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INTRODUCTION
Rationale of the study
Listening in the language classroom was traditionally overlooked, primarily seen as a passive skill used mainly to facilitate grammar teaching since its recognition as a distinct skill only emerged in the late 1960s Students often regard listening as the most challenging language skill compared to speaking, writing, and reading (Field, 2008) The difficulty in teaching listening stems from its intangible nature, as it occurs internally and is less visible than speaking or writing, making it harder to measure progress Additionally, the lack of concrete evidence of improvement often demotivates both students and teachers, leading to a long-standing neglect of listening skills in English language education.
The widespread adoption of Communicative Language Teaching (CLT) in the 1970s shifted focus toward using English for real communication rather than just grammar and vocabulary performance, leading to significant development in L2 listening skills (Wilson, 2008) Listening has become a central component in language learning, as applied linguists view it as the primary means for learners to access L2 input and facilitate language acquisition (Carter & Nunan, 2001).
In Vietnam, English is a mandatory subject for high school students, with the teaching of listening skills gaining greater recognition over the past decade due to educational reforms and textbook innovations Despite this progress, many Vietnamese institutions still prioritize other language skills, often neglecting the importance of developing effective listening abilities in their English education programs.
Despite all four macro skills being included as essential sections in high school English textbooks, Vietnam’s official curriculum remains largely exam-driven, emphasizing grammar, reading, and vocabulary over communicative competence (Duong & Chau, 2019; Nguyen & Thai, 2018) This focus limits students’ opportunities to develop their listening skills and neglects instruction in phonology, syntax, semantics, and pragmatics, resulting in difficulties in engaging in meaningful English interactions Listening skills are particularly undervalued at the high school level, representing only 10% of exam scores, which leads students to prioritize vocabulary and grammar practice at home over listening comprehension Consequently, listening remains a significant challenge for students, reflecting a broader undervaluation of this skill within the current educational approach.
Enhancing listening skills is increasingly recognized as vital in language learning, prompting the development of various effective teaching methods These include careful material selection, creative task design, and integrating listening with other skills like speaking, writing, and reading Extensive listening, which encourages learners to listen for enjoyment without obligation, is considered highly effective for improving listening competence outside the classroom (Wilson, 2008; Harmer, 2007) Similar to extensive reading, the benefits of extensive listening are well-documented, yet its specific impact on language acquisition requires further research.
3 application of extensive listening is not intentionally paid much attention by both teachers and students
Taking this situation into consideration, the present study “The Effects of Extensive
This study, titled "Listening on Students’ Listening Comprehension: An Action Research Study at a High School in Hanoi," aims to evaluate the effectiveness of an extensive listening strategy in improving students' listening skills It highlights the importance of regular listening practice for student development and seeks to raise students' awareness of listening proficiency Additionally, the research aspires to inspire teachers to adopt suitable methods that enhance students' listening comprehension, ultimately contributing to more effective language learning in high school settings.
Aims and objectives of the study
This study investigates the effects of extensive listening on students’ listening comprehension and explores students’ attitudes towards this approach The overall aim is to determine how extensive listening enhances listening skills and to understand students' perceptions of its effectiveness Key objectives include examining the impact of extensive listening on comprehension levels and gathering insights into students’ attitudes and preferences regarding this method, providing valuable information for improving listening instruction.
• To examine the impact of extensive listening on the improvement of listening comprehension skills of students
• To investigate students’ attitudes toward the implementation of extensive listening
Research questions
To achieve the aims and two objectives stated above, the following research questions were addressed:
1 To what extent does the implementation of extensive listening enhance students’ listening comprehension?
2 What are the students’ attitudes towards the implementation of extensive listening?
Scope of the research
This study was conducted over eight weeks in the second semester of the 2022-2023 school year, involving a grade 10 class at a private high school in Hanoi with 27 students The primary focus was on improving students’ listening comprehension skills using the "English 10 Global Success" textbook The research specifically examined how various teaching methods impacted students' ability to understand spoken English, aiming to enhance their overall listening proficiency.
The study involved the application of extensive listening activities to enhance language skills Data were collected using pre-tests and post-tests to measure progress, along with questionnaires and interviews to gather participants’ insights and perceptions The researcher focused on these specific methods, noting that the exclusion of other data collection and analysis techniques could be a limitation of the study.
Method of the study
To achieve the stated goal, a combination of quantitative and qualitative methods was employed, including an action research model that utilized pre-tests, post-tests, questionnaires, and interviews to gather comprehensive data from students.
This study involved administering a pre-test to 27 tenth-grade students to assess their listening comprehension before implementing extensive listening activities After eight weeks, a post-test was conducted to measure students' progress by comparing it with the pre-test scores Additionally, a questionnaire was distributed to gauge students' attitudes toward extensive listening, and three students were randomly selected for interviews to gain deeper insights into their perspectives The collected data were then analyzed both statistically and qualitatively to evaluate the effectiveness of the extensive listening approach.
Significance of the study
This study aims to provide valuable insights with both theoretical and practical significance Theoretically, it contributes to the general theory of action research by enhancing students' listening comprehension skills It also supports previous findings that extensive listening positively impacts students' listening abilities when using varied listening materials tailored to different learners Practically, the research seeks to improve students' listening skills through effective action-based methods Additionally, the study offers a useful reference for teachers seeking effective strategies to boost listening comprehension in similar educational contexts.
5 this study may serve as a guide for English teachers and students in the specific setting of the studied school, and offering advice on how to improve students’ listening comprehension.
Design of the thesis
The study consists of five chapters:
Chapter 1 – Introduction – presents the rationale, the aim of the study, the research questions, the scope of the study, the study method, the significance and the design of the study
Chapter 2 – Literature review – presents the theoretical framework related to listening skill, listening comprehension, and the definitions, benefits, and limitations extensive listening It also provides a critical review of some previous studies relating to improving listening skills through extensive listening
Chapter 3 – Methodology – provides research questions, the study context, the research methods, the research designs, data collection instruments, and data analysis
Chapter 4 – Data Analysis and Discussion – presents the findings from the collected data and discuss the findings in an attempt to answer the stated research questions
Chapter 5 - Conclusion – offers a summary and concluding remarks of the study
The limitations as well as some suggestions for further studies are also presented in this part
LITERATURE REVIEW
The listening skill
According to Carter and Nunan (2001), “the term listening in language teaching refers to a complex process that allows us to understand spoken language.” Downs
Listening, as defined by 2008, is the active effort to pay attention and comprehend sounds, distinguishing it from the physiological process of hearing, which involves the ears absorbing sound waves Traditionally regarded as a passive skill, listening has been re-evaluated to emphasize its active nature, as understanding a message requires the listener's active participation in decoding According to Anderson and Lynch, effective listening involves consciously engaging with the speaker to facilitate better comprehension and communication.
Listening is an active skill that requires listeners to actively participate in the comprehension process by applying relevant information to interpret what is being said Unlike a passive or receptive activity, effective listening involves active engagement and cognitive effort, making it a crucial component of successful communication.
Listening and reading with comprehension are receptive decoding skills, while speaking and writing are productive encoding skills Listening can be more challenging than reading since it is an invisible process and replaying what has been heard is often impossible, whereas readers can easily re-read difficult sections of a text (Broughton, 2002).
2.1.2 The importance of listening skill
Historically, listening skills have been referred to as "the Cinderella skill," often overshadowed by the more prominent speaking skills (Nunan, 2002) However, recent research in second language acquisition emphasizes the crucial role of listening comprehension, highlighting its importance in language learning success and communicative competence.
Listening is a fundamental skill, as without it, effective communication through speaking becomes impossible Research indicates that students dedicate more than half of their foreign language learning time to listening practice (Nunan, 1998), highlighting its importance in language acquisition and fluency development.
The importance of listening skills in second language learning has gained increasing recognition, as they serve as a vital component for effective language acquisition Listening provides students with models and goals to emulate, enhancing their ability to understand and process the language According to Carter & Nunan (2001), "Listening is not only a skill area in language performance, but is also a critical means of acquiring a second language (L2)." When compared to speaking, listening skills are now considered equally essential, as effective communication in a second language relies on developing both abilities (Anderson & Lynch, 1988).
Understanding the listening process involves two widely recognized models: the bottom-up and top-down approaches (Anderson and Lynch, 1988; Brown, 2007; Nation and Newton, 2009) The bottom-up model emphasizes decoding small language units such as phonemes and syllables, helping learners construct meaning by focusing on the discrete components of spoken language This approach is essential for comprehensive listening, as it involves analyzing tiny parts like sounds, words, and phrases to understand larger structures Practical applications of the bottom-up strategy include paying close attention to phonetics through listening exercises that distinguish between different sounds and practicing pronunciation Additionally, breaking down longer sentences and phrases into smaller units enables learners to better interpret spoken language, making the bottom-up approach a valuable tool for developing listening skills in a second language.
To enhance listening comprehension, it's effective to break down longer sentences into smaller units by pausing audio or video content at regular intervals, allowing learners to identify specific words or phrases Incorporating repetition of key phrases or sentences helps students recognize and understand individual words and sentence structures more effectively Teachers can reinforce this by replaying certain sections of audio or video or encouraging learners to repeat important phrases Additionally, a bottom-up approach involves helping learners focus on individual words and phrases, using context clues to interpret the overall meaning and form a mental image of what's being spoken.
Learners can strengthen their capacity to understand distinct aspects of spoken language and improve their overall listening abilities by using a bottom-up strategy in lengthy listening activities
The top-down approach emphasizes the use of prior knowledge and expectations to interpret language content, as highlighted by Wilson (2008) Conversely, Carter and Nunan (2001) describe bottom-up processing as involving listeners utilizing data from incoming speech signals Combining these perspectives, effective language comprehension relies on both bottom-up processing, which focuses on raw sensory input, and top-down processing, which incorporates background knowledge to derive meaning.
In the classroom, teachers use different activities using different process depending of the types of listening task For example, in pre-listening activities, teachers might employ top-down process and have students predict the content of the listening by looking at some pictures, titles, or some key words on the topic In this case, students are encouraged to use their knowledge to understand the content On the other hand, teachers sometimes need to use bottom-up approach to help low level students understand the listening file by reading out the sentences and having students write them down This way, learners can recognise the linguistics elements and understand the information better.
Listening comprehension
There have been many definitions of listening comprehension made by different researchers Buck (2006) describes listening comprehension as an active process of
9 generating meaning from incoming sounds by applying listeners’ knowledge to what they can hear
Listening comprehension is an important ability for efficient communication in a variety of circumstances, such as school, job, and social relationships As stated by Vandergrift and Goh (2012), listening comprehension is "the ability to process spoken language input in real time, to understand it, and to retain it in memory." It involves not only hearing and understanding words but also interpreting the message, understanding the context, and responding appropriately According to research, listening comprehension is a complicated process that requires both cognitive and affective capacities Listening comprehension is a critical ability for second language learners to improve, according to a study done by Derakhshan and Shabani (2017), and employing genuine listening resources may be extremely beneficial in boosting listening skills
According to Field (2008), effective listening comprehension involves paying close attention to spoken language, actively absorbing incoming information, and retaining it in working memory to construct meaning Additionally, affective factors like motivation, curiosity, and anxiety play a crucial role in enhancing listening skills Developing these cognitive and emotional components is essential for improving overall listening proficiency.
Cultural and social factors significantly influence listening comprehension, as communication methods and conventions differ across countries Awareness of these cultural variations is essential for avoiding misunderstandings and enhancing understanding According to Kim and Elder (2019), "culture shapes how language is used, understood, and interpreted," highlighting the importance for listeners to be culturally aware Developing cultural awareness is therefore crucial for improving overall listening skills in diverse communicative contexts.
Developing strong listening comprehension skills requires consistent practice and deliberate effort One effective strategy is extensive listening, which involves immersing oneself in large amounts of audio content in the target language without focusing on every word or phrase This approach helps learners become more familiar with the language's rhythm, intonation, and pronunciation, ultimately improving their overall listening abilities.
10 to grasp the language in context, and boost their general confidence in their ability to communicate successfully in the target language
Listening comprehension is a complex process that requires listeners to employ various skills and different types of knowledge to accurately understand the speaker's message Developing strong listening skills enhances overall communication and is essential for effective understanding in diverse contexts Improving listening comprehension involves actively engaging with the speaker's words, understanding context, and leveraging prior knowledge to interpret meaning accurately.
Extensive listening
Extensive listening (EL) is a valuable component of modern language teaching, involving the exposure to large volumes of spoken language through sources like television, radio, videos, audiobooks, and the internet to enhance automaticity and listening enjoyment It is primarily conducted outside the classroom for pleasure and overall language development, helping students improve their ability to recognize spoken text effortlessly Similar to extensive reading, which aids vocabulary and grammar acquisition, extensive listening significantly contributes to second language (L2) learning by fostering meaningful engagement with authentic audio materials Allowing students the freedom to choose their listening content can boost motivation, thereby enhancing their listening skills and overall language proficiency.
Extensive listening differs significantly from intensive listening, which is a traditional classroom activity Intensive listening typically occurs in classrooms or language labs, with teachers present to assist students with challenges and highlight key areas of interest, making it a focused and guided practice (Harmer, 2007).
Extensive listening is an effective approach to teaching listening skills, as it allows for comprehensive feedback from students to ensure they understand spoken texts (Renandya & Farrell, 2010) It is also considered a pleasurable activity that fosters engagement and motivation This method involves various listening exercises designed to provide students with clear and understandable oral feedback The key to successful extensive listening is using meaningful and relevant material, ensuring that learners genuinely benefit from the listening activities and improve their overall comprehension skills.
These are some guidelines for incorporating extensive listening into an English classroom:
Set clear objectives for your extensive listening exercises, such as enhancing students' ability to interpret spoken English, identify main ideas and supporting details in conversations, and understand various accents and dialects These goals will guide your teaching plan and help measure student progress in developing comprehensive listening skills.
When selecting materials for teaching English, educators should choose audio or video content that aligns with students' language proficiency levels and interests Authentic resources such as TED Talks, news broadcasts, podcasts, and movies are highly effective, or teachers can develop original materials tailored to their students’ specific learning needs Using appropriate and engaging multimedia content enhances students’ language skills and maintains their motivation in the learning process.
To enhance students' listening skills, teachers should implement effective pre-listening activities such as previewing key vocabulary, discussing the theme, or encouraging students to predict the content These strategies prepare learners mentally for the audio or video material, making it more engaging and easier to comprehend Incorporating pre-listening tasks is essential for active listening and improves overall language acquisition.
To enhance listening skills, teachers should promote active listening by encouraging students to take notes, ask questions, and summarize key themes during listening activities This engagement helps students improve comprehension and retention, making the learning process more effective Incorporating strategies that foster active participation not only boosts understanding but also develops critical thinking and communication skills in learners.
Follow-up exercises are vital after listening activities, providing learners with opportunities to reinforce their understanding Teachers should incorporate tasks such as writing summaries, answering comprehension questions, or engaging in small-group discussions to enhance retention These practice activities help solidify listening skills and encourage active engagement with the material, making the learning process more effective.
To maximize the effectiveness of listening materials, teachers should provide students with constructive feedback on their listening skills, helping them recognize their progress and identify areas for improvement Encouraging students to reflect on their development fosters continuous growth in listening comprehension Providing targeted feedback not only enhances students' listening abilities but also motivates them to refine their skills, leading to more effective language learning outcomes.
Despite the increasing popularity and awareness of the benefits of extensive listening, there is a limited amount of tailored material available compared to extensive reading Teachers often promote extensive listening by encouraging students to watch English movies with subtitles, listen to music and podcasts, or use audio versions of simplified readers This approach allows students to enjoy listening practice without feeling overwhelmed, enhancing their language skills in an engaging manner.
12 effort to understand it Hence, this stimulated the researcher to utilize a source of graded listening materials and evaluate students’ improvement after listening to the audios from this source
Extensive listening (EL) is a personalized language learning strategy that involves engaging with large amounts of target language input tailored to learners’ interests and proficiency levels, similar to the principles of extensive reading (Susser & Robb, 1990) Numerous studies have demonstrated the significant benefits of extensive listening in enhancing language skills, making it an effective method for improving comprehension, vocabulary, and overall fluency Incorporating EL into language learning routines can lead to more natural language acquisition and increased motivation among learners.
EL is found in boosting "automaticity of recognition of words in their spoken form, leading to better listening fluency and consequently total comprehension" (Brown,
Practice is essential for developing automaticity in language learning, as increased listening enhances subskills through automation (Ridgway, 2000) Extensive listening empowers learners by allowing them to choose resources suited to their skill level, thereby improving their overall comprehension (Norawati, 2021) For effective listening, students must stay calm and focus their attention to interpret spoken texts and absorb vocabulary (Yeh, 2014) Additionally, listening helps children learn important aspects like stress, intonation, and pronunciation, which contribute to their language proficiency Furthermore, engaging in substantial reading can boost students' confidence and motivation, supporting their overall language development.
Field (2008) also suggested that teachers should provide learner training that
Extensive listening prepares learners to effectively utilize real-world linguistic resources, enhancing language acquisition According to Renandya and Farrell (2010), extensive listening involves "all forms of listening activities that allow learners to obtain a lot of comprehensible and enjoyable hearing input," emphasizing that listening skills improve most through consistent practice They argue that, similar to the way supporters believe reading is best learned through reading, listening is best developed by actively engaging in listening activities The goal of extensive listening is to develop "listening fluency," which facilitates the automatic processing of the target language, ultimately improving overall language proficiency when practiced correctly (Waring, 2008).
8) Despite those benefits that extensive listening brings back, it is critical to select listening resources that are appropriate for the level of learners.
ELLLO as a source of extensive listening materials
The internet is a valuable resource for accessing a wide array of audio materials, but the key challenge is finding content that is understandable, engaging, enjoyable, and suitable for the learner's level According to Waring, selecting the right audio resources is essential for effective language learning, ensuring that learners stay motivated and can comprehend the material.
In 2008, it was emphasized that extensive listening materials should enable students to quickly and fluently comprehend the content without relying on assignments or questions Vo (2013) further highlighted that these materials must also be engaging and enjoyable, ensuring they are not too challenging for students to understand.
Waring (2008) recommends ELLLO (English Listening Lesson Library Online) as an excellent, resource-efficient platform for English language learners This popular website provides a diverse range of listening lessons and resources, including audio and videos on various topics with cultural insights, helping learners improve their listening skills while exposing them to different cultural contexts ELLLO’s materials complement school textbooks, offering talks aligned with topics in the "Global Success 10" English book, and feature speakers from multiple English-speaking countries, allowing learners to become familiar with diverse accents such as British, American, and Australian English The platform categorizes lessons according to proficiency levels—beginner, intermediate, and advanced—ensuring that learners can access suitable materials for their skill level The key advantage of ELLLO is its vast collection of authentic target-language content across numerous subjects and accents, making listening practice engaging and meaningful Additionally, ELLLO goes beyond audio, providing enriched resources that support comprehensive language development.
14 vocabulary notes and a short quiz This way, learning listening can be both entertaining, informative, and helpful at the same time.
Review of the previous studies
Numerous studies have demonstrated that extensive reading significantly improves students' reading comprehension skills However, research on extensive listening, particularly within the Vietnamese context, remains limited This highlights the need for further investigation into how extensive listening strategies can enhance language learning in Vietnam.
Extensive listening, as highlighted by Chang (2014), is essential for developing aural vocabulary and expanding world knowledge, both of which significantly enhance listening comprehension Numerous studies on English learners have consistently demonstrated that engaging in extensive listening activities improves L2 learners' listening skills, making it a valuable strategy for language acquisition.
Numerous studies, including those by Chang and Millett (2014, 2016), highlight the positive impact of extensive listening combined with reading on students' listening, reading, and speaking skills Chang and Millett (2014) found that students engaging in both listening and reading showed significant improvement in listening comprehension compared to those focusing solely on listening Their 2016 research indicated a correlation between engagement with graded audiobooks and improved listening skills, though the specific methods and the expectation of completing one audiobook per week were viewed as burdensome by students Additionally, Chang, Millett, and Renandya (2019) demonstrated that students participating in combined listening and reading outperformed those in single-mode groups, suggesting that integrating both activities enhances overall language skills However, these studies also suggest that the benefits of extensive listening alone may be difficult to isolate, as the inclusion of reading complicates attributing improvements solely to listening practice.
Research by Yen and Thao (2021) in Vietnam demonstrated that extensive listening significantly improves adult EFL learners' comprehension, with those engaged in extensive listening showing greater progress than their counterparts who completed listening exercises as homework However, the study did not explore learners' perceptions, highlighting the need for future research to examine students' perspectives on extensive listening activities Similarly, Le and Pham (2020) found that students participating in structured extensive listening tasks outperformed control groups in listening proficiency after 15 weeks, emphasizing the importance of consistent practice Nonetheless, both studies acknowledge potential external influences, such as students practicing listening outside classroom activities, which were not formally controlled or recorded, suggesting that outside listening habits may also impact learning outcomes.
This study highlights the importance of extensive listening in foreign language learning, particularly for tenth graders in Vietnam Despite its proven benefits, there has been limited research on students’ listening competence in this context, and students have not been officially guided in this method Based on previous studies and identified limitations, the researcher aims to explore the impact of extensive listening on the listening comprehension of a specific student group It is anticipated that extensive listening will positively improve students’ listening skills and enhance their overall engagement with L2 listening.
Summary
This chapter provides a comprehensive overview of the theoretical and conceptual framework of the study, supported by a review of previous research It begins by defining listening competence in English language teaching and emphasizing the importance of developing effective listening skills for language learners The chapter then discusses key theories related to extensive listening, highlighting its benefits, limitations, and the crucial roles that both teachers and students play in implementing extensive listening strategies in English education.
RESEARCH METHODOLOGY
Action research
Action research (AR) is a deliberate, solution-focused process that is personally or collaboratively owned and conducted to address specific problems It involves iterative cycles of identifying issues, systematically collecting data, reflecting on findings, analyzing results, and implementing data-driven actions This continuous cycle often leads to the redefinition of problems, ensuring ongoing improvement The term "action" emphasizes the proactive steps taken to resolve challenges, making AR a practical approach for meaningful change.
Action research is a practical method focused on testing ideas in real-world settings to enhance understanding and improve curricula, teaching practices, and learning outcomes (Kemmis & McTaggart, 1982) It is highly situational, aiming to identify and resolve specific problems within a particular educational context The primary goal of action research is to bring about meaningful improvements in the educational environment where the research is conducted (Cohen and Manion).
Action research, as explained by Burns (2010), combines action and study by actively intervening in social processes such as classrooms, schools, or organizations to facilitate development and transformation Its core purpose is to deliberately address problematic situations through targeted interventions to achieve meaningful improvements in practice Importantly, these improvements are driven by systematically collected data, ensuring that changes are evidence-based and informed by thorough research.
Action research involves the integration of action and research, enabling teachers to identify problematic classroom situations, develop effective solutions, and implement methods to enhance student achievement This approach empowers educators to actively improve their teaching practices through reflective investigation, leading to better educational outcomes By engaging in action research, teachers transform their roles into researchers, fostering continuous professional growth and student success.
3.1.2 Benefits and limitations of action research
Action research, as outlined by Sohng (1995), is based on the idea that educational participants conduct the investigation themselves, enabling researchers to study their environment, collect and analyze data, develop action plans, and share findings to improve practice This approach is advantageous because it allows researchers to perform these tasks without separating themselves from participants, fostering practical and directly applicable outcomes (Craig, 2009) Additionally, data analysis in action research drives meaningful change and improvement, making it a practical method for educational development According to Somekh (1995), action research enhances teachers' practical wisdom and situational understanding, supporting their professional growth Overall, action research benefits both student learning outcomes and teachers’ professional development by promoting reflective practice and continuous improvement.
However, action research has a variety of criticisms as a research method Jarvis
In 1981, a major critique of action research emerged, arguing that research should be conducted by academic specialists with the necessary expertise, and that action research lacks formal academic recognition Additionally, action research studies often have limited generalizability and are difficult to replicate due to their flexible nature Critics also assert that action research may lack theoretical rigor, as conclusions depend heavily on the researcher’s interpretations Ethical challenges can arise in structuring action research, with participants feeling compelled or pressured to engage in specific ways Moreover, action research is particularly susceptible to biases such as selection bias, social desirability bias, and other cognitive biases, making it crucial to address these issues to ensure the validity and reliability of findings.
To minimize selection bias, researchers should employ random sampling methods to select participants based on relevant criteria aligned with the research questions, rather than relying on personal preference or convenience Additionally, implementing triangulation helps reduce cognitive bias by cross-verifying data from multiple sources or methods, enhancing the overall validity and reliability of the study.
To ensure robust and unbiased findings, researchers should incorporate multiple data sources, methods, and perspectives to cross-verify results and minimize the influence of cognitive biases Addressing biases in action research requires diligence, self-awareness, and a commitment to rigorous research practices This process should be integrated continuously throughout all stages of the research to enhance validity and reliability.
3.1.3 Rationale of using action research
This study adopts action research due to its proven effectiveness in enhancing English language teaching practices, as demonstrated by prior studies Advocates like Allwright, Bailey, Long, and Nunan emphasize that involving teachers as researchers bridges the gap between research and classroom practice, ensuring research addresses actual professional concerns of teachers and students Action research, also called "teacher-initiated action," encourages teachers to investigate and improve their own classrooms through active research initiatives, fostering a more reflective and participatory approach to classroom improvement.
After the first few weeks of the semester, the teacher recognized that students faced significant challenges with listening comprehension, prompting a focus on addressing this issue Action research was selected as it aims to provide targeted teaching strategies to overcome real classroom difficulties in English language learning This approach will enable the teacher to identify instructional shortcomings and discover effective methods to improve student performance Additionally, the participatory nature of action research allows the teacher to become more actively involved in the classroom, gaining a deeper understanding of students’ struggles and engaging with them more effectively.
This study employed an action research methodology to identify effective listening teaching strategies aligned with learners' skills, aiming to enhance students' listening success The research seeks to contribute to the development of practical listening instruction techniques that improve both teacher performance and student learning outcomes By using an action research design, the study aims to improve the effectiveness of English language teaching and support students in achieving greater success in the classroom.
There are many action research models but the steps often follow a similar pattern
Nunan (1992) outlines an action research cycle comprising seven key steps: Initiation, Preliminary investigation, Hypothesis, Intervention, Evaluation, Dissemination, and Follow-up, providing a comprehensive framework for effective research According to Sagor (2011), the process begins with information identification and establishing success criteria, which involves developing overarching questions based on the core problem or concern During the intervention phase, data collection, ongoing analysis, and reflection are integral to making informed decisions, with the cycle repeating to ensure continuous improvement Susman (1983) introduces a five-step model—including diagnosing, action planning, taking action, evaluating, and specifying learning—that emphasizes systematic problem-solving and reflection in action research.
In 2010, a model adapted from Kemmis and McTaggart (1998) was proposed, consisting of four essential steps: plan, act, observe, and reflect Burns (2010) emphasizes that, despite variations in terminology across different models, their core purpose remains consistent—facilitating a systematic approach to solving classroom problems and driving continuous improvement in teaching and learning through an iterative cycle of planning, acting, observing, and reflecting.
Burns' (2010) four-step model was selected because it is more suitable for the specific research context and educational setting Given that the participants in this study have low English listening proficiency, implementing this organized approach can effectively enhance their listening skills The model's structured progression provides targeted support, making it an ideal choice for improving language comprehension among beginner-level learners.
21 complicated models may make them discouraged and feel vague Additionally, Burns (2010)'s model is flexible, which allows researcher to tailor research approach to the specific needs of the study, accommodating the variability of extensive listening contexts Besides, Burns (2010)'s model's collaborative and action-oriented approach can empower both educators and learners to actively contribute to the enhancement of extensive listening instruction
Context of the study
This study was conducted at a private high school in Hanoi during the 2022-2023 academic year, highlighting English as a key subject alongside Math and Literature The school offers more than six English periods weekly, with three dedicated to vocabulary, grammar, and the four language skills, while the remaining sessions prepare students for tests focusing mainly on vocabulary and grammar Despite daily exposure, students only receive one hour of intensive listening per week, which may be insufficient for significant improvement in listening skills The school adopts "Global Success 10," published by the Vietnamese Publishing House of Education in collaboration with Pearson Education, as the main textbook in alignment with the Vietnamese Ministry of Education and Training’s National Foreign Languages Project However, the listening materials accompanying the textbook are non-authentic, potentially limiting students’ real-world listening proficiency development.
Most listening audios in the book last between 1 to 2 minutes, with each listening session designed for one lesson within an 8-lesson unit Despite this, students’ listening performance remains below expectations, making it difficult to achieve significant progress To address this challenge, supplementing with extensive listening activities is essential, as these activities motivate students to dedicate more quality time to improving their listening skills.
Participants
The researcher selected a class with 27 students to participate in the study There are
This study focuses on 12 male and 15 female students aged 16, all residing in the city with over 10 years of English learning experience primarily centered on grammar and vocabulary Despite their strong performance in these areas, their listening skills remain weak, as evidenced by an average test score of 4 out of 10, largely because they have not engaged extensively in listening practice at home To address this, students are assigned to select listening materials from ELLLO and complete weekly Listening Journal forms, with a recommendation to listen to at least two audio files per week The research specifically targets class 10A8, a group representative of broader challenges faced by students in developing effective listening comprehension amidst increased emphasis on English education within the school The choice of focusing on 10th-grade students aligns with their critical academic year in Vietnam, shaping their future educational and professional paths, and underscores the school's commitment to improving English proficiency among its students.
23 significance of English language proficiency in these pursuits, targeting this grade level could potentially yield long-term benefits for students' language skills and academic success
Students are required to sign a consent form before participating in the project, ensuring they are fully informed about the potential learning benefits and the necessary requirements during the implementation period.
Teacher’s role in the research
The teacher played a crucial role as both facilitator and collaborator in this research, providing essential insights into classroom dynamics, students' learning preferences, and their strengths and weaknesses Their ongoing feedback helped students select appropriate listening materials and monitor their progress, ensuring the extensive listening approach was tailored to meet the specific needs of the class This collaborative effort aligned the research with the teacher's pedagogical strategies and the school's educational objectives, resulting in a more effective and customized learning experience.
Research procedure
This study employs the four-step model as developed by Burns (2010): Plan, Act, Observe, and Reflect
In this phase, the research designed a detailed plan of the application of extensive listening, classified students, and prepared listening materials, tests, questionnaire, interview questions
During the first week, all students took a pre-test to gather preliminary data for the study Based on their scores, students were categorized into different proficiency levels: 7 students in the Beginner group with scores of 1-3, 13 students in the Elementary group with scores ranging from 4-6, 6 students in the Intermediate group scoring 7-8, and 1 student in the Upper-Intermediate group with a score of 9-10 This classification aligns with standard language proficiency levels.
The teacher created a recommended listening library extracted from sources like ELLLO, featuring diverse topics across various levels to facilitate students’ easy selection of listening materials aligned with their interests and the in-class textbook content Listening files were systematically classified by topic and level, allowing students to choose appropriate materials and adjust difficulty as they progress Students were instructed on how to utilize supplemental resources such as episode transcripts to enhance their learning outcomes Additionally, encouraging learners to explore and expand their listening repertoire can foster greater comfort with technology and its applications in language learning (Yeh, 2014).
During the action phase, students were instructed to engage in extensive listening practice at home, aiming to listen to at least two recordings each week and complete accompanying comprehension quizzes They maintained listening journals to document their experience, including the audio files listened to, brief content summaries, interesting vocabulary, time spent, and personal comments, allowing for tracking progress and providing support These checklists were submitted weekly, with the program running for eight weeks under continuous teacher encouragement The intervention, starting in week 28 of the school year, focused on topics from three units: "New Ways to Learn," "Protecting the Environment," and "Ecotourism," integrating listening practice with relevant thematic content to enhance language learning.
At the next phase, the teacher used the frequent collected data to observe the students and made possible changes in the types of exercises, audio level or
25 listening materials when needed The teacher provided feedback and suggestions in class for students after they finish listening each audio file
Based on thorough analysis and reflection, the researcher assessed whether additional actions are necessary and identified specific changes needed to improve interventions This evaluation highlights essential lessons learned from the process, informing future strategies for more effective implementation.
After 8 weeks, a post-test was carried out to find out the effectiveness of applying extensive listening in improving students’ listening skill The questionnaire was delivered to get students’ opinions towards extensive listening After doing the questionnaire, some participants involved in an interview so that the teacher may gain some more opinions about the study which might not be mentioned in the questionnaire.
Data collection instruments
In order to clarify and answer the two research topics indicated above, the study employed the following instruments: pre-test, post-test, questionnaire, and interviews
3.6.1 Pre-test and post-test
This study investigates how extensive listening influences students’ listening comprehension through pre-test and post-test assessments Both tests were designed to accurately measure participants’ listening skills before and after an 8-week implementation of listening activities By comparing the means of the pre-test and post-test results, the researcher aims to evaluate the effectiveness of extensive listening practice The pre-test and post-test were matched in format, length, and difficulty level to ensure reliable and valid measurement of listening comprehension improvements.
Table 3.1 Pre -test and post-test description
10 questions Task 2 Multiple Choice Question
Task 1: 5m10s Task 2: 2m20s Task 3: 1m15s Total: 8m45s Difficulty level
The pre-test and post-test are adapted from HarperCollins’ 2019 Practice Tests for IELTS, featuring two sections with three task types: note completion, multiple choice questions, and sentence completion, ensuring test consistency Both tests are designed with a difficulty level ranging from band 3 to band 5 on the IELTS scale, corresponding to A2-B1 levels in the CEFR framework These assessments are tailored for students whose proficiency levels span from A2 to B1, aligning with the requirements for grade-level learners.
10 according to MOET’s description in the National Foreign Languages Project
To answer the question “What are the students’ attitudes toward extensive listening?”, a questionnaire was employed The questionnaire was adopted from
According to Nugroho (2020), the study comprised two parts: the first involved 12 Likert-scale items assessing students' general perceptions of extensive listening, while the second focused on students’ evaluations of the effectiveness of extensive listening The research aimed to understand students' attitudes and perceptions towards extensive listening activities and their impact on language learning Using rating scale questions, the study provided valuable insights into how students perceive and assess the benefits of extensive listening in improving their listening skills.
A pilot study was conducted to evaluate the validity and reliability of the research instrument This preliminary research involved distributing questionnaires to a small, randomly selected sample of five students The feedback obtained from these participants helped identify potential issues and improve the questionnaire's effectiveness, ensuring the instrument's accuracy before the full-scale study.
A total of 27 participants were involved in the study The questionnaire was refined through adjustments to its format, the number of items, and the wording of questions, based on student feedback Once finalized, the official questionnaire was distributed to participants to facilitate accurate data collection.
Participants were selected to participate in follow-up interviews to verify and clarify the responses collected from the questionnaire According to Kvale (1996; 2003), interviews are more effective than surveys in generating rich, narrative data and enable researchers to gain deeper insights into individuals' viewpoints In this study, a questionnaire was administered to 27 participants, with subsequent interviews conducted to ensure the accuracy and depth of the responses.
Due to insufficient data from 10 students to address the research questions, the researcher conducted interviews to gain deeper insights into students' attitudes toward extensive listening at home The interviews consisted of five questions, allowing students to share their thoughts freely, with a focus on their experiences with extensive listening Three students, selected randomly using the Wheel of Names tool based on post-test results across different proficiency levels, participated in these interviews Although the interviews were intended to be in English, one student preferred to express themselves in Vietnamese, which the researcher accommodated Prior to the interviews, the teacher explained their purpose and key topics, ensuring clarity These interviews served to cross-check questionnaire data and clarify any ambiguities, providing richer qualitative insights into students' perceptions of extensive listening practices.
The extensive listening materials consists of videos from ELLLO (English Listening Lesson Library Online) This website contains free online materials
Our collection offers 28 specially designed dialogues tailored for students of various language levels Each listening file lasts approximately 3-4 minutes, providing an engaging and manageable listening practice Students are encouraged to select listening exercises that match their proficiency levels and topics they find interesting, enhancing both their language skills and motivation.
ELLLO is a comprehensive resource designed to enhance English listening skills through a wide range of authentic exercises such as conversations, interviews, and podcasts that cover various themes and difficulty levels Learners can customize their practice by selecting topics of interest and progressing at their own pace, which supports individual learning needs The platform emphasizes real-life listening scenarios to improve comprehension in settings like discussions, lectures, and presentations Additionally, ELLLO offers tools to improve pronunciation and intonation, including exercises that target distinguishing similar sounds and practicing stress and rhythm, which are essential for effective listening Research indicates that mastering pronunciation and intonation significantly boosts listening comprehension, making ELLLO a valuable resource for language learners aiming to develop comprehensive English listening skills.
The researcher selected ELLLO as a valuable source of extensive listening material based on several key criteria Content relevance to students’ school curriculum and interests was prioritized, as engaging and meaningful content enhances retention and motivation Diversity of material, including various accents, dialects, interviews, conversations, and monologues, was also considered to expose learners to different spoken forms and improve listening skills Additionally, authenticity was a crucial factor, as authentic listening materials better prepare students for real-world language use and support effective language acquisition.
Authenticity is crucial when using authentic material, as it exposes students to natural conversations and real-life language expressions across diverse situations Incorporating authentic content enhances learners' understanding of how language is genuinely used outside the classroom Additionally, interactive features such as quizzes and comprehension exercises play a vital role in reinforcing learning and promoting active engagement These features support effective language acquisition by encouraging students to practice and apply their skills in an engaging and meaningful way.
ELLLO was chosen as the primary source for listening materials due to its comprehensive and learner-friendly format Its authentic listening exercises enable students to engage with real-world English spoken at various speeds and accents Additionally, the diverse range of topics offered by ELLLO aligns with students' interests and ensures exposure to different contexts, enhancing their overall listening skills.
The listening materials are categorized into 21 topics, including appearance, culture, economics, education, environment, family, food, health, holiday, leisure, movie, music, nature, places, relationships, routines, shopping, sports, technology, travel, and work These topics align with those in the "Global Success 10" English textbook, encouraging students to select listening files relevant to their current studies Additionally, the online accessibility of ELLLO provides valuable opportunities for self-directed learning, a crucial element in developing listening skills The English Listening Lesson Library Online serves as an excellent resource for students aiming to improve their listening comprehension and build confidence in understanding spoken English.
Data collection procedure
3.7.1 Pilot data collection and data analysis
The pilot pre- and post-tests were administered to 27 tenth-grade students across two different periods To evaluate the consistency between the pre-test and post-test scores, the researcher employed Pearson's correlation coefficient (r), a statistical measure that assesses the degree of similarity between two datasets Using Microsoft Excel, the analysis revealed an r value of 0.8, indicating a strong and positive linear relationship between the pre- and post-test results, thereby demonstrating the tests' reliability and consistency.
Therefore, the researcher decided to employed the two tests in her official data collection procedure
The data collection process spanned eight weeks using various instruments, starting with obtaining permission from the school principal after discussing the research plan The researcher then explained the study's objectives to students and observed their reactions to ensure their understanding and willingness to participate Once approval was secured from both the school administration and the students, the researcher proceeded with data collection in the selected classroom, ensuring ethical and collaborative engagement throughout the process.
Step 1: Pre-test and post-test
The pre-test was conducted in class 10A8 during week 0 to assess students' listening comprehension levels for baseline comparison and material selection purposes During the same session, students signed consent forms and received guidance on extensive listening practices at home The following day, the researcher created a contact group, shared links to listening materials and the Listening Journal form, and ensured all participants submitted their work through a shared online platform.
Step 2: 8-week of extensive listening implementation and reflection
The teacher assessed the pre-test scores to categorize students into four distinct proficiency levels Each group was guided to listen to audio materials tailored to their specific levels, while also being encouraged to select audio files of personal interest to enhance engagement Throughout the eight-week implementation, the researcher regularly monitored the students’ Listening Journals to track their progress and motivated participants to consistently practice listening skills This structured approach aimed to personalize learning and foster sustained improvement in listening comprehension.
APPENDIX 1), students were required to write a short summary of what they have listened to, list some useful/ interesting languages from the video, state the time they spend listening to the video, and some suggestions about the topics (optional) At the end of each week, the teacher read all the listening journals to check participants’ progress and offered support or recommendation for the following weeks
Step 3: Post-test After 8 weeks, a post-test was administered to measure students' progress in listening comprehension Students were invited to participate in the post-test Once all students agreed, a post-test was administered in the ninth week, and the results were collected and analysed to collect data for the study
All participants completed questionnaires after a researcher explained the study’s purpose and encouraged honest responses Students were given at least 30 minutes to finish the survey and assured that their answers would remain confidential and would not affect their exam scores, promoting a comfortable environment for honest participation.
Step 5: Interview Finally, 3 students were chosen to make the interview
Participants were instructed to answer questions according to the interview guidelines, and the interviews were recorded with their consent for data collection The recorded data was thoroughly analyzed and categorized to derive meaningful findings and implications for future research.
Data analysis method
The researcher utilized multiple study tools, including pre-tests, post-tests, questionnaires, and interviews, to assess students' listening abilities and attitudes toward the learning technique Quantitative data derived from the pre- and post-test results were analyzed using paired sample t-tests and effect size calculations to measure the effectiveness of the intervention.
Paired sample t-test and effect size calculation are essential statistical methods for comparing pre-test and post-test scores, providing both significance and practical insight While the paired sample t-test assesses whether there is a statistically significant difference between scores, the effect size quantifies the magnitude of this difference, offering a comprehensive analysis For instance, a significant t-test result with a small effect size suggests limited practical impact, whereas a non-significant result with a large effect size indicates potential practical value Combining these methods allows researchers to gain a nuanced understanding of intervention effectiveness and enhances confidence in their conclusions The study utilized Minitab software to perform both the paired sample t-test and effect size calculations, ensuring accurate and reliable analysis.
The researcher analyzed the quantitative data from the questionnaire using descriptive statistics in Microsoft Excel They calculated means, standard deviations, frequencies, and percentages for each questionnaire item, providing a comprehensive summary of the responses These statistics help in understanding the data distribution and overall patterns, with the findings subsequently presented for interpretation.
33 the form of tables and figures The data from the interviews, on the other hand, was analysed qualitatively to determine the students' attitudes towards extensive listening
The qualitative data collected from the interviews was inspected through some steps
Step 1: The researcher transcribed the students’ answer to prepare data In this step, the researcher used the web transkriptor.com to convert recorded audios to texts Step 2: The researcher categorized the data
Step 3: From the raw data, the researcher generated preliminary code
Step 4: The researcher reviewed theme and drew conclusions.
Summary
This chapter provides a concise overview of the research methodology, including details about the participants and the research setting It highlights the data collection instruments and techniques used, along with the procedures for data analysis These elements ensure a clear understanding of how the study was conducted, supporting the validity and reliability of the research findings.
FINDINGS AND DISCUSSION
Findings on the improvement of students’ listening comprehension through
4.1.1 Findings from pre-test scores and post-test scores
4.1.1.1 The results of the pre-test
The pie chart illustrates the pre-test listening comprehension scores of students, categorized into four proficiency bands Seven students, representing a lower proficiency level, scored within Bands 1-3, highlighting challenges in listening skills Nearly half of the participants, 13 students or 48%, achieved scores in Bands 4-6, indicating moderate proficiency Six students, or 22%, reached Bands 7-8, demonstrating higher listening abilities, while only one student attained a score in Band 9 Overall, the results suggest students face difficulties in listening, with significant room for skill improvement.
4.1.1.2 The results of the post-test
The post-test was conducted at the first day of week 9 with the aim of investigating students’ improvement after the intervention Similar to the pre-test, the post-test
The 35 scores were categorized into four proficiency levels: Band 1-3, Band 4-6, Band 7-8, and Band 9-10 Notably, there were no participants in the Band 1-3 category after the intervention, indicating an improvement in listening comprehension skills among students Additionally, the number of students scoring in the 4-6 range decreased from 13 to 10, reflecting positive progress.
After the intervention, 48% of students, or 13 students, achieved Band 7-8 scores, indicating significant improvement in listening comprehension skills Additionally, 15% of students scored within the 9-10 range, reflecting higher proficiency gains The post-test results demonstrate the positive impact of the instructional strategies on students' listening abilities, as evidenced by the increased percentage of students in higher proficiency bands However, it is important to note that three students remained in lower bands, highlighting areas for further instructional focus.
6, one from band 7-8 and one from band 9-10, showed unchanged score
4.1.1.3 The comparison of pre-test scores and post-test scores
Figure 4.3 The comparison between the results of pre-test and post-test
The analysis reveals a significant shift in student performance, with the percentage of pupils scoring grades 1-3 dropping from 26% to 0%, indicating improved overall achievement Additionally, the proportion of students receiving grades 4-6 decreased from 48% to 37%, while those achieving higher scores between 7-8 soared from 22% to 48% Notably, the percentage of pupils in the top bands 9-10 increased from 4% to 15%, reflecting a substantial improvement in peak student performance.
Table 4.1 The comparison of means and standard deviation between pre-test and post-test scores
N (students) Minimum Maximum Mean Standard
The mean of the class's post-test scores increased from pre-test (M = 5.35) to post-test (M = 6.80), indicating that the students significantly improved their listening scores
The researcher used Minitab software to perform paired-sample t-tests and calculate effect sizes, providing robust evidence of the intervention's impact The analysis showed a statistically significant difference between pre-test and post-test scores (p