INTRODUCTION
Background of the Research
In the past decade, Vietnam has shifted from traditional Grammar-Translation methods to the modern Communicative Language Teaching (CLT) approach, emphasizing learners' communicative competence Listening is crucial for effective language communication, facilitating the transfer of knowledge and information However, to be effective listeners, learners must focus beyond merely hearing; they need to understand the speaker's intent Consequently, enhancing listening comprehension skills has become a primary concern for researchers, educators, and lecturers.
Listening is a crucial skill among the four practical language skills, especially for Vietnamese learners of English, as it significantly impacts their post-college experiences Enhancing listening skills is essential for improving overall comprehension and capabilities in life Unlike speaking and writing, listening provides valuable language input similar to reading, contributing to both linguistic competence and broader knowledge acquisition Therefore, all learners should focus on developing their listening abilities throughout their foreign language studies.
As economic development, open-door policies, international trade, and globalization continue to grow, the importance of language learning for effective communication becomes increasingly vital In this context, the significance of listening skills cannot be overlooked by educators.
Achieving high effectiveness in language learning is challenging due to various difficulties Learners often struggle with unfamiliar sounds, words, and structures of the target language, compounded by limited socio-cultural knowledge Additionally, they may find it hard to brainstorm ideas related to what they are about to hear.
To succeed in listening comprehension, learners must engage in long-term study of grammar rules, vocabulary, language knowledge, and cultural context, as a lack of understanding in these areas can hinder their grasp of discussions and news topics.
Rationale of the Research
As an English teacher at Phu Xuan University, I have observed that many English major students struggle with listening skills Their inability to effectively comprehend spoken messages hampers their learning experience, leading to decreased interest and motivation in studying English This issue ultimately impacts the overall quality of their academic performance.
In my teaching experience, I have observed that pre-listening activities are often overlooked or inadequately implemented compared to while and post-listening activities This neglect prevents students from activating their prior knowledge about the listening topic beforehand, leading to frustration rather than motivation during the listening process.
Listening is a crucial skill in the foreign language learning process at universities, particularly at Phu Xuan University, where third-year English major students face challenges such as insufficient background knowledge, cultural understanding, and inadequate teaching materials With only three 50-minute listening sessions per week, students struggle to develop effective listening skills, which are essential for enhancing communication competence and language acquisition Therefore, it is imperative for teachers to create more opportunities for students to engage with listening materials and address the difficulties they encounter The typical listening comprehension model involves three stages; however, many teachers neglect the essential pre-listening stage, which fosters motivation and contextualization Given the significance of pre-listening activities and the existing research gap, it is vital to investigate their implementation in third-year English classes at Phu Xuan University The research findings will provide valuable suggestions and implications for improving the teaching and learning of listening skills.
Research Aims
to investigate the perception of the teachers and students at Phu Xuan University towards the role of pre-listening activities of listening comprehension teaching
to discover the reality of conducting pre-listening activities in English majored classes at Phu Xuan University
to explore the difficulties that the teachers face in organizing pre-listening activities
to evaluate and suggest some appropriate and effective solutions to conduct pre-listening activities at this school.
Research Questions
This thesis particularly seeks to answer the following research questions:
1 What are teachers‟ and students‟ perceptions towards pre-listening activities?
2 How do teachers at Phu Xuan University conduct pre-listening activities?
3 What are the difficulties they face in conducting pre-listening activities for students?
4 What solutions are recommended by the teachers to overcome identified difficulties in conducting pre-listening activities?
Research Scope
The study emphasizes the importance of organizing pre-listening activities for third-year students at Phu Xuan University to enhance listening comprehension Consequently, the while-listening and post-listening stages are not the primary focus Additionally, due to constraints in time, resources, and the scope of the research, the data were collected from a single university in Hue City, limiting the generalizability of the findings to other contexts.
Research Significance
Many Vietnamese students and teachers are unaware of the significance of pre-listening activities in enhancing listening comprehension skills This lack of awareness often leads to reluctance in implementing these activities in English classes Through this research paper, I aim to deepen my understanding of teaching listening comprehension and provide suggestions that can help educators recognize the crucial role of pre-listening activities in the learning process.
Structure of the Study
This study consists of five chapters
Chapter 1 presents a general overview of the study It shows the background, the reasons, the aims, the research questions, the scope and the organization of the study
Chapter 2 offers the literature review in which a great many theories related to the study on listening comprehension skill and pre-listening stage are presented Chapter 3 provides the research design and methodology, participants, data collection and data analysis
Chapter 4 describes the findings from questionnaires, classroom observation and interviews with teachers and students at Phu Xuan University Based on the information through above instruments, this chapter also discusses some issues related to the reality of conducting pre-listening activities in the classroom
Chapter 5 summarizes the findings of the study Additionally, it will give out the limitations and suggestions for further studies
Besides, the appendices of the questionnaires and the references source list are also included at the end of the list.
LITERATURE REVIEW
The Nature of Listening
Listening is a daily activity that encompasses various forms of communication, such as conversations, news broadcasts, and music While native speakers intuitively grasp the nuances of listening, language learners face greater challenges This essential skill has garnered significant interest from linguists, educators, and language instructors, leading to the publication of numerous resources each year Despite the wealth of literature, defining listening remains complex and multifaceted.
Listening comprehension has been defined by various scholars, including Rost (1990), Underwood (1989), and Ur (1984) Rost (1990) offers a clear definition, describing listening as a fundamental language skill that enables users to obtain both information and instructions In alignment with this perspective, Brown (1994) emphasizes that listening involves the ability to identify and understand spoken language, which includes recognizing a speaker's accent, grammar, vocabulary, and overall meaning.
However, one of the most complete and detailed definitions of listening is the one provided by Brownell (1994, p 78):
Listening is not a singular skill but a combination of abilities characterized by aural perception and oral signals It requires active engagement; one can hear without truly listening Effective listening is essential for all language-related tasks, particularly in speaking and writing.
Listening encompasses three key features: it requires the full interpretation of oral sounds, necessitating the ability to distinguish phonemes; it is an active, receptive skill that demands attention and mental engagement, as listeners actively interpret information using their background and linguistic knowledge; and it is distinct from hearing, which is merely a physical ability As Saricoban (1999) highlights, listening involves receiving, constructing meaning from, and responding to spoken or nonverbal messages, making it a complex interactive process.
Listening is widely recognized as a complex process that goes beyond merely receiving information; it involves constructing and representing meaning, negotiating with the speaker, and responding thoughtfully Additionally, effective listening encompasses the creation of meaning through active involvement, imagination, and empathy (Rost, 2002).
2.1.2 The Importance of Listening Skill in Communication
Listening plays a crucial role in effective communication, as it significantly contributes to education, understanding of the world, and the development of values and ideals In today's era of mass communication, it is essential for students to learn how to listen effectively and critically Research indicates that individuals listen twice as much as they speak, and more than 40% of their communication time is dedicated to listening In contrast, only 35% of communication time is spent speaking, with even less time allocated to reading and writing Consequently, listening comprehension should be prioritized in language teaching, especially in foreign language classrooms.
Effective communication relies not only on speaking ability but also on the crucial skill of active listening Good listeners often excel as speakers because they understand what truly interests others Nunan and Miller (1995) highlight that listening is a fundamental skill in language teaching and learning, asserting that without it, learners struggle to communicate effectively In fact, over 50% of the time students engage with a language is spent listening, underscoring the importance of this skill in communication.
Listening has gained increased recognition as a crucial component of language learning, not merely as a standalone skill but as a means to enhance other language abilities Research indicates that learners' receptive skills, such as listening, develop before their productive skills like speaking and writing, highlighting the importance of dedicating time to listening practice Additionally, many linguists assert that listening is central to second language acquisition, warranting greater focus from both educators and learners.
Listening is a complex and ongoing process that requires practice to master Therefore, it is essential for language teachers to provide learners with ample opportunities to engage with spoken foreign languages, along with effective strategies to develop their listening skills and become critical listeners.
2.1.3 The Importance of Listening Skill in Language Teaching and Learning
In today's age of mass communication, teaching listening skills is essential for students, enabling them to become effective and critical listeners.
Listening plays a crucial role in everyday communication, with Byrnes H (1984) noting that over 40% of communication is dedicated to listening, compared to 35% for speaking, 16% for reading, and only 9% for writing Rost (1990) highlights that adults spend nearly half their communication time listening, while students may acquire up to 90% of their classroom information through listening to instructors and peers This underscores the growing importance of listening skills in second language (SL) and foreign language (FL) classrooms As Rost (1994, p 141-142) states, "listening is vital in the language classroom because it provides input for the learner," emphasizing that without comprehensible input, effective learning cannot commence, making listening fundamental to speaking.
Listening serves as a vital tool for individuals of all ages, including children, young people, and adults, as it significantly contributes to their education, information acquisition, and understanding of the world and human interactions It shapes their ideas, values, and appreciation for various aspects of life.
Nunan and Miller (1995) highlighted the crucial role of listening in the teaching and learning process, stating that it is a fundamental skill in language education However, in the fields of second language acquisition and teaching, listening has historically been the most overlooked and least studied among the four macro skills.
Recent research has shifted the perception of listening from a skill that could be casually acquired to a fundamental component of language learning, essential for developing other skills like speaking and writing Listening is now recognized as an integral activity that supports the acquisition of language, with learners needing to invest significant time in listening to enhance their receptive language abilities Linguists emphasize that listening is central to second language acquisition, highlighting the need for increased focus and strategies from both educators and students.
Effective listening in a foreign language is a complex skill that requires practice and strategic approaches Therefore, it is essential for language teachers to provide learners with ample opportunities to engage with spoken language and equip them with the necessary strategies to become proficient and critical listeners.
The Procedures of Teaching Listening in the Classroom
Recent research into listening strategies has revealed that a listening class can be effectively structured into three key stages: pre-listening, while-listening, and post-listening (Underwood, 1989) Each stage serves distinct purposes, making it essential for teachers to design activities that align with these objectives Additionally, it is crucial for educators to offer numerous opportunities for students to practice their listening skills and actively participate in the listening process.
According to Rost (1990), the pre-listening stage serves as a critical preparatory phase that explicitly introduces the context, clarifies the purposes, and establishes the roles, procedures, and goals for listening This stage is essential as it provides students with the necessary context and motivation, outlines the objectives for the upcoming listening activity, and activates their prior knowledge.
The activities chosen during pre-listening may help students know the purpose of listening and activate their knowledge of the topic in the listening text
During this stage, many activities are employed such as:
looking at pictures, maps, diagrams, or graphs
reviewing vocabulary or grammatical structures
constructing semantic webs (a graphic arrangement of concepts or words showing how they are related)
predicting the content of the listening text
going over the directions or instructions for the activity
Selecting pre-listening tasks allows teachers to tailor listening lessons to various skill levels while activating students' prior knowledge Additionally, teachers can identify suitable processing strategies, whether bottom-up or top-down, to enhance learners' comprehension and simultaneously increase their awareness of the listening purpose.
While-listening activities are designed to enhance comprehension of the audio material, allowing students to engage during or right after listening It is crucial for students to prioritize understanding the content over interpreting lengthy questions or providing detailed responses (Rixon, 1986, pp 70-71) Various activities are employed to clarify instructional goals, listening purposes, and to accommodate students' proficiency levels.
Listeners have the ability to engage with the content by commenting, questioning, or expanding upon it They may reinforce their memory by repeating intriguing points and jotting down key words or phrases Additionally, they can critically evaluate the truthfulness of the information presented, consider the speaker's motivations, and discern whether the speaker is expressing personal feelings or objective assessments (Saricoban, 1999, p 55).
In this stage, these following activities are used:
filling in graphs and charts
checking off items in a list
searching for specific clues to meaning
completing cloze (fill-in) exercises
When planning while-listening activities, teachers should consider several key points Firstly, using prediction strategies can help students monitor their comprehension during listening tasks Secondly, it is important to integrate global activities—such as identifying the main idea, topic, and setting—with selective listening tasks that focus on specific details This combination will effectively guide students through the listening material Lastly, providing feedback is essential to prevent misunderstandings and enhance learning outcomes.
In the extension stage, as outlined by Rixon (1986, pp.64-97), learners engage in activities that allow them to express their ideas through talking, writing, or discussing in various formats, including individual, pair, or group work This stage emphasizes the integration of listening with other skills, fostering development through reading, writing, and speaking activities.
Pierce (1989, p 43) suggests some tasks using for post-listening stage, concluding:
discussing students‟ reactions to the content of the listening selection
asking students thought-revoking questions to encourage discussion
setting students to work in pairs to create dialogues based on listening text
To effectively assess students' listening proficiency, teachers should design reading and writing tasks that correspond to the content students have listened to It is essential that these post-listening activities reflect real-life applications of the information gained from the listening texts.
In conclusion, activities during post-listening stage should be interesting and motivating so that they can attract learners‟ attention and motivation in doing tasks.
An in depth Overview of Pre-listening Activities
2.3.1 Purpose of Pre-listening Activities
Many students experience anxiety when it comes to listening comprehension, often feeling discouraged when they struggle to understand spoken content This difficulty is exacerbated when learners lack interest or background knowledge on a topic To address these challenges, pre-listening activities serve as essential tools to spark interest, enhance confidence, and improve understanding As Rost (1990) emphasized, these activities are crucial for setting the context, clarifying objectives, and establishing listening goals Supporting this view, Underwood (1989) highlights the importance of preparation in facilitating effective listening.
People rarely listen without preconceived notions of what they expect to hear For instance, at an airport check-in desk, travelers anticipate the clerk's words, and when reuniting with an old friend, they expect familiar greetings However, in a classroom setting, when a teacher instructs students to "Listen to this" and plays a recording or reads aloud, students often face uncertainty about what to expect Even if the sounds and words are somewhat familiar, comprehension may still elude them due to a lack of essential background knowledge.
Teachers should provide students with hints during the pre-listening stage to prepare them for upcoming listening activities This preparation fosters motivation and confidence in students, ultimately enhancing their listening comprehension The primary purposes of this stage include setting the groundwork for successful listening experiences.
Understanding the context is crucial for students, as it helps them grasp who is speaking, where the conversation is taking place, and the reasons behind it In everyday life, we typically have a sense of the context when we listen to others, which enhances our comprehension and engagement.
To effectively engage our students, it is essential to motivate them, especially when introducing topics like sports Utilizing dramatic images of athletes or significant sports events can spark their interest and evoke their passion for sports Incorporating personalized activities, such as pair discussions about the sports they play or enjoy watching, encourages participation and enhances their willingness to engage in listening activities.
Activating prior knowledge is crucial before engaging with new material Before listening to an ecological campaigner discuss rainforest destruction, students should reflect on what they already know about rainforests, including their locations, significance, and the challenges they face Understanding the role of ecological campaigners and the organizations that advocate for environmental issues can enhance their comprehension and connection to the topic This preparatory step facilitates a smoother transition from their first language to the second, enriching their learning experience.
To enhance students' confidence in listening tasks, it's essential to provide them with relevant knowledge about the topic at hand This can be achieved by offering a related text for reading or engaging them with a fun quiz, thereby enriching their understanding and preparing them for effective listening.
Activating vocabulary and language is crucial for effective listening comprehension, just as activating prior knowledge on a topic While knowledge-based activities can facilitate this process, additional strategies can enhance preparation For instance, before listening to a dialogue between a parent and a teenager discussing an overnight stay at a friend's house, students can engage in role-playing the scenario This allows them to brainstorm relevant language and practice the scene, ensuring they are well-equipped to handle the listening task.
Predicting content involves understanding the context, which enables us to anticipate potential topics Encourage students to select from a list of expected and unexpected items, prompting them to identify what they believe will be discussed.
Before listening activities, it's essential to pre-teach vocabulary to enhance comprehension In their first language, listeners can focus on overall meaning due to familiar vocabulary; however, students often struggle with unknown words, which can diminish their confidence To address this, select key vocabulary for students to study beforehand, utilizing techniques like matching words to definitions and engaging them in practice activities, such as gap-filling exercises in sentences.
Checking / understanding the listening tasks: By giving your students plenty of time to read and understand the main listening comprehension tasks, you allow them to get some idea of the content of the listening They may even try to predict answers before listening http://www.teachingenglish.org.uk/articles/pre-listening-activities
2.3.2 Factors Affecting the Choice of Pre-listening Activities
Understanding spoken language in our first language is usually effortless; however, in a second language, listening comprehension becomes one of the most challenging skills to master due to the need to quickly process unfamiliar sounds, words, and structures This challenge intensifies when the topic is unknown or the speaker's context is unclear Consequently, both teachers and students may find teaching and learning listening comprehension particularly daunting It is crucial for educators to carefully select which skills to incorporate into their listening activities at each stage to effectively enhance listening comprehension.
The teachers should take into account these following factors before selecting the pre-listening activities in their listening lessons
Teachers should prioritize the time allocated for pre-listening activities, as this phase is brief and excessive focus can detract from the essential while-listening and post-listening stages If students feel rushed, their concentration may wane, making listening tasks more challenging Thus, it's crucial for teachers to gauge the appropriate time for each task, emphasizing context-setting and motivation for students to engage with the listening material Additionally, while there is a vast array of listening resources available, teachers often face limitations in their choices and must strive to make the selected materials as engaging as possible.
Teachers should consider the diverse abilities of their students when designing pre-listening activities for multilevel classes It's essential to acknowledge each student's strengths and weaknesses during instruction and task assignments to ensure that everyone has the opportunity to participate in these activities effectively.
To engage students in pre-listening activities, teachers must identify their interests and create stimulating tasks By selecting listening tasks that captivate both themselves and their students, teachers foster a motivating atmosphere that enhances learner motivation.
Summary
This chapter outlines the relevant researchers associated with the study and highlights essential concepts for understanding the research Key topics include the definition of listening, its significance in communication and language teaching and learning, as well as the stages of listening: pre-listening, while-listening, and post-listening This chapter establishes the theoretical foundation for the research.
METHODOLOGY
Introduction
This study explores the impact of pre-listening activities on listening comprehension in English major classes at Phu Xuan University, focusing on the perceptions of both teachers and students regarding these activities The chapter outlines the research approach, methods, site, and participants involved in the investigation.
Research Approach
The survey utilized both quantitative and qualitative methods to gather data, acknowledging the inherent weaknesses of each approach According to Condeli and Wrigley (1999, p.1), the qualitative approach offers valuable insights into the practical application of findings, while the quantitative method identifies effective strategies Consequently, these two approaches complement each other effectively.
Research Method
Data were collected via questionnaires, interviews and class observations in this study
Questionnaires are the most commonly used method for social and humanities research, as they efficiently gather data while saving time Two distinct questionnaires were developed—one for students and another for teachers—utilizing both open-ended and closed-ended questions to explore the perspectives of English majors and the methods teachers employ in pre-listening activities The majority of questions were closed-ended, facilitating quicker and easier responses for participants and researchers alike (Newman, 2000) Additionally, open-ended questions were included to capture more nuanced responses in participants' own words, enhancing the completeness and accuracy of the data All questions were provided in English and translated into Vietnamese to ensure clarity and reliability in respondents' answers.
The investigation into the use of pre-listening activities in third-year English classes reveals that without observation, understanding their effectiveness is incomplete and unreliable Consequently, the researcher dedicated significant time to observing these activities in practice, aiming to uncover how teachers implement pre-listening strategies for teaching listening comprehension This observation provided valuable insights into the strengths and limitations of the teachers' methods, allowing the researcher to identify suitable solutions to address the challenges faced by both teachers and students in the listening comprehension process.
The researcher conducted observations in four classes, each meeting three times a week over the course of one month As a teacher at the school, the researcher is familiar to the students, ensuring that her presence does not cause any discomfort Data collected during these observations will be recorded using a specially designed observation sheet.
The interviews followed the questionnaire phase, involving informal discussions with teachers and students to validate the questionnaire findings Many questions from the questionnaires were repeated, with additional extended questions aimed at gathering more insightful information for enhanced research reliability This format allowed for a collaborative exchange of ideas between the researcher and respondents All interviews were conducted in Vietnamese to facilitate communication in the respondents' mother tongue.
Vietnamese – cannot only avoid misunderstandings that may occur if the interviews are conducted in English but also help the interviewees be more confident and comfortable to express themselves
All the interviews were recorded through tape-recording and written notes
In order to carry out the process effectively, the researcher contacted the 4 students and 4 teachers in advance to arrange a suitable time for the interview.
Participants
The study involved two groups of participants from Phu Xuan University: four teachers specializing in listening comprehension and 60 third-year students from the academic year 2010-2011.
The teachers‟ age is in range from 26 to 42 years old They used to or are teaching listening comprehension to students at this school Three of them finished
With over five years of teaching experience, one educator is currently pursuing an MA course in Methodology Typically, each teacher is responsible for instructing three periods per week, with each period lasting 50 minutes and totaling 41 periods per term.
Research Site
The study was carried out at Phu Xuan University in Hue City, Vietnam, which is a newly-established institution facing challenges such as limited foreign language teaching facilities and comparatively low learning quality This context motivated the selection of the university as the focus for the research aimed at improving teaching and learning standards.
Data Analysis
The data analysis utilized both quantitative and qualitative approaches, focusing on statistical frequency and percentage Following the completion and return of the questionnaires, all responses were coded and organized into summary sheets Subsequently, the data was presented in tables and analyzed through statistical frequency and percentage calculations.
Information gathered from interviews with students and teachers was transcribed to offer valid insights into the implementation of pre-listening activities at Phu Xuan University.
Basing on information receiving from the questionnaires and interviews as well as classroom observations, the researcher present the data by means of statistics and tables and charts.
Summary
This chapter outlines the participants involved in the study and the data collection process To ensure valid and reliable results, both qualitative and quantitative methods were utilized The primary tools for this research included questionnaires, interviews, and class observations, chosen for their effectiveness in gathering relevant data.
FINDINGS AND DISCUSSION
Students‟ Perception towards the role of Listening Skill
4.1.1 Students’ Views towards Listening Skill
Chart 1 illustrates students' perspectives on the significance of listening skills, while Chart 4.1 presents their responses to the question, "How important do you think listening skills are?"
1.67, 2% very important important not very important not important
Chart 4.1 Students’ views towards listening skill
Chart 1 reveals that over half of the students (58.33%) recognize listening skills as very important, while 31.67% consider them important This indicates a significant awareness among students regarding the importance of listening skills.
Listening skills are crucial for language learning, serving as a primary method for conveying understanding and enhancing overall learning abilities Good listeners can easily grasp lessons and gain insights about the world, while those who struggle with listening are more likely to underperform on assignments and submit lower-quality work Consequently, it is essential for students to focus on improving their listening abilities.
A small percentage of students (8.33%) did not recognize the importance of listening as a receptive skill in language development, citing the absence of listening tests in graduation exams as a reason However, no students believed that listening skills were unimportant in language learning Many acknowledged that listening significantly contributed to the enhancement of their speaking and writing abilities.
Improving listening skills significantly enhances communication abilities, as effective listeners tend to be exceptional speakers Mastering listening is the foundational step in learning English, preceding both speaking and writing The more one listens, the more proficient they become in speaking, creating a positive cycle of language acquisition.
Most students recognize the significance of listening skills in language teaching and learning According to Krashen (1985), effective language acquisition relies heavily on listening, highlighting its essential role in students' language development.
4.1.2 Students’ purposes of learning listening skill
To explore the primary objectives students aim to achieve through listening skills, the researcher posed the question: “What do you want to obtain from listening comprehension?” The findings from this inquiry are illustrated in Chart 4.2.
60.00% to improve communication skills to learn new words and grammatical structures to speak to native-speakers to watch films and TV in English Others
Chart 4.2 Students’ purposes of learning listening skill
Chart 4.2 showed that 32 of the total students emphasized on the desire of improving communication skills like listening and speaking, accounting for 53.33 % They claimed that listening helped to develop other language skills such as speaking or writing These students explained that learning well listening skill at school will offer them more career opportunities later This is understandable because the participants in this study are English third-year students, they are going to graduate to get jobs Hence, it is important that their listening ability has a great contribution to their future jobs As we know, listening played a crucial role for communication at work, for employment, job success and career competence and for effective relationship between supervisor and subordinator (Wolvin and Coakley, 1991) Meanwhile, the other 28 students wished to watch films and other programs in English This number makes up 46.67 % in the total number A student said:
“I learn listening skill in order to understand English news relating to other issues such as economic, social, political and educational ones on International channels.”
According to Chart 4.2, 26.66% of respondents indicated that improving their listening skills has significantly enhanced their opportunities to communicate with foreigners Effective listening is essential for successful communication, as it enables individuals to engage more meaningfully in conversations One student noted that interacting with foreigners not only improved their listening abilities but also deepened their cultural understanding and familiarity with various native accents.
Hue City is a vibrant tourist destination that offers numerous opportunities for interaction with international visitors My friends and I often engage with foreigners, sharing insights about Hue's unique dishes, rich culture, and fascinating festivals Through these interactions, we enhance our English skills, gaining valuable knowledge about pronunciation, intonation, and gestures.
Only 18.33 % of the participants answered that they learned language items (vocabulary and grammar) through listening These students reflected that they would rather comprehend the meaning of new words and grammatical structures appearing in the listening text than improve communication skills According to them, listening skill raises their vocabulary, expressions and uses of words in context which are useful for reading and writing skills
In addition to exploring students' motivations for developing their listening comprehension skills, participants were invited to identify other reasons not included in the researcher's initial list Notably, 8.33% of the students indicated that improving their listening abilities enhanced their understanding of the world and facilitated international travel.
4.1.3 Students’ Responses to their Interest in Listening Lessons
Chart 4.3 below provides us with a deeper look at students‟ interest in listening lessons
Chart 4.3 Students’ interest in listening lessons
Despite a positive awareness among students regarding the communicative purpose of listening, over half showed minimal interest in listening lessons Specifically, 29 students, representing 48.33%, indicated a lack of interest, while 30% admitted to having little enthusiasm for these lessons In contrast, only 21.66% of participants, or 13 students, expressed a genuine passion for listening lessons.
The statistic indicates a concerning reality: listening lessons are not effectively taught to engage students' attention and interest This issue is further illustrated in the accompanying chart.
4.1.4 Reasons for Students’ Interest and Lack of Interest in Listening Lessons
Concerning the responses of students‟ interests in listening lesson, students were also investigated about their reasons of interest and lack of interest in listening lesson
Low quality of tapes and cassette players
Chart 4.4 & Chart 4.5 Reasons for students’ interest and lack of interest in listening lessons
Chart 4.4 highlights that 71.60% of students are motivated to improve their listening skills due to its usefulness in enhancing their overall language learning process They noted that better listening skills positively impact their proficiency in other language areas Additional factors contributing to their interest include engaging listening activities (26.60%), the relaxing nature of lessons (11.60%), and experienced teachers (5%) However, listening comprehension poses a significant challenge, with 46.60% of students identifying the difficulty of listening exercises as a major obstacle The variety of listening materials, which may cover topics like business reports or political issues, often includes unfamiliar terminology that complicates comprehension Furthermore, 31.60% of participants cited a lack of listening skills as a barrier, admitting that insufficient linguistic knowledge hampers their ability to grasp the meaning of messages, leading to decreased confidence in listening classes Other notable concerns include the low quality of audio equipment and the perceived dullness of teaching methods and topics.
The Reality Conducting Pre-listening Activities from Students‟ Perspective
The article examines students' attitudes towards the pre-listening stage and the activities conducted during this phase Specifically, it addresses the implementation of pre-listening tasks in listening lessons, as revealed by responses to the question, “Does your teacher ask you to do tasks before listening?” The findings are summarized in the table below.
4.2.1 Real Situation of Carrying out Pre-listening Stage
Does your teacher ask you to do tasks before listening? Number Percentage
Table 4.1 Real situation of carrying out pre-listening stage
Table 4.1 reveals that 75% of students had opportunities to engage in pre-listening activities, while 25% reported that their listening lessons often commenced without any pre-stage This suggests that some teachers tend to skip the essential preparation phase, which is crucial for effective listening comprehension Pre-listening serves to provide context and motivation, aligning classroom experiences with real-life situations The lack of consistent implementation of this stage indicates potential shortcomings in teaching listening skills effectively.
My teacher often starts our lessons by explaining difficult vocabulary from the listening passages She then plays the audio, instructing us to listen attentively without any further explanations Afterward, we complete listening comprehension exercises, which can be quite exhausting.
4.2.2 The Frequency of Using of Pre-listening Activities
In listening classes that incorporate a pre-listening stage, students have numerous opportunities to participate in various activities that prepare them for the subsequent while-listening phase Table 4.2 below illustrates the frequency of pre-listening activities conducted by teachers, based on student responses.
Percentage (%) Prediction 18 30% 32 53.33 % 10 16.66% 0 0% Pre-teaching vocabulary 43 71.66% 11 18.33% 6 10% 0 0%
(pictures, photos, video) 11 18.33 % 23 38.33% 14 23.33% 12 20% Eliciting questions 44 73.33% 16 26.66% 0 0% 0 0%
Table 4.2 Frequency of using of pre-listening activities
Table 4.2 reveals that most activities were utilized during the pre-listening stage, although their frequency varied Notably, teachers frequently employed pre-teaching vocabulary, eliciting questions, and topic discussions Additionally, visual aids such as pictures, photos, and videos were used to engage students One student expressed that watching videos enhanced her understanding of conversations through the speakers' gestures and intonation She noted that viewing foreign films not only improved her listening skills but also expanded her cultural knowledge, including behaviors, lifestyles, and fashion trends, thereby broadening her worldview.
A survey revealed that 73.33% of students always engage in eliciting questions, while 26.66% do so often, highlighting its importance in the learning process Pre-teaching vocabulary and topic discussions closely follow in significance This trend is justified as most pre-listening tasks involve speaking activities, which enhance communicative listening skills Conversely, activities like games, intended to boost motivation, received a 50% "never" response rate due to their tendency to create noise and waste time.
4.2.3 Students’ preference of pre-listening activities
Topic discussion Using visual aids
Chart 4.6 Students’ favorite pre-listening activities
Chart 4.6 reveals that students expressed a preference for all pre-listening activities, although the level of preference varied among them The activity with the highest interest, at 26.66%, involved discussing topics related to the listening text, primarily due to its communicative advantages Students indicated a stronger inclination towards group work over individual tasks, as group discussions facilitated the exchange of ideas.
Additionally, this is also the process of double-listening because learners listen to not only the recording itself but also their friends
A significant number of students (23.33%) expressed that using visual aids in listening lessons effectively captured their interest and guided their understanding These aids help learners anticipate the speaker's context and grasp the main ideas of the messages Research emphasizes the critical role of appropriate visual aids in enhancing listening comprehension by enabling students to activate prior knowledge and make predictions Studies by Mendelsohn (1998), Muller (1980), and Ur (1984) indicate that visual cues presented before listening are more beneficial than those provided during the activity Overall, visual aids create a natural context for discourse, offering students clearer and more vivid insights into the situation and the speaker.
Prediction plays a crucial role in comprehension, as indicated by 16.66% of respondents In everyday interactions, we rely on our background knowledge to anticipate what may occur or be communicated During the listening process, making predictions is vital for understanding incoming messages Therefore, implementing prediction activities during the pre-listening stage is recommended to assist students in anticipating the speaker's topics and inferring implicit meanings within the listening text.
A significant portion of students, 13.33%, showed a preference for eliciting questions related to the listening passage, highlighting their engagement with the content In contrast, only 11.66% found games effective in capturing their interest, although they acknowledged that such activities boosted their motivation and self-confidence before listening Meanwhile, a mere 8.33% valued pre-teaching vocabulary, recognizing its critical role in understanding the listening text They noted that without grasping key vocabulary, the overall meaning of the text could be lost Ultimately, vocabulary instruction was the least favored method among students, as it did not significantly enhance their listening motivation.
Engaging students through topic discussions and visual presentations significantly enhances their motivation to listen and comprehend the context of listening materials Therefore, it is essential for teachers to offer activities that align with students' preferences to optimize their learning experience.
Teachers‟ Perception towards the Role of Listening Skill
4.3.1 Teachers’ Perception towards Listening Skill
This part of questionnaire is intended to look into teachers‟ attitudes towards listening skill as well as the situation of teaching listening at Phu Xuan University
The researcher aimed to explore teachers' perceptions regarding the significance of teaching listening comprehension skills by posing the question, “How important is teaching listening comprehension skill?” The findings from this inquiry are illustrated in Chart 4.7.
0% very important important not very important not important at all
Chart 4.7 Teachers’ perception towards listening skill
Chart 4.7 showed that 3 of the total teachers (75%) recognized the great importance of listening skill to students in language learning They said that learning well listening skill helped to develop other language skills such as speaking or writing It provides the aural input that serves as the basis for language acquisition and enables learners to interact in spoken communication, effective language learning depends on listening (Krashen, 1985) Furthermore, these teachers added that mastering listening skill at university will give students who are going to graduate in a following year a lot of career opportunities later because a good listener will be able to take part in communication more effectively Only 25
% of the teachers assumed that listening comprehension was “not very important”
The importance of listening skills in language education is often underestimated, particularly as there are no listening tests in graduation exams While some students aspire to become translators, teachers emphasize the significance of grammar, vocabulary, and comprehensive language knowledge However, Chart 4.7 indicates that most teachers recognize the crucial role that listening skills play in enhancing English proficiency.
4.3.2 Teachers’ Perception of the Most Difficult Skill in Teaching English
Teachers perceive listening comprehension as the most challenging skill to teach, with 75% acknowledging its difficulty compared to other language skills They believe that both educators and students face significant obstacles in mastering listening One teacher highlighted speaking as the most difficult skill, but the consensus remains that listening presents unique challenges Key factors include students' lack of linguistic knowledge, which hampers their ability to grasp meaning from listening texts, leading to decreased confidence and passivity Additionally, ineffective teaching methods, such as the failure to utilize top-down and bottom-up strategies, contribute to the difficulty Variations in students' English proficiency and the complexity of listening exercises further complicate the learning process, along with the presence of inexperienced teachers.
The Reality Conducting Pre-listening Activities from Teachers‟ Perspective
The researcher aims to gain a deeper understanding of the effectiveness of pre-listening activities in third-year English classes at Phu Xuan University, utilizing the primary data collected from a teacher survey questionnaire.
4.4.1 Teachers’ Perception of the Pre- stage of a Listening Lesson
The Chart 4.8 below shows the teachers‟ opinions about the pre-stage of a listening lesson
Most important As important as other stages
Chart 4.8 Teachers’ perception towards pre-listening stage
All surveyed teachers (100%) recognized the three stages of teaching listening: pre-listening, while-listening, and post-listening Notably, every teacher acknowledged the significance of the pre-listening stage, with half (50%) emphasizing its equal importance alongside the other stages, as it provides essential context and motivation for learners Additionally, 25% of teachers regarded pre-listening as "the most important stage." According to Willis (1981), this stage aids learners in predicting discussion topics based on prior knowledge However, one teacher deemed it "not very important," arguing that the primary focus should be on developing listening skills during the while-listening stage, which is crucial for student performance in task completion.
Most teachers recognize the significance of the pre-listening stage, as it is crucial for preparing and motivating learners to engage effectively in listening comprehension activities (Willis, 1981, p 134).
4.4.2 The frequency of organizing pre-listening activities
Very often Sometimes Rarely Never
Chart 4.9 The frequency of organizing pre-listening activities
The responses from four teachers highlight the importance of the pre-listening stage in teaching listening comprehension skills According to Chart 4.9, 50% of the teachers occasionally conducted pre-listening activities, while one teacher, accounting for 25%, rarely implemented them The teachers indicated a tendency to prioritize the while-listening and post-listening stages over pre-listening activities They viewed the while-listening stage, where students engage in listening tasks, as the most critical focus, while also emphasizing the post-listening stage for its potential to enhance language knowledge through skill integration Notably, 25% of the teachers regularly organized pre-listening activities, and none reported never incorporating them into their lessons.
4.4.3 Teachers’ Techniques of Conducting Pre-listening Activities
Teachers employ various techniques during the pre-listening stage to enhance student engagement and effectiveness Interviews revealed that all teachers adapt or design activities tailored to spark student interest Half of the teachers encourage discussions to activate prior knowledge, while others utilize short readings and visual aids related to the topic Group and pair work is favored, as it reduces stress and fosters participation, particularly for shy students who gain confidence when working with friends This collaborative environment promotes idea exchange and improves speaking skills Additionally, teachers incorporate short films, humorous clips, or cartoons to help students connect with the listening topic, ultimately stimulating interest and clarifying the purpose of listening.
One teacher, accounting for 25% of the total, utilized brainstorming and games during the pre-listening stage She encouraged students to predict words and expressions likely to appear in the passage, writing their hypotheses on the blackboard This approach allowed students to draw on prior knowledge and express their thoughts in writing To assist those struggling with predictions, the teacher posed leading questions Interestingly, she also incorporated games into the pre-listening activities, despite the time required to design engaging games for tertiary students The incentive of small prizes for winners significantly boosted student motivation and participation in listening tasks.
The teacher encouraged her students to read the listening comprehension questions in the textbook prior to listening, allowing them to grasp the main idea of the text She acknowledged that this technique was her most commonly used approach, as it helped students clearly understand their tasks and the content of the listening lesson during while-listening activities.
In brief, the teachers had to use a combination of many techniques to conduct their pre-listening activities aiming to provide a variety in classroom and maintain students‟ motivation
4.4.4 The Frequency of Teachers’ Organizing Different Kinds of Pre-listening Activities
In the below table, further insights are taken into the frequency of teachers‟ organizing different kinds of pre-listening activities
Table 4.3 The frequency of teachers’ organizing different kinds of pre-listening activities
The table indicates that all teachers utilized pre-listening activities, with most selecting "always" or "often" regarding their frequency of use Notably, 75% of the teachers consistently taught vocabulary and crafted eliciting questions during this stage They emphasized that vocabulary is crucial for understanding the listening text, as unfamiliar words can hinder comprehension Additionally, the guided questions not only motivated students but also facilitated their ability to predict the upcoming topic.
Teachers frequently encouraged students to leverage their background knowledge for predictions or to engage in discussions prior to listening activities Half of the educators consistently incorporated visual aids into their pre-listening activities, while two others utilized this approach either often or sometimes Additionally, one teacher, representing 25%, regularly employed games during the pre-listening stage.
In the initial stage of listening lessons, some teachers utilized games to enhance engagement, while 25% occasionally introduced vocabulary prior to listening activities Notably, none of the teachers reported never using pre-listening strategies Classroom observations confirmed that pre-teaching vocabulary and asking eliciting questions were the most common practices However, one teacher demonstrated a lack of enthusiasm by only introducing challenging vocabulary without fostering student interest in the listening task Additionally, another observation revealed a reluctance to engage students in discussions related to the listening text, limiting their opportunities to share ideas through simple yes/no questions.
4.4.5 Teachers’ Comments on Effectiveness and Ineffectiveness of Pre-listening Activities
Regarding the teachers‟ assessment, 75 % of the teachers (3 teachers) complimented on the effectiveness of these activities A small percentage of 25% showed the opposite view
Teachers have mixed opinions on the effectiveness of pre-listening activities While 2 out of 4 teachers believe these activities enhance student motivation and readiness for the listening stage, one teacher noted that engaging methods like games and visual aids foster a more dynamic classroom atmosphere compared to sessions without such activities These approaches also encourage collaboration among students, allowing them to share ideas and enrich their knowledge However, classroom observations revealed that only high-performing students actively participated, while struggling students often disengaged Conversely, another teacher criticized the efficiency of pre-listening activities, citing their time-consuming nature and the limited time available for listening exercises He also expressed concerns that these activities might lead to student boredom, further impacting their engagement.
4.4.6 Some Difficulties the Teachers at Phu Xuan University Have Faced in Conducting Pre-listening Activities
Teaching listening comprehension poses significant challenges for many school teachers, who encounter various difficulties that must be addressed Question 9 allows educators to express their challenges in executing pre-listening activities, with the collected data illustrated in Table 4.4.
Students‟ low motivation and passive attitude 3 75%
Lack of listening teaching experience 1 25%
Table 4.4 Teachers’ difficulties in conducting pre-listening activities
Time pressure emerged as the primary challenge faced by teachers during the pre-listening stage of lessons, as highlighted in the findings With only 50 minutes allocated per period, educators often struggle to adequately address all three stages of a listening lesson, leading to potential loss of control and poor time management In interviews, teachers candidly acknowledged that they sometimes had to skip the pre-listening stage to focus on tasks during the while-listening and post-listening phases One teacher noted her awareness of the significance of pre-listening in developing listening skills, yet emphasized that the limited timeframe conflicted with the broader objectives outlined in the syllabus.
The second major issue identified was the lack of student motivation and their passive attitudes Although teachers made significant efforts to implement pre-listening activities, the overall effectiveness was hindered by the students' own engagement levels.
Seventy-five percent of teachers identified student tiredness and sleepiness after lunch as a significant challenge during pre-listening activities This fatigue leads to a lack of interest, hindering students' active participation Consequently, 50% of the teachers expressed hesitation in implementing pre-listening tasks due to the absence of engaging activities.
Summary
Most teachers recognized the importance of pre-listening activities in improving listening comprehension To enhance their teaching methods and address challenges faced during these activities, they proposed effective solutions.