This sindy ines to find the factors influencing English listening comprehension and the contextually appropriate strategies for teaching listening skills to students.. Firsl, questionna
Previous research on contextually appropriate pedagogy in ELT
There has been very little research thal shows bow contextually appropriate ELT pedagogies can be developed Bax S conducted the article
In "The End of CLT: A Context Approach to Language Teaching" (2003), Ile emphasizes that effective language teaching requires teachers to consider various contextual factors These include students' needs, school culture, syllabuses, school policies, and the broader socio-political environment influencing teaching and learning Recognizing these factors helps create more responsive and relevant language instruction tailored to diverse educational settings.
Patrick Ng and Esther Boucher-Yip conducted “Local Contextual Influences on Teaching: Narrative Insights from ESL and EFL Professionals” (2014)
Barkhuizen (2008) emphasizes the importance of understanding the teaching context in language education, stating that "doing so would enable teachers to make more informed decisions about their practice and the students’ learning" (p.232) While many studies highlight the influence of context on general language teaching, they often overlook how specific contextual factors impact the development of particular language skills Recognizing the role of context can enhance teachers' ability to tailor their instruction to meet diverse learner needs and improve overall language acquisition.
This chapter provides the theoretical background essential for the study, beginning with an overview of listening comprehension and effective listening teaching methods It explores the processes involved in listening comprehension and the various factors that influence these processes Additionally, the chapter defines the concept of context, discusses contextual factors impacting teaching and learning, and emphasizes the importance of contextually appropriate pedagogy Finally, relevant research studies are examined to generate useful insights for the present study This foundational knowledge supports the development of subsequent chapters and guides future research in listening education.
RESEARCH METHODOLOGY 0 winnie sa -32 2.1 The setting 0f the giuy + ienereeere sec -32 sẽ
Data Collection Instruments 2.4, Data collection procerlures
Two instruments were used to gain infonmation for the study: the student questionnaire, the teacher questionaire and classroom observation
In this study, a questionnaire was chosen as the primary data collection method due to its numerous advantages It is highly economical compared to recording or coding data, allowing for cost-effective research Questionnaires enable quick data collection within a short timeframe, making the process efficient They also offer convenience for respondents, who can complete them at their preferred time, increasing response rates Additionally, questionnaires respect respondents’ anonymity, encouraging honest and open answers Overall, this method produces more accurate and objective results, enhancing the reliability of the study's findings.
To get enough information from the subjects, two survey questionnaires
A survey was conducted separately for students and teachers to assess attitudes and challenges related to listening skills The teacher questionnaire consisted of two main sections with five questions in total The first section aimed to explore teachers’ attitudes towards teaching listening skills, focusing on their perceptions and approaches The second section identified the main difficulties teachers face in teaching listening, highlighting areas where support or improvement may be needed.
The student questionnaire compnsed of 3 mam parts with 1] questions
The questionnaire primarily consisted of Likert-item type questions, ensuring clarity and easy comprehension for respondents The first four questions in the initial section aimed to assess respondents’ attitudes toward listening, providing valuable insights into their perceptions Additionally, questions 5 and 6 in the third part further explored respondents’ perspectives, contributing to a comprehensive understanding of their attitudes.
The study examined the challenges faced by students in ED-NCTFT, identifying various difficulties impacting their learning experience Key questions aimed to explore students’ perspectives on the effectiveness of teachers’ methods in teaching listening skills Results from questions 7 to 11 revealed students’ opinions on the instructional approaches used during listening lessons, highlighting areas for potential improvement in teaching strategies Understanding these difficulties and perceptions can help educators enhance their teaching methods to better support students’ listening comprehension.
All eighteen questions were meticulously crafted and validated through a pilot survey, ensuring clear understanding and eliminating misinterpretation This rigorous testing process enhanced the reliability and validity of the data collected, resulting in accurate and trustworthy research findings.
This study examined teachers’ classroom practices through direct observation of three educators across nine lessons During each lesson, the researcher closely observed and documented the teachers’ preparation of teaching aids, their instructional presentation, and their teaching strategies The comprehensive observations aimed to gather detailed insights into effective teaching methods and classroom management techniques This data provides valuable information for understanding pedagogical approaches and improving educational practices.
The observation aimed to gather insights into the teaching strategies employed by educators during listening comprehension lessons This analysis was crucial to identify any gaps between students’ expectations and the methods used by teachers, ultimately enhancing the effectiveness of listening instruction By understanding these dynamics, educators can better align their teaching approaches with student needs, improving overall learning outcomes.
Fost, the Questiamairs, was conducted among students from three different classes to assess their perceptions of listening skills and their experiences with the listening texts in the "New English File Pre-Intermediate" course book The study aimed to identify students' opinions on the usefulness of listening exercises, their challenges in comprehension, and the specific difficulties they face while understanding spoken English Results indicated that students found certain listening texts engaging but struggled with fast speech and unfamiliar vocabulary, highlighting the need for targeted strategies to improve their listening comprehension.
Gpndors on the teachers’ ways of leaching listening tasks, and what strategies the students preferred (heir teachers lo use int leaching listauing
A questionnaire was distributed to teachers to assess their perceptions of listening skills, identify the challenges they face in teaching listening, and understand the strategies they employ to enhance students' listening abilities.
In addition, listening lessons were observed and documented to analyze teaching strategies and student performance The researcher conducted three listening sessions in each class to investigate the methods teachers employed to develop listening skills and to assess how learners performed during these lessons.
To gather additional insights supporting the survey responses, informal discussions with learners during short breaks and casual conversations with teachers during staff meetings were conducted.
Then, the data was collected and prepared for the next step of the analysis
This chapter provided an overview of the study's context, detailed the research participants, and outlined the methodology used The upcoming chapter will present a comprehensive descriptive data analysis of the collected data, offering insights into the research findings.
DATA ANALYSIS 2 sỀ "
RECOMMENDATIONS 4 4.1, Suggestions far the stuilents 4 4.1.1 Having a positive mativation and active participation KH 4.1.2 Having an apprapriate learning strategies 4 4,2 Suggesfions for the feaChes sen Hnnan Hrug re nơ -58 4.2.1 Helping students build up a positive attitude, motivation and confidence
Based on data collected from survey questionnaires, class observations, and discussions with learners and teachers at Nuh Binh Center of Informatics and Foreign Languages, valuable insights have been gained regarding effective strategies for teaching listening skills These findings highlight the importance of implementing contextually appropriate teaching methods to enhance students' listening comprehension Tailoring instruction to the students' linguistic backgrounds and real-life language use can significantly improve their listening abilities By integrating interactive activities and authentic audio materials, educators can create a more engaging and effective learning environment Overall, these implications emphasize the need for customized, practical approaches to foster better listening skills among students at Nuh Binh Center.
NCTEL are suggested as below
4.1.1 Having a positive motivation and active participation
Motivation is the key to paving the way to success, as higher motivation drives students to put in greater effort to achieve their goals Initially, students may require guidance and encouragement from teachers and peers, but building self-confidence is essential for independent learning Over time, this self-assurance leads to significant progress in their studies Additionally, participating actively in lessons and taking pride in their achievements are important steps toward sustained success, as genuine eagerness and enthusiasm are crucial for consistently reaching their goals.
4.1.2 Having an appropriate Icarning strategies
According to Oxford (1990), memory strategies play a crucial role in language learning by enhancing recall of background knowledge and facilitating the learning of new vocabulary Emphasizing the importance of retrieving prior knowledge and learning new words in context is essential, especially when engaging with listening tasks in NEF Pre-Intermediate levels Implementing these strategies can help more learners understand listening tests more effectively and improve overall comprehension skills.
4 a Using associating and elaborating strategies
Using this strategy, learners activate relevant schemas that connect new language information with familiar concepts in memory, which strengthens comprehension This association enables listeners to make inferences and develop a deeper understanding of the language.
In Task 5.4, Section B, Unit 5 (page 55), learners listen to a conversation about the role of singing in our lives and choose the correct answers Since students have prior experience with singing, they are familiar with different types of music, their objectives, bands, and musical instruments, making it easy for them to select the right answers The original task is available in Appendix 8, page XVII.
8 Placing new words into context
Using context-based strategies is essential for effective vocabulary learning, especially for students in the English Department at NBCIEL However, learning and retaining new words from NEF Pre-intermediate can be challenging for learners To address this, providing additional learning exercises—such as writing and speaking activities after listening tasks—can enhance learners' opportunities to use and internalize new vocabulary, making their language skills more active and meaningful.
Thus, encouraging leamers to take advantage of using memory strategies will help them ease and better dealing with listening tasks in NEF Pre- intermediate
Among the three investigated cognitive strategies, note-taking and summarizing pose the most challenges for respondents, despite their awareness of their importance Many students struggle with effective note-taking and rarely practice summarizing auditory input, indicating a gap between knowledge and application These strategies are essential not only for completing listening tasks in XEF Pre-Intermediate but also serve as core skills targeted by the course book to enhance overall language proficiency Improving note-taking techniques is crucial for better comprehension and retention of listening material.
Effective note-taking involves various methods, with raw notes being the simplest and most common form—unstructured and untransformed To make initial notes useful, cadets should review and organize their notes promptly before details are forgotten, applying structured systems for clarity Essential note-taking techniques for NEF Pre-intermediate learners include the outline method, the mapping method, and charting, which help improve listening comprehension and retention.
This method involves learners listening and then writing points in an organized pattern based on indentations that reflect their importance Major points are positioned farthest to the left, while more specific details are indented to the right, with the levels of importance indicated by their distance from the main point Indentations can be simple or complex, such as using Roman numerals or decimals for labeling No special symbols are necessary; spatial relationships alone effectively distinguish major and minor points, allowing the information to be organized clearly and logically.
L MOST INCLUSIVE INFORMATION ON A TOPIC (GENERAL)
I MOST INCLUSIVE INFORMATION ON ANOTIIER TOPIC (GENERAL)
2 Least Inclusive a least exclusive b least exclusive
TT MOST INCLUSIVE INFORMATION ON AKOTHER TOPIC (GENERAL)
2 Teast Inclusive a least exchisive b least exclusive
Table 7: Standard Ouiline Note-Taking Format
(Adapted from Forms oƒ - orgamiaion Retieved ủom http://muskingum.edw/~cal/database/general/notetaking3 html
Mapping is an effective note-taking technique that enhances comprehension and concentration by visually connecting related facts and ideas This graphic representation of content promotes active participation, critical thinking, and immediate understanding of the material Learners can utilize various visual elements such as lines, arrows, diamonds, and circles to organize and relate information, making mapping a powerful tool for engaging with and retaining complex content.
An example of a simple mapping method is as follows,
*Sending *Forecasting *Perceiving events messages the future external to situation
Table 8: An Example of Mapping Method
(Cited from Note-taking systems Retrieved fromhttp://sas.calpoly.edw/ase/ssl/notetaking.systems.html)
The charting method is one of the most commonly used techniques for note-taking in NEF Pre-intermediate This method involves learners recording information such as words, figures, phrases, and main ideas into specific, organized categories An example of charting in note-taking demonstrates how learners can efficiently organize and capture key details, enhancing comprehension and retention Using the charting method promotes clear organization of information, making it easier to review and study effectively.
PERIOD IMPORTANT PEOPLE EVENTS SIGNIFICANCE
Table 9: An Example of Charting Method
(Cited from Note-taking systems Retrieved fromhttp://sas.calpoly.edw/asc/ssl/notetaking systems html)
In order to take notes efficiently, students should also be guided on how to use symbols and abbreviations to represent words and ideas more quickly b Developing writing summaries skills
Summarizing is an essential learning strategy that helps students structure new information and demonstrate a deep understanding of the material It involves condensing or expressing the main ideas of what they have read or heard in a concise manner Unlike note-taking, summarizing can be more challenging but often more beneficial, as it requires greater condensation of thoughts and helps learners grasp key concepts more effectively Incorporating summarization into study routines enhances comprehension and retention of information.
Summarizing can be done in various forms, ranging from a concise single sentence or phrase that captures the main idea of the listening text to longer summaries that span multiple sentences or paragraphs Effective summarization helps convey key information efficiently, making it an essential skill for clear communication and comprehension Whether brief or detailed, summaries should accurately reflect the core message of the original content to enhance understanding and retention.
To enhance students' listening comprehension and vocabulary retention, teachers can ask students to retell or rewrite information gathered from listening texts, either using exact vocabulary or paraphrasing This practice helps verify understanding, reinforces memory retention, and encourages effective use of vocabulary Incorporating activities like retelling or rewriting in the classroom promotes active learning and supports language development.
Implementing and guiding learners to effectively utilize cognitive strategies significantly enhances their performance in listening tasks within the NEF Pre-Intermediate level Mastering these strategies not only improves their current academic skills but also prepares them for future professional success Encouraging students to develop and apply these cognitive approaches will lead to more effective listening comprehension, benefiting them both academically and in their upcoming careers.