- Classroom Note: This activity encourages critical thinking and helps students practice persuasive speaking and listening skills.. Realization: Faced with these challenges, it became cl
INTRODUCTION
REASON FOR CHOOSING THE TOPIC
Learning foreign languages, especially English, poses significant challenges for students The primary goal of English education is to equip students with essential language skills and intellectual qualities for future academic pursuits or career opportunities However, many students experience reluctance in learning due to a lack of communication opportunities and limited vocabulary and background knowledge, resulting in weak listening, speaking, reading, and writing abilities.
Listening is often the most challenging skill for English learners, particularly high school students Traditionally, students have engaged in passive learning, concentrating on grammar rather than actively developing their listening abilities Many rely on answer keys from reference materials, neglecting the actual content of listening exercises Consequently, this approach renders listening lessons dull and unproductive.
Listening is essential for language acquisition, and the Global Success textbook series emphasizes the importance of post-listening activities in reinforcing comprehension and improving communication skills Unfortunately, these activities are often neglected or poorly executed in classrooms, resulting in a lack of student engagement As an English teacher, I strive to make the post-listening phase more impactful and interactive for my students.
To enhance student engagement and skill development, particularly in listening, we initiated a project to redesign post-listening activities for 10th grade students using the Global Success textbook Our goal is to create more engaging and innovative activities that capture student interest during listening lessons while effectively reinforcing the content This approach aims to foster a greater enjoyment of listening exercises, ultimately leading to improved listening skills among students.
This experience initiative shares practical and effective methods to stimulate students during the post-listening phase, especially for Grade 10 students.
PURPOSE AND OBJECTIVES OF THE STUDY
- To explore the importance of post-listening activities in teaching listening skills.
- To introduce and apply effective, student-centered post-listening activities.
- To assess the impact of these activities on students’ learning outcomes and motivation.
- To share practical strategies for other teachers to apply or adapt.
SUBJECT OF THE STUDY
The study focuses on the application of various post-listening activities in teaching English listening skills, particularly in the context of the Global
SURVEY AND EXPERIMENTAL SUBJECTS
The study was conducted with 46 students of Grade 10 in 10B5 at Trieu Son
5 High School during the academic year 2024–2025, across different classes with varying proficiency levels.
RESEARCH METHODS
- Surveys and feedback collection from students
- Comparative analysis of student performance before and after applying the new activities
- Literature review on listening pedagogy
SCOPE AND RESEARCH PLAN
The initiative, carried out over an academic year, centered on units from the English 10 Global Success textbook Post-listening activities were developed, implemented, and refined based on student feedback and their observed effectiveness.
CONTENT
CHAPTER I: THEORETICAL AND PRACTICAL BASIS
In teaching listening skills, lessons are commonly divided into three stages:
The Pre-listening, While-listening, and Post-listening phases each serve distinct educational purposes The Post-listening phase is crucial as it reinforces students' understanding of the material and promotes the application of their knowledge through engaging output activities This stage effectively connects receptive and productive language skills, thereby improving learners' overall language proficiency.
Krashen’s Input Hypothesis and the Role of Comprehensible Input
Stephen Krashen (1982) emphasizes that language acquisition happens when learners receive comprehensible input, which is language slightly above their current proficiency level (i+1) However, merely having input is not enough; engaging in post-listening activities allows learners to interact with the input more profoundly This interaction involves processing, analyzing, and producing language, which aids in the internalization of linguistic structures and vocabulary, making them more durable and meaningful.
Vygotsky’s Sociocultural Theory and the Importance of Interaction
Lev Vygotsky (1978) highlighted the importance of social interaction and the Zone of Proximal Development (ZPD), which represents the difference between a learner's independent capabilities and their potential with guidance Post-listening activities that include group work, pair discussions, and peer interactions offer essential scaffolding, enabling students to advance beyond their current abilities This collaborative setting fosters language acquisition by promoting negotiation of meaning, peer correction, and the collective construction of knowledge.
Bloom’s Taxonomy and the Development of Higher-Order Thinking Skills
Post-listening tasks can promote a shift from lower-order cognitive skills(e.g., remembering and understanding) to higher-order skills (e.g., applying,
1 After listening to a passage about gender equality (e.g., the importance of equal opportunities for men and women in work, education, and leadership), the teacher presents a controversial statement for discussion:
- “In modern society, men and women should have the same rights and opportunities in all areas of life.”
2 The class is divided into two groups: one that agrees with the statement and the other that disagrees with it.
3 Each group is given 10–15 minutes to prepare their arguments Students should use information from the listening passage, as well as their own ideas, to support their position.
4 Each group presents their arguments in a structured debate After each group has presented, the class can ask questions or offer counter-arguments.
5 The teacher moderates the debate and provides feedback on language use and argumentation.
+ After the debate, hold a class reflection on how attitudes toward gender equality have changed over time, asking students to share their personal opinions and experiences.
+ You can also have students write a short essay or opinion piece on the topic, summarizing their views on gender equality and how it impacts modern society.
- Classroom Note: This activity encourages critical thinking and helps students practice persuasive speaking and listening skills It also fosters awareness of important social issues related to gender equality.
Engaging in this activity enhances students' debate skills, familiarizes them with diverse perspectives on gender equality, and teaches them to employ persuasive language, all while addressing significant social issues in today's society.
2.2.2.4 Activity 4: Create a Music Video Script
- Objective: Encourage creativity, teamwork, and practice writing skills; apply vocabulary and themes related to music.
1 After listening to a passage about the influence of music on emotions, culture, or social movements (e.g., how certain music genres like rock, pop, or classical music reflect social issues or express emotions), students are divided into small groups.
2 Each group is asked to create a music video script for a song that represents the themes discussed in the listening passage The music video should reflect how music can influence or inspire people, convey a specific message, or address a social issue.
- Choose a song that fits the theme (e.g., a song that expresses emotions, spreads a message, or highlights a cultural issue).
Create a script that outlines the visuals, scenes, and actions to complement the song in the music video, focusing on the analysis, evaluation, and creation aspects as per Bloom’s Taxonomy (revised by Anderson & Krathwohl, 2001).
- Summarizing a listening passage promotes understanding and organization;
- Discussing opinions or debating ideas involves evaluation and synthesis;
- Writing a new ending to a story or creating a dialogue shows creativity and application.
These activities not only deepen learners’ comprehension but also develop their cr itical thinking, reasoning, and problem-solving abilities, which are essential for real-world communication.
Integrated-Skill Approach in Language Teaching
Modern language teaching promotes the integration of skills, emphasizing that listening should be interconnected with speaking, reading, and writing The Communicative Language Teaching (CLT) approach advocates for teaching language in context and for practical, real-life applications Post-listening activities effectively support this perspective by enhancing the overall learning experience.
- Encouraging students to speak about what they heard;
- Asking them to write responses or reflections;
- Integrating listening with reading comprehension or vocabulary extension. This holistic approach improves overall language proficiency and helps learners transfer skills from the classroom to real-life situations.
Constructivist Learning Theory and Learner-Centered Instruction
From a constructivist viewpoint, learners build knowledge through their experiences and reflections Post-listening activities enable students to connect the listening material to their personal lives, share their opinions, and engage in genuine communication, making them active participants in their learning journey These tasks enhance motivation, improve retention, and foster learner autonomy.
The theoretical insights from scholars like Krashen, Vygotsky, and Bloom, combined with contemporary communicative and constructivist methods, highlight the significance of the post-listening phase in language education Well-structured post-listening activities enhance comprehension and promote meaningful language use, interaction, and critical thinking, which are essential objectives for 21st-century English language education.
Despite the strong theoretical support for post-listening activities in language teaching, classroom practices often fail to implement them effectively Typically, post-listening is neglected or limited to simple tasks like answering comprehension questions or copying model answers This oversight leads to lost opportunities for deeper engagement, meaningful language use, and the integration of skills.
At Trieu Son 5 High School, like many other Vietnamese high schools, English listening lessons are constrained to a 45-minute timeframe, making it difficult to effectively manage pre-, while-, and post-listening activities Consequently, teachers struggle with comprehension, limiting their capacity to facilitate post-listening discussions or output tasks.
Lack of Exposure to Real-Life English
Students often lack exposure to authentic English outside the classroom, primarily depending on textbooks and translated resources This reliance hinders their listening comprehension and diminishes their motivation to engage with listening tasks effectively.
The current focus on multiple-choice exams in the national curriculum means students prioritize grammar and vocabulary over listening and speaking.
As a result, both teachers and students often view listening as a secondary skill, leading to reduced emphasis on post-listening practice.
Limited Confidence and Speaking Anxiety
Many students struggle to express themselves in English after comprehending a listening passage, primarily due to the fear of making mistakes This apprehension significantly hinders their willingness to engage in speaking and creative activities following the listening exercise.
Trieu Son 5 High School has inherent advantages that create a strong basis for enhancement By implementing focused post-listening strategies to tackle existing challenges, the school can cultivate a more communicative and student-centered atmosphere, promoting active language use and increasing listening engagement among students.
2.2 CHAPTER II: IMPLEMENTATION OF POST-LISTENING
ACTIVITIES IN TEACHING ENGLISH 10 (GLOBAL SUCCESS)
2.2.1 Nature of Post-Listening Activities
High School
Advantages
Supportive Leadership and Educational Orientation
The school administration actively supports foreign language education by providing regular teacher training, conducting classroom observations, and promoting innovative teaching practices This supportive environment allows teachers to explore new methodologies, such as task-based learning and communicative activities, enhancing the overall language learning experience.
Classrooms are equipped with basic teaching aids such as projectors, speakers, and sometimes smart TVs, which support the use of audio materials and multimedia resources during listening lessons.
The English teaching staff at Trieu Son 5 High School is composed of committed educators who strive to enhance their teaching methods They engage in workshops and professional development courses, demonstrating a willingness to adopt innovative initiatives in their classrooms.
Gradual Shift in Student Mindset
Many students are increasingly recognizing the significance of communicative skills, especially in listening and speaking Enthusiasm is often observed when they engage in creative or interactive post-listening activities that relate to real-life topics.
CHAPTER II: IMPLEMENTATION OF POST-LISTENING
ACTIVITIES IN TEACHING ENGLISH 10 (GLOBAL SUCCESS)
2.2.1 Nature of Post-Listening Activities
Post-listening activities represent the final phase of a listening lesson, occurring after the pre-listening and while-listening stages These tasks are specifically designed to be completed once the listening input has concluded, with the primary goal of enhancing comprehension and retention of the material.
- Consolidating understanding of the content,
- Encouraging learners to react, respond, and express their ideas,
- Promoting language production through speaking and writing,
- Connecting the listening topic to students’ real-life experiences or prior knowledge.
These activities are not merely review exercises but essential steps toward turning passive listening into active language use.
2.2.1.2 Principles of designing Post-Listening Activities:
Effective post-listening tasks should follow several core principles:
Reinforcement of Comprehension: Tasks should help confirm or deepen students' understanding of the audio material.
Student-Centered and Communicative: Activities must encourage student interaction and active participation rather than passive recall.
Integration of Skills: Wherever possible, post-listening should involve speaking, writing, or even reading to promote language integration.
- Classroom Note: This activity engages students creatively and makes them think critically about the consequences of environmental damage while encouraging the use of vocabulary related to the environment.
This activity aids students in reviewing listening content, promotes creativity, and encourages the application of knowledge to real-life scenarios, all while improving their English communication skills on significant social issues.
2.2.2.2 Activity 2: Role Play – Community Helpers
- Objective: Practice speaking skills and collaboration; understand the importance of community helpers and volunteer work.
1 After listening to a passage about the importance of volunteers in a community (e.g., helping the elderly, cleaning the environment, supporting local charities), students are divided into small groups of 3–4.
2 Each student is assigned a role that corresponds to a volunteer or a community member, such as:
- A volunteer (e.g., someone working in a food bank or helping during a disaster).
- A community leader (e.g., organizing charity events).
- A local resident (e.g., someone benefiting from community services).
- A donor (e.g., someone donating money or items to a cause).
3 Students work together to create a role-play scenario based on the listening content, where they discuss ways to improve the community and solve social issues For example, a group of volunteers could be organizing a park cleanup event or providing support to underprivileged families.
4 Each group performs their role-play in front of the class.
+ Encourage students to present their role-play with props or posters to make it more interactive.
+ After the performances, hold a class discussion on the importance of volunteering and community work, asking students what role they would like to play in improving their own community.
- Classroom Note: This activity promotes teamwork, empathy, and social responsibility, while giving students a chance to practice English in real-life scenarios related to community service.
This activity not only helps students improve their speaking skills but also raises awareness about the role of each individual in building a better community.
At the same time, it encourages students to actively participate in community service activities.
2.2.2.3 Activity 3: Debate It! – Gender Equality in Modern Society
- Objective: Develop argumentation and critical thinking skills; practice expressing and defending opinions related to gender equality.
- Procedure: prioritize the completion of textbook tasks, sometimes rushing or skipping the post-listening phase altogether.
Through direct classroom observations, teacher reflections, and student feedback over recent school years, the following practical issues have been identified:
2.1.2.1 Lack of Engagement and Motivation
Many students view listening lessons as dull and monotonous, leading to a loss of interest once the audio ends and comprehension questions are completed This disengagement is further exacerbated by the absence of interactive and creative activities following the listening exercises.
2.1.2.2 Overdependence on Answer Keys and Test-Oriented Learning
Students often depend on answer keys and teacher guidance instead of engaging in critical and independent thinking Additionally, post-listening tasks frequently fail to stimulate students' thought processes or promote personal expression, hindering their ability to develop autonomous learning skills.
2.1.2.3 Limited Use of Communicative or Creative Activities
Many listening lessons prioritize accuracy over fluency, leading teachers to avoid open-ended or interactive tasks due to time limitations, large class sizes, or concerns about straying from the textbook Consequently, students have limited opportunities to practice speaking or writing based on their listening experiences.
Listening, speaking, reading, and writing are typically taught in isolation, hindering students' ability to transfer knowledge and vocabulary across different skills The lack of post-listening activities limits opportunities for students to engage in meaningful, integrated tasks that reinforce their learning.
- Many students lack the confidence to speak in class, especially after listening tasks that involve unfamiliar topics or vocabulary.
- A portion of students still adopt a passive learning style, expecting the teacher to provide answers and not feeling the need to reflect, create, or analyze.
- Students with lower proficiency levels often feel overwhelmed during listening and may shut down completely without proper post-listening support or scaffolding.
To enhance listening skills and overall English proficiency, it is essential to optimize the post-listening phase This can be achieved by implementing interactive, student-centered, and creative activities that integrate various skills.
Through the implementation of this initiative, we aimed to:
- Transform the post-listening phase into an active and engaging part of the lesson.
- Provide opportunities for students to speak, write, and express opinions about what they heard. prioritize the completion of textbook tasks, sometimes rushing or skipping the post-listening phase altogether.
Through direct classroom observations, teacher reflections, and student feedback over recent school years, the following practical issues have been identified:
2.1.2.1 Lack of Engagement and Motivation
Many students view listening lessons as dull and monotonous, leading to a loss of interest once the audio ends and comprehension questions are completed This disengagement is further exacerbated by the absence of interactive and creative activities following the listening exercises.
2.1.2.2 Overdependence on Answer Keys and Test-Oriented Learning
Students often depend on answer keys and teacher guidance instead of engaging in critical and independent thinking Additionally, post-listening tasks frequently lack the challenge needed to stimulate students' thought processes or promote personal expression, hindering their ability to develop autonomous learning skills.
2.1.2.3 Limited Use of Communicative or Creative Activities
Many listening lessons prioritize accuracy over fluency, leading teachers to avoid open-ended or interactive tasks due to time limitations, large class sizes, or concerns about straying from the textbook Consequently, students have limited opportunities to practice speaking or writing based on their listening experiences.
Listening, speaking, reading, and writing are typically taught in isolation, hindering students' ability to transfer knowledge and vocabulary across different skills The lack of post-listening activities limits opportunities for students to engage in meaningful, integrated tasks that reinforce their learning.
- Many students lack the confidence to speak in class, especially after listening tasks that involve unfamiliar topics or vocabulary.
- A portion of students still adopt a passive learning style, expecting the teacher to provide answers and not feeling the need to reflect, create, or analyze.
- Students with lower proficiency levels often feel overwhelmed during listening and may shut down completely without proper post-listening support or scaffolding.
To enhance listening skills and overall English proficiency, it is essential to optimize the post-listening phase This can be achieved by creating interactive, student-centered activities that are both creative and integrated with other language skills.
Through the implementation of this initiative, we aimed to:
- Transform the post-listening phase into an active and engaging part of the lesson.
- Provide opportunities for students to speak, write, and express opinions about what they heard.
- Classroom Note: This activity engages students creatively and makes them think critically about the consequences of environmental damage while encouraging the use of vocabulary related to the environment.
This activity aids students in reviewing listening content, promotes creativity, and encourages the application of knowledge to real-life scenarios, all while improving their English communication skills on significant social issues.
2.2.2.2 Activity 2: Role Play – Community Helpers
- Objective: Practice speaking skills and collaboration; understand the importance of community helpers and volunteer work.
1 After listening to a passage about the importance of volunteers in a community (e.g., helping the elderly, cleaning the environment, supporting local charities), students are divided into small groups of 3–4.
2 Each student is assigned a role that corresponds to a volunteer or a community member, such as:
- A volunteer (e.g., someone working in a food bank or helping during a disaster).
- A community leader (e.g., organizing charity events).
- A local resident (e.g., someone benefiting from community services).
- A donor (e.g., someone donating money or items to a cause).
3 Students work together to create a role-play scenario based on the listening content, where they discuss ways to improve the community and solve social issues For example, a group of volunteers could be organizing a park cleanup event or providing support to underprivileged families.
4 Each group performs their role-play in front of the class.
+ Encourage students to present their role-play with props or posters to make it more interactive.
+ After the performances, hold a class discussion on the importance of volunteering and community work, asking students what role they would like to play in improving their own community.
- Classroom Note: This activity promotes teamwork, empathy, and social responsibility, while giving students a chance to practice English in real-life scenarios related to community service.
This activity not only helps students improve their speaking skills but also raises awareness about the role of each individual in building a better community.
At the same time, it encourages students to actively participate in community service activities.
2.2.2.3 Activity 3: Debate It! – Gender Equality in Modern Society
- Objective: Develop argumentation and critical thinking skills; practice expressing and defending opinions related to gender equality.
Creativity and Personalization: Tasks that allow students to use their imagination or relate content to their own lives are more motivating and meaningful.
Suitability: Activities must match students’ proficiency levels and cognitive abilities to ensure accessibility and engagement.
Variation: Changing formats (e.g., pair work, group work, individual reflection, presentations) helps maintain interest and accommodate different learning styles.
To implement post-listening activities successfully, teachers should:
- Preview the audio material carefully, noting key vocabulary, cultural content, and themes.
- Prepare visual aids, guiding questions, or role cards when needed.
- Consider grouping strategies to encourage collaboration and maximize classroom time.
- Anticipate common difficulties students may face and prepare scaffolding tools such as word banks or sentence starters.
Global Success)
Activity 2: Role Play – Community Helpers
- Objective: Practice speaking skills and collaboration; understand the importance of community helpers and volunteer work.
1 After listening to a passage about the importance of volunteers in a community (e.g., helping the elderly, cleaning the environment, supporting local charities), students are divided into small groups of 3–4.
2 Each student is assigned a role that corresponds to a volunteer or a community member, such as:
- A volunteer (e.g., someone working in a food bank or helping during a disaster).
- A community leader (e.g., organizing charity events).
- A local resident (e.g., someone benefiting from community services).
- A donor (e.g., someone donating money or items to a cause).
3 Students work together to create a role-play scenario based on the listening content, where they discuss ways to improve the community and solve social issues For example, a group of volunteers could be organizing a park cleanup event or providing support to underprivileged families.
4 Each group performs their role-play in front of the class.
+ Encourage students to present their role-play with props or posters to make it more interactive.
+ After the performances, hold a class discussion on the importance of volunteering and community work, asking students what role they would like to play in improving their own community.
- Classroom Note: This activity promotes teamwork, empathy, and social responsibility, while giving students a chance to practice English in real-life scenarios related to community service.
This activity not only helps students improve their speaking skills but also raises awareness about the role of each individual in building a better community.
At the same time, it encourages students to actively participate in community service activities.
Activity 4: Create a Music Video Script
- Objective: Encourage creativity, teamwork, and practice writing skills; apply vocabulary and themes related to music.
1 After listening to a passage about the influence of music on emotions, culture, or social movements (e.g., how certain music genres like rock, pop, or classical music reflect social issues or express emotions), students are divided into small groups.
2 Each group is asked to create a music video script for a song that represents the themes discussed in the listening passage The music video should reflect how music can influence or inspire people, convey a specific message, or address a social issue.
- Choose a song that fits the theme (e.g., a song that expresses emotions, spreads a message, or highlights a cultural issue).
Create a script that outlines the visuals, scenes, and actions to complement the song in the music video, focusing on the analytical, evaluative, and creative aspects as per Bloom’s Taxonomy (revised by Anderson & Krathwohl, 2001).
- Summarizing a listening passage promotes understanding and organization;
- Discussing opinions or debating ideas involves evaluation and synthesis;
- Writing a new ending to a story or creating a dialogue shows creativity and application.
These activities not only deepen learners’ comprehension but also develop their cr itical thinking, reasoning, and problem-solving abilities, which are essential for real-world communication.
Integrated-Skill Approach in Language Teaching
Modern language teaching promotes the integration of skills, emphasizing that listening should be interconnected with speaking, reading, and writing The Communicative Language Teaching (CLT) approach advocates for teaching language in context and for practical, real-life applications Post-listening activities effectively support this perspective by enhancing comprehension and engagement.
- Encouraging students to speak about what they heard;
- Asking them to write responses or reflections;
- Integrating listening with reading comprehension or vocabulary extension. This holistic approach improves overall language proficiency and helps learners transfer skills from the classroom to real-life situations.
Constructivist Learning Theory and Learner-Centered Instruction
From a constructivist viewpoint, learners build knowledge through their experiences and reflections Post-listening activities enable students to connect the listening material to their personal lives, share their opinions, and engage in genuine communication, making them active participants in their learning journey These tasks enhance motivation, improve retention, and foster learner autonomy.
The theoretical insights from scholars like Krashen, Vygotsky, and Bloom, combined with contemporary communicative and constructivist methods, highlight the significance of the post-listening phase in language education Well-structured post-listening activities enhance comprehension and promote meaningful language use, interaction, and critical thinking, which are essential objectives for English language learning in the 21st century.
The theoretical framework of language teaching emphasizes the significance of post-listening activities; however, classroom practices often fail to align with this theory In many cases, post-listening is neglected or limited to simple tasks like answering comprehension questions or copying model responses Consequently, this oversight leads to lost opportunities for enhanced engagement, effective language use, and the integration of various skills.
At Trieu Son 5 High School, like many other Vietnamese high schools, English listening lessons are constrained to a 45-minute timeframe, making it difficult to effectively manage pre-, while-, and post-listening activities Consequently, teachers struggle with comprehension, limiting their capacity to facilitate post-listening discussions or output tasks.
Lack of Exposure to Real-Life English
Students often lack exposure to authentic English outside the classroom, primarily depending on textbooks and translated resources This reliance hinders their listening comprehension and diminishes their motivation to engage with listening tasks effectively.
The current focus on multiple-choice exams in the national curriculum means students prioritize grammar and vocabulary over listening and speaking.
As a result, both teachers and students often view listening as a secondary skill, leading to reduced emphasis on post-listening practice.
Limited Confidence and Speaking Anxiety
Many students struggle to express themselves in English after comprehending a listening passage, primarily due to the fear of making mistakes This apprehension significantly hinders their willingness to engage in speaking and creative activities following the listening exercise.
Trieu Son 5 High School has inherent advantages that create a strong basis for enhancement By implementing focused post-listening strategies to tackle existing challenges, the school can cultivate a more communicative and student-centered atmosphere, promoting active language use and increasing listening engagement among students.
2.2 CHAPTER II: IMPLEMENTATION OF POST-LISTENING
ACTIVITIES IN TEACHING ENGLISH 10 (GLOBAL SUCCESS)
2.2.1 Nature of Post-Listening Activities
Post-listening activities represent the final phase of a listening lesson, occurring after the pre-listening and while-listening stages These tasks are specifically designed to be completed once the listening input has concluded, with the primary goal of enhancing comprehension and retention of the material.
- Consolidating understanding of the content,
- Encouraging learners to react, respond, and express their ideas,
- Promoting language production through speaking and writing,
- Connecting the listening topic to students’ real-life experiences or prior knowledge.
These activities are not merely review exercises but essential steps toward turning passive listening into active language use.
2.2.1.2 Principles of designing Post-Listening Activities:
Effective post-listening tasks should follow several core principles:
Reinforcement of Comprehension: Tasks should help confirm or deepen students' understanding of the audio material.
Student-Centered and Communicative: Activities must encourage student interaction and active participation rather than passive recall.
Integration of Skills: Wherever possible, post-listening should involve speaking, writing, or even reading to promote language integration.
- Classroom Note: This activity engages students creatively and makes them think critically about the consequences of environmental damage while encouraging the use of vocabulary related to the environment.
This activity aids students in reviewing listening content, promotes creativity, and encourages the application of knowledge to real-life scenarios, all while improving their English communication skills on significant social issues.
2.2.2.2 Activity 2: Role Play – Community Helpers
- Objective: Practice speaking skills and collaboration; understand the importance of community helpers and volunteer work.
1 After listening to a passage about the importance of volunteers in a community (e.g., helping the elderly, cleaning the environment, supporting local charities), students are divided into small groups of 3–4.
2 Each student is assigned a role that corresponds to a volunteer or a community member, such as:
- A volunteer (e.g., someone working in a food bank or helping during a disaster).
- A community leader (e.g., organizing charity events).
- A local resident (e.g., someone benefiting from community services).
- A donor (e.g., someone donating money or items to a cause).
3 Students work together to create a role-play scenario based on the listening content, where they discuss ways to improve the community and solve social issues For example, a group of volunteers could be organizing a park cleanup event or providing support to underprivileged families.
4 Each group performs their role-play in front of the class.
+ Encourage students to present their role-play with props or posters to make it more interactive.
+ After the performances, hold a class discussion on the importance of volunteering and community work, asking students what role they would like to play in improving their own community.
- Classroom Note: This activity promotes teamwork, empathy, and social responsibility, while giving students a chance to practice English in real-life scenarios related to community service.
This activity not only helps students improve their speaking skills but also raises awareness about the role of each individual in building a better community.
At the same time, it encourages students to actively participate in community service activities.
2.2.2.3 Activity 3: Debate It! – Gender Equality in Modern Society
- Objective: Develop argumentation and critical thinking skills; practice expressing and defending opinions related to gender equality.
- Procedure: prioritize the completion of textbook tasks, sometimes rushing or skipping the post-listening phase altogether.
Through direct classroom observations, teacher reflections, and student feedback over recent school years, the following practical issues have been identified:
2.1.2.1 Lack of Engagement and Motivation
Many students view listening lessons as dull and monotonous, leading to a loss of interest once the audio ends and comprehension questions are completed This disengagement is further exacerbated by the absence of interactive and creative activities following the listening exercises.
2.1.2.2 Overdependence on Answer Keys and Test-Oriented Learning