INTRODUCTION
Rationale
Listening constitutes 45 percent of communication time, significantly more than reading (16 percent), speaking (30 percent), and writing (9 percent) (Wilt, 1950; Martin, 1987; Strother, 1987, cited in Malkakwi, 2010) This highlights the crucial role of listening as a skill that warrants greater focus, especially in the context of language learning.
In Vietnam, English has been a mandatory subject in the general curriculum established by the Ministry of Education and Training (MOET) since 2007, starting from primary levels and continuing through secondary education One of the key objectives of this curriculum is to ensure that students achieve a certain level of proficiency in the four essential language skills—listening, speaking, reading, and writing—by the end of upper secondary school Despite the significance of listening skills in English language learning, this area is often overlooked in high schools, as evidenced by the lack of dedicated listening tests in national examinations and the limited focus on listening in classroom settings Consequently, both teachers and students tend to neglect listening practice, which is only occasionally included as a minor component in assessments.
Learning and teaching listening skills can be challenging According to Anderson and Lynch (1988b) as cited in Nunan (1998), listeners face difficulties due to three main factors: the type of language used, the purpose of listening, and the context of the listening situation They identify several influences on the difficulty of listening tasks, including the organization of information, familiarity with the topic, clarity and adequacy of the information provided, the types of referring expressions employed, and whether the text offers a description.
“static” relationship or dynamic relationship In short, there are certain reasons that make listening a difficult task
In Dak Lak province, a remote mountainous area, the situation regarding English proficiency is concerning, with low national graduate examination results For instance, only 37% of students achieved an average mark in English in 2010, with slight improvements to 50.6% in 2011 Teachers report persistent low scores, particularly in listening skills, which pose significant challenges for students at Hai Ba Trung High School To address these issues, English teachers regularly hold seminars focused on improving teaching methods, especially for listening skills Despite their efforts, many classes remain ineffective due to students' lack of engagement and low language proficiency This ongoing struggle presents significant challenges for educators in this region.
As an English teacher, I find it disheartening to acknowledge that my students struggle with their listening skills My own experiences in listening lessons were often disappointing, as both my students and I faced challenges in overcoming difficulties, leading to disengagement and inattentiveness Reflecting on my high school days, I recall feeling bored during listening classes despite my love for English, which resulted in missed opportunities to learn A turning point came when our teacher encouraged us to predict the content of the listening exercise, sparking my curiosity and revitalizing my interest in listening This experience made me question whether the lack of engagement stemmed from the inherent challenges of listening lessons or the teaching methods employed Consequently, I am compelled to investigate the underlying issues affecting students' listening abilities.
Listeners often face challenges that hinder effective listening Goh (1997) identifies several issues, including understanding individual words without grasping the overall meaning, losing focus and missing parts of the text, and confusing similar-sounding words She emphasizes that factors such as timing, interest in the topic, listening purpose, and prior knowledge significantly influence listening comprehension Similarly, Nunan (1998) highlights difficulties stemming from information organization, familiarity, and the types of referring expressions used Personally, I have experienced these challenges, and my students often exhibit a tendency to overly depend on their comprehension skills.
12 linguistic knowledge They want to discriminate every single sound when listening rather than the whole message Moreover, they always seem to worry that they might miss something
Numerous studies highlight the significance of comprehensible input in successful language acquisition, particularly emphasizing top-down processing, where students leverage their prior knowledge to predict content in listening activities Researchers, including Vandergrift, advocate for the use of prediction activities (PAs) as an effective method for enhancing listening comprehension skills.
(2002 & 2003), Lingzhu (2003), Jiang (2009), Guo and Wills (2010), etc
Despite evidence supporting the effectiveness of prediction activities (PAs) in enhancing students' listening comprehension, this technique remains underutilized by listening comprehension (LC) teachers in Vietnam A study by Nguyen Hoang (2009) revealed that 71.4% of teachers acknowledge the importance of allowing students to leverage their background knowledge for predictions prior to listening Furthermore, Nguyen Thi Phuong's research (2010) indicates that prediction activities constitute only 50% of teacher activities during the pre-listening stage, with the technique being employed at a maximum frequency of 50%.
This research is inspired by the author's personal experiences as a rural student learning English and as a high school teacher in the remote mountainous region of Dak Lak Province The study addresses the challenges encountered in teaching listening comprehension (LC) in this context As an English teacher in Buon Ho Town, the researcher has faced significant difficulties in conducting listening classes, often resulting in unsuccessful outcomes This highlights the critical importance of listening comprehension in language education.
Finding effective listening lessons is essential to address this issue Many researchers globally, including those in Vietnam, recommend the use of prediction techniques for improving listening skills.
The use of prediction activities (PAs) is recognized as an effective technique for enhancing listening comprehension in English classes, yet its implementation in Vietnamese high schools remains underexplored Despite the acknowledgment of the benefits of prediction in listening comprehension, there is a lack of empirical studies focusing on its application in this context, particularly given that students have limited exposure to listening skills in their English curriculum Furthermore, the national graduate examination does not assess listening skills, which diminishes its perceived importance There is also a gap in understanding teachers' perspectives on using PAs in their lessons and how these activities are conducted in practice This study aims to investigate the use of PAs in listening comprehension classes at high schools in Dak Lak Province, seeking to provide valuable insights into their implementation within the Vietnamese educational framework.
Purposes of the Study
This research aims to provide insights into the use of prediction techniques in local teaching contexts, specifically in high schools in Dak Lak Province It analyzes teachers' perspectives and students' attitudes towards prediction activities in language classes, seeking to identify potential solutions, teaching implications, and professional recommendations for enhancing language instruction in the region.
Research Questions
To fulfill the aforesaid aims, the three research questions are put forward
1.2.1 What are the students’ attitudes towards the teachers’ use of prediction activities in their listening lessons?
1.2.2 What are the teachers’ views on the use of prediction activities in their listening lessons?
1.2.3 How do the teachers conduct prediction activities in listening comprehension classes?
Scope of the Research
This research investigates the use of prediction activities (PAs) in enhancing listening comprehension (LC) in educational settings It examines teachers' perspectives on the effectiveness of prediction techniques in teaching LC and their application of PAs at Hai Ba Trung High School and Buon Ho High School in Dak Lak Province Additionally, the study explores students' attitudes towards the integration of PAs in their LC lessons, involving a total of 192 students and 20 teachers from both institutions.
Structure of the Study
The research is divided into five chapters as follows
Chapter 1 introduces background of the study The rationale, the purposes, the research questions and the scope of the research are also presented
Chapter 2 clarifies key terms used in the research, the types of prediction activities and the ways to conduct them In addition, this chapter presents the theoretical background of the study, including some of previous studies to point out the gaps of the literature
Chapter 3 discusses the reasons to choose both quantitative and qualitative approaches It also describes the participants, the research tools and the whole procedure of data collection and analysis
Chapter 4 analyzes and discusses the findings from the data collected To make it simple and easy to follow, main results and data collected from the questionnaire and the interviews are reported and discussed under the main aspects covered in the research questions
Chapter 5 briefly summarizes the findings and discussions of the study It also offers some applications for English language teaching and learning LC This chapter points out some limitations of the study as well as gives some suggestions for further research are also included
LITERATURE REVIEW
Clarification of Basic Concepts
When uncertain about a topic, we tend to make predictions or guesses In the context of learning English, and specifically Listening Comprehension (LC), these predictions can significantly aid learners Therefore, understanding the concept of prediction is essential for effective language acquisition.
Prediction is a fundamental strategy for utilizing prior knowledge (PK) to comprehend a text, as highlighted by (2009), who notes that learners formulate hypotheses regarding the text's type, purpose, or scope to enhance understanding A person's predictive ability is influenced by their PK of the world, language, speaker knowledge, and intent Wills and Guo (2006) support this notion, stating that predictions are rooted in the context of communication Furthermore, Lingzu (2003) emphasizes that predictions rely on various rules, including logic, syntax, and phonetics, while also acknowledging that listeners draw upon their own world knowledge and experiences to interpret the listening material effectively.
In conclusion, predicting in listening comprehension involves listeners utilizing both their linguistic skills and their worldly knowledge to interpret the audio material effectively The following section will define what our prior knowledge entails.
PK, or preconceived knowledge, encompasses the listener's prior expectations regarding the content, formality level, and discourse they are about to encounter It includes the listener's familiarity with the topic at hand.
Prior knowledge (PK) encompasses the generalized mental representations of experiences that aid in understanding new situations, significantly influencing cognition (Vandergrift, 2003) For high school students, PK may include knowledge acquired from related lessons or existing familiarity with the listening text Green (2004) highlights the crucial role of PK in effective language practice, emphasizing the need for listeners to activate their schemata for better comprehension When listeners are aware of the context and potential topics, they can anticipate vocabulary and predict both what they will hear and what may be unclear Consequently, Brown (2006) asserts that leveraging students' PK is vital for enhancing listening comprehension (LC) in teaching In summary, PK is integral to understanding listening texts, as it draws on what listeners already know The concept of "listening comprehension" will be explored further in the next section.
Listening comprehension (LC) is a complex psychological process involving the understanding of language through auditory perception, as described by Wills and Guo (2006) Vandergrift (2003) emphasizes that LC is an interactive and interpretive process, where learners utilize both prior knowledge and linguistic skills to grasp messages Given its critical role in English learning, educators are encouraged to explore the nature and methodologies of LC to enhance teaching outcomes Despite this, many students report difficulties in effectively listening to texts, highlighting the need for teachers to thoroughly understand LC to develop appropriate instructional strategies O'Malley and Chamot (1989) further note that LC is an active and conscious process, where listeners rely on contextual cues to aid comprehension.
18 information and existing knowledge to construct meaning For Holden (2004),
Listening comprehension (LC) is a crucial set of integrated skills essential for language acquisition and the development of related abilities According to Nguyen Quoc Tuan et al (2007), LC serves two primary purposes: effective communication and information reception, with the latter being more challenging and deserving greater emphasis in English education They note that high school English textbooks primarily focus on developing LC skills aligned with this second purpose Brown (2006) emphasizes that students require both bottom-up and top-down processing skills in listening, necessitating the retention of sounds in working memory to interpret them effectively Additionally, background knowledge plays a vital role in deriving meaning, as highlighted by Rost (2002), who describes listening as a complex, active process involving the integration of spoken words with existing knowledge This aligns with Littlewood’s (1981) assertion that LC is an active pursuit of meaning, where learners utilize linguistic and non-linguistic cues He further emphasizes that even if listeners miss certain language elements, they can still piece together the message through other clues Thus, understanding LC lays the groundwork for exploring its relationship with prediction in subsequent discussions.
The Relationship between Prediction and Listening Comprehension
2.2.1 The Importance of Prediction in LC Lessons
Listeners typically employ a top-down strategy to anticipate the likely theme before utilizing a bottom-up approach to verify their comprehension This predictive process encompasses both aspects of listening comprehension (LC) Numerous studies demonstrate that this micro skill significantly enhances the LC process.
Prediction plays a crucial role in enhancing listening comprehension (LC) skills, as highlighted in 1984 The presence of redundancies, false starts, and rephrasing in spoken language necessitates the ability to predict for better understanding Lingzu (2003) and Guo & Wills (2006) also emphasize the significance of prediction in communication, noting that individuals often make unconscious predictions based on contextual knowledge, grammatical structures, and background information This active and interpretive process allows listeners to utilize their prior knowledge and linguistic skills to grasp messages effectively Ultimately, successful language learners are those who can contextualize their predictions and leverage their existing knowledge for comprehension The benefits of making predictions in LC will be explored further in the following section.
According to Vandergrift (2003), predictions provide several advantages for students in the listening process They enable learners to concentrate on key information rather than attempting to comprehend every word Additionally, predictions assist students in moving beyond the instinct to mentally translate, allowing them to focus on essential content words Moreover, predictions empower students to leverage their prior knowledge to enhance their understanding of spoken language Lastly, predictions foster an awareness of the active engagement required in listening.
Jiang (2009) highlights the positive effects of employing prediction strategies in language classes, noting that it activates prior knowledge, making the content more familiar This approach simplifies comprehension, as learners can listen more effectively, having some understanding of what they will hear Additionally, it engages learners' minds, fostering an active learning environment, and reduces anxiety, ultimately enhancing listening efficiency.
Predicting can assist both learners and teachers in navigating challenges during the listening process, allowing them to focus on factors that enhance listening effectiveness This approach helps students break free from old listening habits, leading to more productive listening comprehension lessons.
That how a prediction activity is implemented will be shown in the next part.
Implementing a Prediction Activity
In this research prediction activities are discussed mainly based on suggestions of many researchers among whom are Ur (1984) and Lingzu (2003), Ellis & Sinclair
(1989), Nunan & Miller (1995), White (1998), Nguyen et al (2007)
2.3.1.1 Prediction Based on the Topic
Prediction activities are highly recommended by researchers for enhancing listening skills in foreign language classes In Vietnam, English textbooks for high school students provide fixed topics and key words, allowing listeners to anticipate content effectively Teachers can facilitate this by having students read the topic carefully, focus on key words, and engage in discussions with questions like, “What is the upcoming passage about?” and “Is it a narrative or recounting passage?” This approach cultivates students' predictive abilities and improves their listening comprehension.
2.3.1.2 Prediction Based on The Key Words
Students can enhance their listening skills by predicting key words from the topic, as seen in high school listening textbooks that provide key word lists before information transfer exercises These lists serve as valuable resources for making predictions about the listening text Teachers should not only introduce new vocabulary but also encourage students to actively use these words After reviewing the key terms, teachers can pose questions that require students to make brief predictions based on the vocabulary Subsequently, students listen to the passage or dialogue to verify or adjust their predictions.
2.3.1.3 Prediction Based on The Exercises Designed for The While Listening and Post Listening Period
In high school listening lessons, textbooks provide various exercises for students to complete or review after listening to passages or dialogues These exercises, which may include questions, tables, figures, and charts, can be utilized for pre-listening predictions.
2.3.1.4 Prediction Based on The Speakers and Their Relations
Understanding the identities of speakers allows listeners to anticipate the content of their conversation and the nature of their relationship This is crucial for students, as familiar lexical items help them connect discussions to their existing knowledge For instance, when Minh meets his professor for the first time, listeners can expect a formal greeting and introduction due to the social hierarchy Similarly, in another scenario, the dialogue between A and B suggests they are roommates, as A hears the noise from B's radio.
A: That radio is terribly loud
B: Sorry Is that disturbing you?
A: I am trying to write an essay
B: I am sorry I did not know
2.3.1.5 Prediction Based on The Topic Sentence
This activity builds on writing classes where students learn to craft effective paragraphs and recognize the significance of the topic sentence By listening to short, formal paragraphs, learners focus on the topic sentence to grasp the main idea Following this, students engage in discussions about the sentence and make predictions about subsequent ones Identifying the topic sentence allows them to pinpoint controlling ideas, enabling them to concentrate on the essential information.
2.3.1.6 Prediction Based on The Grammar Structures
Many researchers emphasize the importance of prediction activities in language comprehension (LC), noting that effective predictions often rely on recognizable vocabulary and grammar choices Students should learn to leverage their grammatical knowledge to aid in understanding spoken language, as natural speech can be difficult to decipher due to unclear enunciation During English listening exercises, students frequently encounter gaps in comprehension, particularly with function words that are less distinctly pronounced For instance, in the question "Where ?????? go last night?", students can identify the key meaning words while struggling with the missing auxiliary verb and pronoun The presence of "Where" signals a question, allowing students to infer the missing elements, especially with the contextual clue of "last night," indicating the use of past tense.
23 auxiliary Students can easily guess what is missing in the question: Where did you go last night?
The article highlights four frequently used sentence patterns in speech The first pattern is comparatives, where teachers encourage students to guess the second half of a sentence, such as "A than B." The second pattern involves conditional sentences, where the main clause presents results based on specific conditions, exemplified by "If you had studied hard earlier, you would have passed the examination." The third pattern is narrative sequence, where events are organized chronologically, often using markers like "before" and "after." Lastly, students utilize their prior knowledge to infer cause and effect, often employing passive voice or adverbial clauses, as seen in sentences like "The sharply increased output was produced by the use of the new method."
Teaching students to fill in gaps using their grammar knowledge is essential Encouraging them to guess missing words enhances their listening skills.
2.3.1.7 Prediction Based on The Semantic Markers
Semantic markers are essential for indicating relationships between statements and often signal a change of direction, enhancing coherence and momentum in writing Their key characteristics assist students in making predictions about the content of lectures or texts These markers vary in type, including conjunctions (e.g., "to summarize," "in other words"), context indicators (e.g., "first," "second"), and meta-lingual markers (e.g., "as you are aware").
Smit (2006) highlights that semantic markers serve as indicators of the semantic framework, aiding listeners in anticipating subsequent utterances It is essential for teachers to remind students about these markers, as they effectively train learners' natural prediction skills English features a diverse range of semantic markers, categorized by their functions, as illustrated in the table based on Smit's findings.
Semantic markers play a crucial role in effective communication They can be used for listing items (first, second, third, finally), showing cause and effect (so, since, because, therefore), and illustrating ideas with examples (for instance, for example) Additionally, they introduce contrasting ideas (but, yet, although) and help summarize thoughts (to summarize, in other words) Semantic markers also express time relationships (when, before, as soon as) and conditions (if, even if, unless).
2.3.1.8 Prediction Based on Knowledge of Intonation and Stress
Speakers often stress new information, pertinent information or information that contrasts what was said before For example: I did not say give it to Bill I said
Understanding intonation clues is crucial for making accurate predictions in communication For instance, the phrase "I did not say give it to Bill I said give it to _" emphasizes the importance of context in deciphering meaning Although the final word remains unknown, recognizing these cues can significantly aid students in their guessing process Ultimately, mastering intonation can enhance comprehension and improve conversational skills.
As learners engage with English texts, they often find the experience enjoyable and accessible According to Ur (1998), the emphasis placed on specific words in the initial part of a statement is frequently elucidated by subsequent comments, enhancing understanding (p 139).
2.3.1.9 Prediction Based on Knowledge of Discourse
Understanding stock phrases, cultural knowledge, and social contexts is essential for students to grasp spoken English For instance, when ordering Bacon and Eggs in a typical restaurant, one can anticipate the type of conversation that will ensue It becomes easy to predict the questions that the server may ask in such a scenario.
Customer: Bacon and Eggs please
We do not know exactly but usually we get a question about how you want your eggs cooked
Customer: Bacon and Eggs please
Server: Sure And how you like them done? (Or something like that)
To effectively comprehend listening texts in a target language, students must grasp the associated cultural context Language instruction is inherently linked to cultural understanding, making it essential for educators to facilitate students' awareness of the language's cultural nuances.
2.3.1.10 Prediction Based on The Stock Formula of The Language
Review of Previous Studies Related to the Topic
Numerous studies and opinions highlight the significance of prediction techniques in teaching and learning language comprehension (LC) Researchers unanimously agree that these techniques are vital, yet they acknowledge the diversity in their implementation and the existence of various prediction activities (PAs) Despite their benefits, challenges and limitations in utilizing PAs for effective language instruction remain a concern.
Brown (1978) and Sheerin (1987) (cited in Mee, 1990) state that prediction was a key process in understanding spoken language According to them, prediction
29 means that listeners do not have to pay attention to every phoneme, syllable, word, phrase or even tone of the message but they can actively process them
A range of exercises on predicting with clear explanations are given by Ur P
According to the insights from 1984, listeners can often anticipate the continuation of an utterance based on its initial part, which enhances their understanding (p 139) This predictive ability not only aids comprehension but also encourages students to listen more attentively as they seek to verify their predictions Consequently, making predictions fosters a more engaged and effective listening experience.
Doff (1988) aligns with Ur (1998) in emphasizing the significance of predicting a speaker's next words as a crucial listening skill This technique proves particularly beneficial in storytelling, as listeners naturally anticipate what will unfold next in an engaging narrative Doff effectively illustrates this predictive process by prompting students to create imaginary stories about themselves, making the demonstration both compelling and persuasive He further strengthens his argument with additional examples.
Ellis and Sinclair (1989) emphasize the importance of fostering learners' confidence through preparation and prediction, asserting that enhanced prediction skills lead to improved comprehension They state, “The more the learners can predict, the easier it becomes to understand” (p.64) When learners see their predictions validated, their confidence in listening skills increases; conversely, even incorrect predictions can provide valuable learning experiences.
Richards (1996) emphasizes the importance of prediction-focused language learning activities He highlights that comprehension activities can vary in their complexity, particularly in promoting inferential comprehension, which involves drawing conclusions and making predictions from given information.
The article emphasizes that predictions in communication are influenced by the context, the roles of participants, and their intentions Ultimately, it asserts that these predictions serve to enhance one’s listening experience.
According to White (1998), predicting during story listening involves the teacher pausing to encourage students to anticipate upcoming content Students make predictions about specific words they expect the speaker to use, highlighting varying levels of prediction This concept of different prediction levels is a key focus of my research.
Ross (2007) emphasizes the importance of incorporating prediction into listening comprehension materials He argues that any worksheet designed for listening activities must provide the appropriate schema to assist students in anticipating the language they will encounter According to him, the key consideration in lesson design aimed at enhancing listening comprehension skills is the focus on prediction.
Students require motivation to maintain their engagement in learning This perspective is intriguing as it highlights how educational materials exhibit distinct characteristics that educators can leverage to create effective teaching strategies.
Besides the ideas and opinions mentioned above, a lot of studies supporting prediction in teaching and learning LC have been conducted and will be presented below, too
Lingzu (2003) emphasizes the importance of prediction as a top-down listening strategy in training university English learners He highlights that this approach allows listeners to anticipate specific details, such as words, phrases, or ideas, in upcoming text segments By acknowledging various types of prediction within top-down processing, Lingzu encourages learners to leverage their prior knowledge to make informed predictions, which can vary based on teachers' guidance The training primarily addresses the cognitive processes involved in how English learners engage with listening activities.
Predicting plays a crucial role in enhancing listening skills in a foreign language, both as a pre-listening activity and during the listening process The training results demonstrate that teaching students to make predictions sentence by sentence is highly effective This underscores the importance for teachers to encourage their students to embrace prediction as a valuable strategy in improving their listening comprehension.
In Vandergrift's (2002) study, students engaged in listening comprehension (LC) tasks and reflective exercises that emphasized prediction and evaluation, effectively enhancing their metacognitive knowledge He highlights the importance of prediction in LC, noting, “It was nice to see that our predictions were right,” which he reiterates throughout his article This aligns with Jiang's (2009) assertion that making and checking predictions can transform listening from a tedious task into an enjoyable experience, leading to small victories that boost students' confidence and facilitate easier subsequent exercises.
Vandergrift (2003) conducted a small-scale study to bridge the gap between L2 listening theory and practice by examining the impact of two tasks aimed at enhancing listening skills The study revealed positive outcomes, as students found the prediction task beneficial for comprehension and increased their awareness of the listening process Participants responded favorably to both tasks, highlighting the advantages of making predictions This study underscores the significance of prediction as a metacognitive strategy, which not only aids general learning but also specifically enhances listening comprehension by empowering learners to take control of their learning process.
Effective strategies such as organizing, planning, and evaluating enable listeners to connect new information with existing knowledge Vandergrift (2003) emphasizes the importance of prediction as a vital strategy in this learning process.
Holden W.R (2004) investigates the effectiveness of cognitive and metacognitive strategies in enhancing L2 listening skills The study explores how these strategies can be applied to improve students' comprehension of spoken English and provides recommendations for instructors to support their learners in this process.
He focuses on prediction in the two stages of listening- pre-stage and while-stage
Summary
Research indicates that prediction activities are crucial in teaching and learning language comprehension (LC), with many scholars endorsing their use While various types of prediction activities exist and differ in their implementation stages, there remains a lack of focus on teachers' perspectives regarding these techniques, their application in LC classes, and students' attitudes towards them, particularly in Vietnam Additionally, there is limited research on the use of prediction techniques in high school English LC instruction This highlights a significant gap that this study aims to address.
METHODOLOGY
Methodology of the research
Based on the nature of the study inquiry, quantitative and qualitative approaches are both used in this study with priorities given to the quantitative
The quantitative research method focuses on the collection and analysis of numerical data through instruments such as questionnaires and tests, aiming to assess the relationships between variables while minimizing researcher subjectivity (Kealey & Protheroe, cited in Matveev, 2002) Despite its strengths in providing an objective view, this method has notable weaknesses, including a lack of contextual information and limited outcomes restricted to the original proposal due to its reliance on closed questions and structured formats.
Unlike quantitative research methods, qualitative research focuses on understanding people's thoughts, feelings, beliefs, and actions, as well as the reasons behind them This approach uncovers insights into human behavior and contextualizes it within natural settings Matveev (2002) noted that qualitative methods provide a more authentic understanding that numerical data and statistical analysis in quantitative research cannot capture However, qualitative research faces challenges in generalizing findings and drawing consistent conclusions, as it relies heavily on the researcher’s perspective, which can introduce subjectivity into the analysis.
Qualitative researchers frequently draw on their personal or professional experiences to connect with participants, which can influence the selection of informants Consequently, the researcher's individual characteristics may lead to varying conclusions from the same data.
Both quantitative and qualitative research methods have distinct strengths and weaknesses To leverage the advantages of each while minimizing their drawbacks, my research will integrate both approaches.
Data Collection Tools
According to McMillan & Schumacher (1993), questionnaires are a cost-effective research tool featuring standardized questions that guarantee anonymity and can be tailored for specific objectives Surveys are widely recognized as the most prevalent descriptive method in educational research The primary advantage of using survey questionnaires lies in their remarkable efficiency, significantly reducing the time and effort required from researchers.
Questionnaires are efficient tools for data collection, allowing for uniform, standardized, and accurate results as they are administered simultaneously to all subjects Their quantifiable nature, primarily due to the use of multiple-choice questions, enhances data analysis However, limitations exist, such as the inability to assess the truthfulness of respondents or the depth of their thought processes Despite these drawbacks, I employed two distinct questionnaires—one for teachers and another for students—as the primary method for gathering data in my study Each questionnaire comprises two sections: the first collects demographic information, including names, ages, genders, years of English learning, and English certificates, while the second focuses on participants' use of prediction as a listening strategy and their perspectives on language comprehension The questions are closely aligned with the research objectives.
The questionnaire for teacher participants addresses three key areas: (1) teachers' perspectives on the implementation of prediction activities in listening lessons; (2) the methods employed for conducting prediction activities in language classes; and (3) teachers' attitudes regarding the effectiveness of prediction activities in language instruction (refer to Appendix 1, Questionnaire A).
The student participant questionnaire addresses two main aspects: first, it examines students' attitudes towards the incorporation of prediction activities in listening comprehension (LC) lessons; second, it explores students' preferences for these prediction activities within the same context For further details, please refer to Appendix 2, Questionnaire B.
The questionnaire for teacher participants is in English, while the student questionnaire is provided in Vietnamese to ensure clarity and reliability in their responses.
Prior to distributing questionnaires to teachers and students at two high schools in Dak Lak Province, a pilot study will be conducted with the assistance of three experienced teachers to evaluate the clarity and effectiveness of the questionnaire Their feedback will facilitate necessary adjustments and modifications, ensuring the questions are well-prepared before distribution.
Interviews will be used to confirm the validity of information collected from the questionnaires and they also helped to collect information
McMillan & Schumacher (1993) describe interviews as a flexible and adaptable method that facilitates direct interaction between individuals, allowing for the observation of both verbal and nonverbal behaviors While interviews offer advantages similar to questionnaires, they also come with limitations, including potential subjectivity, bias, higher costs, and time consumption Respondents may feel uncomfortable, leading to reluctance in sharing true feelings, and interviewers may misinterpret what is said To mitigate these issues, researchers should view the interviewer as a neutral medium for information exchange and allow respondents to verify the interviewer's perceptions Therefore, I employed interviews as a complementary data collection tool alongside questionnaires.
The study involved conducting individual and extended interviews with teachers, featuring 10 questions in English, to gather in-depth insights into their use of prediction activities and their adaptations in the classroom For detailed information, refer to Appendix 4, which contains the Teachers' Interview.
The student interviews consisted of eight questions in Vietnamese, conducted in a relaxed group setting to encourage open dialogue This approach allowed the researcher to gain valuable insights into the execution of prediction activities and the students' preferences for participating in them (Refer to Appendix 5, Students’ Interview)
Before the interviews, the researcher gave the teachers and students open- ended questions and arranged face-to-face meetings at their convenience
The observational method, as described by McMillan & Schumaker (1993), is an effective technique for gathering information through direct observation, which minimizes concerns about self-report bias and social desirability Despite its challenges, such as high costs and potential observer effects, this method is valuable for cross-checking questionnaire results on prediction activities in the classroom An observation sheet was utilized, featuring criteria that included the types of prediction activities implemented, the teacher's approach to conducting these activities, the organization of the prediction section, and student participation levels.
Classroom observations were conducted in eight listening lessons taught by six teachers from the participant group The researcher acted solely as an observer, refraining from participating in any classroom activities Following each observation, the researcher shared detailed notes with the teachers to verify the accuracy of the interpretations regarding the classroom activities.
Participants
This study involves two participant groups: students and teachers To determine the number of student participants, Yamane’s formula is applied, expressed as $n = \frac{N}{1 + N(e)^2}$, where $n$ represents the required sample size, $N$ is the total number of students from two high schools, and $e$ denotes the expected accuracy.
Group 1: 191 students in the two high schools (Buon Ho High School and Hai
Ba Trung High School) took part in the research They have at least four years of learning English They are mainly from Buon Ho Town, about 40 kilometers from Ban
Me Thuot City Most of them have spent from five to nine years studying English at Secondary and/or High School 100% of them learn English as a foreign language
Group 2: All teachers of English language (18 teachers) at two high schools in Dak Lak Province (Buon Ho High School and Hai Ba Trung High School) take part in the research Three of them hold an MA degree Their ages range from thirty to fifty Their academic qualifications and training are in English and their teaching time ranges from eight to twenty years.
Data Analysis
The study utilizes questionnaires to explore various aspects of prediction techniques in education, focusing on teachers' methods, their perceptions, and students' attitudes towards these techniques in the classroom The collected data were categorized and analyzed quantitatively using statistical frequency and percentage through Excel Software Additionally, qualitative analysis was performed on interview data from both teachers and students, which were organized into themes Classroom observation data further supported the findings, with results presented through numbers, tables, and figures where applicable.
This chapter outlines the methodology utilized in the study, focusing on data collection methods, participant details, and data analysis procedures It begins with a comprehensive description of the study participants, followed by an in-depth presentation of the data collection instruments, which include questionnaires, interviews, and classroom observations Lastly, the chapter details the procedures used for data analysis, along with an explanation of the statistical methods applied.
FINDINGS AND DISCUSSION
Introduction to the Chapter
This chapter outlines the findings of the study investigating the use of prediction activities (PAs) in listening comprehension classes at Buon Ho High School and Hai Ba Trung High School in Buon Ho Town, Dak Lak Province It examines teachers' implementation of PAs, their techniques, and both teachers' and students' attitudes towards these activities Additionally, the chapter evaluates teachers' assessments of PAs and includes suggestions from both teachers and students for enhancing their effectiveness Data collected from questionnaires, classroom observations, and informal interviews are presented in 11 tables and 16 figures, which are subsequently analyzed and discussed The chapter is organized into three sections addressing the key themes of the research questions.
Students’ Attitudes towards the Use of PAs in Their LC Classes
4.2.1 Reasons Why Students Liked or Disliked PAs
Reasons Why Students Liked PAs Students (N1) Percentage (%)
Not worrying if their answers are wrong 100 52.4
Having a chance to show their knowledge 90 51.8
Table 4.1.a Reasons Why Students Liked PAs
Students appreciated PAs in LC primarily because they felt free from the fear of providing incorrect answers, with 54% of respondents highlighting this benefit Additionally, 51.8% of the 191 respondents expressed that PAs allowed them to demonstrate and verify their existing knowledge Furthermore, 45.5% of students found PAs enjoyable and beneficial for understanding lessons During interviews, students expressed confidence in the prediction section, stating that it alleviated concerns about making mistakes and fostered a relaxed atmosphere, as teachers accepted all answers One student remarked on the desire to gauge their knowledge against that of their classmates.
Beside the things that made students like PAs, there were certain things about PAs that made them dislike PAs
Reasons Why Students Disliked Students (N1) Percentage (%)
Table 4.1.b Reasons Why Students Disliked PAs
A significant 54.9% of students indicated that a lack of background knowledge was the primary reason for their dislike of predictive activities (PAs) Additionally, 39.8% of students frequently made incorrect predictions, while 19.3% found the task of making predictions to be challenging Only 2.09% of the respondents, which equates to just four students, expressed disinterest in PAs.
45 boring As seen in the table, the total number of the respondents is over 100% because each respondent can choose more than one options
Students generally appreciate predictive analytics (PAs), yet they express some dislike due to challenges encountered in prediction sections These difficulties highlight the need for PAs in their academic journey As noted in the literature review, various PAs proposed by Lingzhu can address these concerns effectively.
(2003) and Ur (1998), etc., namely some, prediction based on pictures, on the topic, on the keywords, etc Students’ favorite PAs will be discussed in the next section
Exercises designed in while-listening and post- listening
Table 4.2 Students’ Most Favorable PAs in LC Classes
As shown in Table 4.2, we have a comparison among the PAs that students liked most Making predictions based on pictures got the highest selection (80.6%)
“Whenever seeing pictures, I am often motivated Pictures contain a lot of things, so
I have a lot to say and I often make right predictions thanks to them” (Students’ Interview April 2 nd , 2012) Ranking the second, making predictions based on the
A significant 60% of respondents were attracted to the topic, with 102 students (53.4%) opting for predictions based on key words Additionally, predictions based on speaker relations, grammar structures, and discourse knowledge garnered interest from 36.6%, 33.5%, and 35.6% of participants, respectively Meanwhile, predictions derived from while-listening and post-listening exercises, as well as those based on topic sentences, were noted by 26.2% and 24.1% of respondents Less than 20% favored predictions based on semantic markers, intonation, stress, or language stock formulas The total number of respondents was 395, with 6% indicating that participants could select multiple options.
Students' preferred types of predictive activities (PAs) are closely linked to the tasks they enjoy engaging in This relationship will be summarized and explored in the following section.
4.2.3 Kinds of Listening Tasks in Which Students Liked to Make Predictions
MCQs QA CTC Gap-filling Open prediction
Notes: -MCQs stands for Multiple Choice Questions
- QA stands for Questions and Answers
- CTC stands for Charts or Table Completion
- OPE stands for Ordering Pictures or Events
Figure 4.1 Kinds of Listening Tasks in Which Students Liked to Make Predictions
In a study examining student preferences for prediction tasks, 81.7% of respondents favored ordering pictures or events, highlighting a strong inclination towards this type of activity Additionally, true/false predictions were popular among 62.8% of participants, while gap-filling and open predictions attracted around 38% and 34%, respectively Gap-filling exercises require students to predict and reconstruct sentences based on provided hints (Ur, 1982) Conversely, multiple-choice questions, Q&A, and chart or table completions garnered less interest, each selected by fewer than 20% of respondents Classroom observations revealed students' enthusiasm during prediction tasks, particularly on March 25, 2012, when all students actively engaged, with pictures significantly aiding their participation.
In 2012, students effectively predicted answers by leveraging their knowledge of whale protection During this time, teachers encouraged group and whole-class predictions, leading to a discussion on the preferred classroom organization among students.
4.2.4 Students’ Preference of Class Organization
Making predictions in small groups 51.3%
Making predictions in the whole class 73.8%
Figure 4.2 Students’ Preference of Class Organization
The pie chart in Figure 4.2 reveals that among the four prediction methods proposed by the researcher, whole-class predictions were the most popular, favored by 141 out of 191 respondents, which is 73.8% Small group predictions ranked second at 50.8%, while individual predictions garnered only 13.1% support, and predictions made in pairs received 21% This trend highlights the benefits of collaborative work, particularly for weaker students, as observed during classroom interviews where group activities were prevalent According to Vandergrift (2002), collaboration enhances the prediction process, allowing students to verify and expand their initial ideas through partner discussions Despite the collaborative approach, students' predictions are not always accurate, a topic that will be explored further in the next section.
4.2.5 Students’ Frequency of Making Wrong Predictions
Figure 4.3 Students’ Frequency of Making Wrong Predictions
Looking at Figure 4.3, we can learn that making wrong predictions does not the matter for many students The rate of students’ making wrong predictions is acceptable
Out of 191 respondents, only 10 (5.2%) selected "always," indicating a minimal occurrence Additionally, 35 respondents (18.3%) chose "usually," while a significant 76.5% reported "sometimes" or "never" making wrong predictions Notably, only 4 respondents (2.2%) claimed they "never" make mistakes, highlighting the rarity of this response.
Many students believe that teacher support in providing input language or activating relevant concepts can enhance their ability to make predictions about listening texts As one student noted, "I often make predictions and they are not always right However, it doesn’t matter because predictions help me think of what is said in the listening text." Vandergrift (2002) emphasizes that while predictions may not always be accurate, they are beneficial to the learning process Therefore, the treatment of incorrect predictions in listening comprehension will be further explored in the following section.
4.2.6 Students’ Feelings When Being Corrected
Got involved in the lesson
Being paid attention to by the teacher
Figure 4.4 Students’ Feelings When Being Corrected
Figure 4.4 illustrates students' attitudes towards teacher corrections, revealing that nearly 50% of students engage more in lessons when corrected Additionally, 56% of respondents view teacher corrections positively, while 29.8% feel interested due to the attention they receive However, a small percentage of students experience feelings of shame in front of their teachers and peers, leading to a loss of interest.
Most students accepted corrections during lessons, viewing them as opportunities for growth One student noted, “Being corrected? OK I can learn from my mistakes and try to do better next times” (Student Interview April 2nd, 2012) Observations indicated that correcting wrong predictions did not demotivate students; rather, it supported their learning process Therefore, correction is an essential component of prediction activities, and students benefit from encouragement and proper preparation from their teachers Further discussion on this topic will be provided in section 4.2.7.
4.2.7 Students’ Expectations from Teachers’ to Have Good Predictions Students’ expectations from the teacher to have good predictions Students (N1) Percentage (%)
Teacher’s use of different types of PAs 103 54
Teacher’s appropriate use of PAs 53 27.7
Teacher’s helping students train their prediction skill 149 78
Table 4.3 Students’ Expectations from Teachers’ to Have Good Predictions
Table 4.3 reveals that a significant majority of students, specifically 149 out of 191 respondents (78%), express a strong need for teachers to assist them in developing their prediction skills Additionally, it is noteworthy that students value the use of various teaching methods by their instructors.
A survey revealed that 54% of respondents prioritize the appropriate use of PAs over teachers, with only 28% believing that effective teacher preparation leads to better predictions Additionally, 43% of respondents expressed the need for encouragement from teachers It's important to note that the total percentage of responses exceeds 100% since participants could select multiple options.
Students expressed the need for a comfortable classroom atmosphere, emphasizing that having teachers participate as collaborators during prediction activities would enhance their learning experience They believe that teacher involvement in group settings would make the process more engaging and exciting.
2012) Indeed, teachers may play the role of a participant in a student group because among the roles of teachers in teaching language is participants
These are the ideas from students’ view and teachers’ views on this aspect will be compared and clarified in 4.4.11.2
4.2.8 Summary of Results Related to Students
Teachers’ views on the Use of Prediction Activities in Their LC Classes
4.3.1 Teachers’ Perceptions of Predictions in Listening Comprehension
Notes: - A stands for Linguistic Knowledge
- B stands for Knowledge about the Real World
- D stands for Knowledge of Culture and Society
Figure 4.5 Teachers’ Perceptions of Predictions in Listening Comprehension
Looking at Figure 4.5, we can see that all of the researcher’s suggestions were chosen by the respondents, of course with different rates among the options
A significant majority of respondents, 83.3% (15 out of 18), acknowledged that prediction relies on listeners' linguistic knowledge to comprehend spoken content Furthermore, many participants viewed prediction as an activity where listeners utilize their real-world knowledge and cultural understanding to interpret the listening material Specifically, 66.7% of respondents emphasized the importance of "experiences," while 55.5% highlighted "existing knowledge" as essential for understanding what was communicated.
According to Jiang (2009), prediction serves as a fundamental strategy that leverages prior knowledge to enhance text comprehension By forming hypotheses regarding the types, purposes, or scopes of a text, learners establish a framework that aids in confirming their understanding.
(2006) also show the same opinion that the listener will use their knowledge about a particular thing or a certain experience and the common procedural knowledge to understand the listening text
Respondents demonstrate a solid understanding of prediction in listening comprehension The upcoming section will explore their perceptions of different types of prediction activities (PAs).
4.3.2 Teachers’ Perceptions of Kinds of Prediction Activities
The exercises Designed for The While-Listening and Post-Listening
The speakers and their relations 6 33.3
Knowledge of intonation and stress 6 33.3
The stock formula of the language 3 16.7
Table 4.4 Teachers’ Perceptions of Kinds of PAs in LC
The researcher, following the frameworks of Ur (1998) and Lingzhu (2002), provided 11 prediction activities (PAs) to 18 teacher participants for selection The PAs included predictions based on topics, key words, listening exercises, speaker relations, topic sentences, grammar structures, semantic markers, intonation and stress knowledge, discourse understanding, stock language formulas, and accompanying pictures Data analysis revealed that teachers predominantly favored PAs linked to pictures, topics, and key words, with all respondents selecting picture-based PAs Additionally, 83.3% of participants highly recommended topic and key word-based PAs, while 66.7% chose those based on topic sentences or grammar structures.
The study examined predictions made during the while-listening and post-listening stages, revealing that 6 out of 18 respondents preferred predictions based on the speakers’ relationship, pronunciation knowledge, or semantic markers Conversely, only 3 out of 18 respondents opted for predictions based on the stock formula of language Notably, the total percentage of respondents exceeds 100% (616.6%) as individuals could select multiple options.
In summary, the teachers examined demonstrate a comprehensive understanding of the pedagogical approaches (PAs) utilized in listening classes, and their views on the significance of these approaches in language comprehension will be addressed in the following section.
4.3.3 Teachers’ Perceptions of the Importance of PAs in LC
Figure 4 6 Teachers’ Perceptions of the Importance of PAs in LC
There have been a lot of ideas about the importance of prediction in LC Ur
Predictive skills play a crucial role in enhancing listening abilities, as highlighted by research from 1998 and further supported by Guo and Wills (2006), who emphasize that prediction is fundamental to effective communication, particularly in listening comprehension (LC) A study involving 18 teachers from two high schools in Dak Lak province revealed a consensus on the significance of prediction in communication skills.
Data from Figure 4.6 reveals that 44.4% of teachers, totaling 8 individuals, consider prediction crucial for teaching listening comprehension Furthermore, 27.8% of respondents, which equates to 5 out of 18, rated prediction as "very important," while an equal number rated it as "quite important."
All respondents recognize the significance of prediction in listening comprehension, with one teacher stating, “Prediction is related much to listening; students will find a lot of difficulties if they do not predict” (Teachers’ Interview - April 15th, 2012) Additionally, many interviewed teachers concur that prediction is essential in teaching and learning listening comprehension, as it offers numerous benefits to learners, which will be explored in the subsequent section.
4.3.4 Teachers’ Perceptions of the Benefits of Prediction Activities
Focusing on specific information, not understanding every word
Helping students recognize they can use what they already know to understand what they hear
Arousing students’ prior knowledge on the topic 13 72.2
Making students’ mind busy and active 9 50
Overcoming the state of translating every sentence into
Help students recognize the nature of the listening process
Linking students’ knowledge with the lesson 15 83.3
Encouraging students to monitor their comprehension as they listen
Table 4.5 Teachers’ Perceptions of the Benefits of PAs in LC
As shown in Table 4.5, Each respondent can choose more than one option; Therefore, the total number of the respondents is 605.4% All the teachers
A study involving 57 participants highlighted the advantages of using prediction techniques in enhancing students' listening comprehension Notably, 15 out of 18 respondents (83.3%) believed that prediction activities enable students to concentrate on key information rather than attempting to grasp every single word This approach effectively connects students' prior knowledge to the lesson Many students tend to fixate on understanding each word while listening, which can lead to missing critical information and struggling to connect ideas As Wills and Guo (2010) note, "Listening comprehension does not mean understanding every word, but some words do play a crucial part in listening comprehension" (p 12).
A significant majority of respondents, 77.8%, agreed that PAs assist students in leveraging their existing knowledge to enhance their understanding of auditory information Additionally, 72.2% believed that PAs stimulate students' prior knowledge on the subject, making it more relatable, and encourage them to actively monitor their comprehension while listening.
A significant 55.6% of respondents identified two key benefits of PAs: aiding students in avoiding the tendency to translate each sentence into Vietnamese while listening, and fostering their creativity According to Vandergrift (2003), “Predictions helped students overcome the natural compulsion to mentally translate, and to focus instead on content words” (p 435).
Half of the respondents believed that peer assessments (PAs) motivated the class by fostering competition among students This competitive environment encourages individuals, pairs, or groups to exert greater effort in order to gain recognition.
PAs effectively engage students' minds, keeping them active and focused on the listening process By making predictions, students concentrate on validating their expectations, which minimizes distractions and enhances their listening skills These findings support the positive impact of PAs on students' attention and comprehension.
Listeners engage in selective listening based on the task's purpose, as noted by Vandergrift (2003) Understanding the communicative intent of a text enables listeners to focus on relevant information and activate appropriate cognitive processes.
Teachers’ Conduct of Prediction Activities
4.4.1 Prediction Activities Teachers Liked to Use
The exercises Designed for The While-Listening and
The speakers and their relations 6 33.3
Knowledge of intonation and stress 6 33.3
The stock formula of the language 2 11.2
Table 4.6 Prediction Activities Teachers Liked to Use
Table 4.6 reveals that all teachers favored using picture-based predictions, reinforcing the adage, “A picture is worth a thousand words.” As noted by Wright (1989), images can significantly motivate students, particularly those with lower proficiency levels This observation holds true for the students in the two high schools studied One teacher remarked, “Whenever pictures are provided in the prediction section, students become energetic, and the class atmosphere becomes really 'hot'.”
Over 80% of respondents preferred predictions based on topics or keywords, while 66.7% (12 out of 18 respondents) favored predictions that utilized grammar structures and topic sentences.
One third of respondents aligned with predictions derived from semantic markers and discourse knowledge, as well as exercises from the listening section of the textbook Classroom observations revealed that teachers frequently emphasized the importance of semantic markers, stating, “Although semantic markers themselves are not the answers, they help students have a general look on the next coming information.” (Teachers’ Interview - April 15th, 2012).
Only 2 out of 18 respondents chose “Prediction based on the stock formula of language” This is understandable because listening texts in textbooks for high school students contain few cliches, idioms or proverbs The total number of the respondents is 611.1 % because each respondent can choose more than one option
Analysis of the statistics reveals that teachers favored using PAs closely linked to the knowledge presented in the listening texts They provided specific reasons for their preference, which will be detailed in the following section.
4.4.2 The Reasons Why Teachers Used PAs
Notes : - A stands for To facilitate the listening tasks
- B stands for To involve students in the lesson
- C stands for To help students find fun in LC
- D stands for To make students more active to receive more information
- E stands for To activate students' prior knowledge
- F stands for To help students understand the lesson better
- G stands for To help students overcome their old habits of listening
- H stands for To set purposes for listening
Figure 4.7 The Reasons Why Teachers Used PAs
Teachers identified several reasons for using PAs, as illustrated in Figure 4.7 A significant 94.4% of respondents (17 out of 18) indicated that PAs help students break old listening habits, such as translating word by word into Vietnamese These outdated listening practices hinder students' listening comprehension (LC) skills, prompting teachers to leverage PAs to facilitate this transition.
“My students translate what they hear into Vietnamese at once” Another added,
Students often feel confused and anxious when they miss certain words during listening exercises, leading many to believe that full comprehension requires understanding every single word.
A significant majority of respondents, 88.9% (16 out of 18), indicated that they utilize prediction activities (PAs) to enhance student engagement with new information and assist in goal-setting for listening tasks Teachers typically disclose their lesson plans during the prediction phase, as these predictions are closely linked to listening activities This approach ensures that students are aware of their upcoming tasks through targeted prediction questions or requirements.
A significant 66.7% of respondents indicated that the use of Predictive Activities (PAs) effectively engaged students in lessons, enhanced listening tasks, and activated their prior knowledge related to the listening material, ultimately leading to a better understanding of the lesson By making predictions, students can connect their existing knowledge with the content, allowing them to extract information without fixating on every word This approach not only eases the challenge of recognizing each word in the listening text but also empowers students to leverage their prior knowledge to support their listening skills.
Teachers utilize PAs to enhance students' enjoyment of listening comprehension, with 50% of respondents highlighting this benefit A comfortable learning environment fosters effective study conditions, aligning with Vandergrift's (2003) perspective Additionally, the process of making and verifying predictions not only adds an element of fun but also allows students to experience small victories, contributing to their overall engagement and satisfaction in learning (Jiang, 2009, p 97).
For many reasons, teachers use PAs How often they used them will be analyzed and discussed in the next part
4.4.3 The Frequency of Teachers’ Using PAs
Figure 4.8 The Frequency of Teachers’ Using PAs
Despite a strong awareness of the significance and advantages of pedagogical approaches (PAs), teachers still infrequently utilize them, particularly during the while-listening and post-listening phases.
In the pre-listening stage, as illustrated in Figure 4.8, none of the respondents selected “never” or “rarely,” but a significant portion indicated “sometimes,” with 7 respondents (38.9%) attracted to this option Consequently, only 11 respondents, representing 61.1%, were identified as regular users of PAs during this stage, which falls short of our expectations compared to the previously noted high-level understanding.
During the while-listening stage, only 13 of the 18 respondents utilized PAs, with 8 (44.4%) indicating they did so "usually" and 5 (27.8%) "sometimes." This shows a significant decrease in the use of PAs compared to the pre-listening stage.
For the post-listening stage, only the two items “sometimes” and “never” were chosen The number of the respondents who chose “sometimes” and “never” is 4 (accounting for 22.2%)
The findings indicate that teachers utilize Pre-Listening Activities (PAs) throughout all stages of listening lessons, with a notable emphasis on the pre-listening stage The frequency of PA usage declines during the while-listening and post-listening stages, which aligns with the primary goals of pre-listening activities: to enhance listeners' awareness of effective strategies and to establish context for the listening task (Lingzhu, 2002) This disparity in PA usage across the three stages prompts an investigation into the types of PAs favored in each phase Lingzhu (2003) suggests using topic-based predictions and key word exercises in the pre-listening stage, while recommending sentence-by-sentence predictions during the while-listening stage Additionally, Jiang (2009) highlights the relevance of PAs in the post-listening stage, revealing similarities in classroom practices.
The speakers and their relations 5 6 44.4
The exercises Designed for The While-
Knowledge of intonation and stress 38.9
The stock formula of the language 38.9
Table 4.7 Teachers’ Use of PAs in The Three Stages of the Listening Lessons
The distribution of different types of PAs varies across the stages of listening comprehension lessons Table 4.7 illustrates the frequency of PAs utilized in the three stages, revealing only slight differences in their usage Both the pre-listening stage and the other stages exhibit similar patterns in PA frequency.
64 while listening stage has the total number of the respondents of more than 100% because each respondent can choose more than one option
Chapter Summary
The researcher conducted a comprehensive analysis of data gathered from questionnaires, semi-structured interviews, and classroom observations, illustrated through 11 tables and 16 figures This analysis detailed the current implementation of PAs in LC classes at high schools in Dak Lak province Additionally, it discussed solutions suggested by both students and teachers to enhance the effectiveness of PAs These findings lay the groundwork for conclusions and practical implications for educators and students, which will be elaborated in the subsequent chapter.