachers can be challenging To achieve better results, it's essential to separate the four language skills for more focused learning.
Most students at HCE expressed dissatisfaction with the integration of listening skills in the Objective PET curriculum, contrary to the positive feedback from teachers regarding its effectiveness The majority of student questionnaires indicated a disagreement with the perceived benefits of this curriculum and the actual teaching of listening skills aligned with the CEFR Notably, many students suggested that dividing the four language skills could lead to improved outcomes.
4.4.2 Students’ attitudes about using Objective PET to evaluate first year English – major students’ level
Understanding students' responses is essential for teachers when conducting listening lessons This study aims to explore students' feelings and thoughts by using the Objective PET to assess their proficiency levels Notably, the majority of students expressed a positive appreciation for this material, finding it well-suited to their learning needs.
Objective PET is appropriate material for evaluating students’ level In addition, I want to learn more about other materials related (St1)
In my opinion, this material is suitable However, it is easier than listening task in PET examination (St9)
However, one student complained that the content of PET examination is different from what they learned in the class PET examination is very difficult for them to learn
The Objective PET exam is appropriate for students; however, I struggled to achieve a high score due to its challenging nature Additionally, the fast-paced audio recordings made it difficult for me to comprehend the spoken content.
All students had the same idea as follows:
When teaching listening skills in this material, teacher did not provide vocabulary, new structures as well as the purpose of listening lesson
In short, despite having some difficulties in learning listening skills in
Objective PET, a majority of students appreciated this material They thought that
The Objective PET assessment is intended to gauge students' proficiency levels; however, feedback from interviewed students contradicts the findings presented in Chart 4.6 While the chart indicates that a majority of students believe Objective PET is not beneficial for their preparation for the PET examination, the interviews reveal a different perspective.
4.4.3 Types of supplementary materials used to help students practice listening skills to gain B1 level
In interviews regarding supplementary materials for teaching listening skills, students reported that teachers frequently utilized English songs, video clips, and handouts Despite this, students indicated that their exposure to listening skills was limited, with lessons occurring only three to four times per semester.
Teacher should divide four language skills to teach because listening skills are not taught carefully
In summary, the teacher primarily relied on the Objective PET resource to teach listening skills due to time constraints, limiting the use of popular tools like videos, English songs, and handouts As a result, the effectiveness of developing listening skills in alignment with the CEFR was not significant.
4.4.4 Difficulties of using Objective PET to teach listening skills faced by students
Students face significant challenges in developing listening skills for the Objective PET exam, primarily due to difficulties with vocabulary, which hinders their participation in listening lessons Additionally, a lack of familiarity with technology and effective listening strategies further exacerbates these issues, as reported by several students.
Teachers should prioritize enhancing students' listening skills by offering ample practice opportunities, expanding their vocabulary, and integrating technology into listening exercises Many students, like myself, have primarily focused on grammar and reading, often neglecting the crucial aspect of listening in language learning.
These difficulties imply teachers‟ duty to consider how to find solutions that help them overcome the challenges
Student interviews provide valuable insights into the impact of teaching and learning listening skills for first-year English majors at HCE, aligning with the CEFR framework and the Objective PET.
Chapter summary
This chapter analyzes the impact of the CEFR on teaching and learning listening skills among first-year English-major students at Thua Thien Hue College of Education, divided into two parts: teacher and student perspectives Both groups recognize the necessity and effectiveness of the CEFR-B1 level for enhancing listening skills While teachers generally appreciate the syllabus and materials used, many students express dissatisfaction with them, although interviews reveal that most find them suitable for their learning needs The analysis shows that teachers view the CEFR-based approach positively, while students acknowledge its effectiveness despite facing challenges Key difficulties identified include time constraints, varying student proficiency levels, coordination issues between foreign and Vietnamese teachers, and vocabulary limitations, which hinder the successful implementation of CEFR in listening skills instruction.