In the context of high school education, particularly for Grade 11 students using the English 11 Global Success textbook, it is crucial to adapt listening tasks to better engage learners
Rationale
English is a globally influential language essential for communication and personal development Its significance extends to various fields, including education, business, science, technology, and culture Learning English is crucial due to its worldwide relevance, practical uses, and capacity to create meaningful connections among diverse communities.
Listening is a vital aspect of language acquisition, playing a key role in communication and understanding For Grade 11 students utilizing the English 11 (Global Success) textbook, it is important to tailor listening activities to actively engage learners and improve their listening abilities.
After a period of teaching in a high school in mountainous area, I found that there are some objective reasons leading to the above situation as follows:
The high school is situated in a mountainous region characterized by significant challenges and a low quality of life, making it extremely difficult for students to access modern technology As a result, they lack both the time and resources to practice at home.
The listening tasks in the English textbook are overly challenging and not well-suited to the students' proficiency levels in the area.
Listening lessons often fail to engage students, leading to boredom To enhance student interest and improve lesson quality, teachers need to adopt new approaches and teaching methods that make these lessons more enjoyable.
The author has chosen to focus on the topic "Enhancing Students' Interest in Listening Lessons in the Tieng Anh 11 Textbook (Global Success) by Adapting Listening Tasks and Using Games" for this study.
The novelty of the study
Incorporating games into the listening tasks of the English 11 textbooks (Global Success) enhances students' engagement with diverse cultures and communities, particularly in economically challenged areas This approach not only fosters familiarity but also provides students with ample opportunities to practice various assessments effectively.
Adapting the listening tasks in the English 11 textbooks (Global Success) from easy to difficult enhances student participation in listening lessons By tailoring tasks to accommodate varying student levels, all learners can engage effectively, fostering motivation among both struggling and advanced students to improve their English skills.
THE AIMS OF THE STUDY
This study aims to develop tailored activities for the listening component of language learning, replacing traditional textbook tasks The goal is to engage and motivate students in enhancing their listening skills.
The study enables students to gain a new perspective and transform their approach to developing listening skills This is particularly beneficial for weaker students, as it allows them to engage in tasks that are appropriate for their skill level.
Theoretical background
Listening is a crucial yet challenging skill in language learning The initiative "Enhancing students’ interest in listening lessons in the Tieng Anh 11 textbook (Global Success)" aims to make listening lessons more engaging and effective through adapted tasks and games This section delves into the theoretical foundations of the initiative, incorporating language acquisition theories, motivation theories, and best practices in task adaptation and game-based learning.
Listening plays a crucial role in language acquisition by offering authentic input that enhances pronunciation, comprehension, and communication skills Krashen’s (1982) Input Hypothesis emphasizes that learners acquire language through meaningful input that is just above their current proficiency level, highlighting the need to tailor listening tasks for comprehensible and engaging experiences.
Motivation plays a crucial role in second language acquisition, as highlighted by Dürnyei’s (2001) Motivational Framework, which emphasizes both intrinsic and extrinsic motivation in maintaining students' interest Intrinsic motivation, fueled by enjoyment and personal interest, can be enhanced through interactive and enjoyable learning activities like games Meanwhile, extrinsic motivation, supported by rewards and recognition, can further boost engagement in listening lessons.
Task-based language teaching (TBLT) emphasizes meaningful communication rather than rote memorization According to Ellis (2003), adapting tasks to align with students' needs, interests, and proficiency levels is crucial Incorporating interactive elements and real-life scenarios into listening tasks enhances student engagement in the learning process.
Game-based learning is an effective strategy for enhancing language use, particularly when incorporated into listening lessons By providing an interactive platform, games significantly improve concentration, comprehension, and retention among learners.
The initiative incorporates these theoretical foundations by:
• Adapting listening tasks to align with students' proficiency levels and interests, ensuring comprehensible input
• Integrating games to create a motivating and enjoyable learning experience
• Encouraging active participation through competitive and cooperative listening activities
• Utilizing immediate feedback and rewards to reinforce learning outcomes
This initiative emphasizes the significance of adapting listening tasks and integrating games to boost student engagement and comprehension Rooted in language acquisition theories, motivation principles, and game-based learning strategies, it seeks to enhance the effectiveness and enjoyment of listening lessons in Tieng Anh 11 (Global Success).
Practical background
Textbook (English 11- Global Success)
The textbook "English 11-Global Success" is structured into six sections: Getting Started, Language, Skills, Communication and Culture, Looking Back, and Project, each focusing on a distinct theme The activities within these sections are designed to facilitate student engagement, build foundational knowledge, and improve reading, speaking, listening, and writing skills, typically taught in 45-minute sessions While listening lessons offer a range of tasks from simple to complex, the repetitive use of certain task types across all listening courses can lead to student boredom.
Teaching and learning the listening skill in my school
All schools now follow their own English syllabus as directed by the Ministry of Education and Training In Nghe An province's high schools, each skill lesson typically lasts forty-five minutes, which often leads to incomplete exercises in speaking, writing, and especially listening due to time constraints and varying student skill levels Many students express difficulty in finishing assignments independently, and the monotonous nature of some textbook tasks further diminishes the quality of listening lessons Consequently, the intended objectives of these lessons are not always achieved To address these issues and ensure that students meet class goals effectively, I propose several modifications to the listening tasks.
The study
Situation analysis
The research was conducted at Thanh Chuong 1 High School, where 11th graders attend three 45-minute English classes each week, including ten lessons focused on listening skills throughout the year The official textbook utilized at the school is "Tieng Anh 11 - Global Success," edited by Hoang Van Van, Hoang Thi Xuan Hoa, Chu Quang Binh, Hoang Thi Hong Hai, Kieu Thi Thu Huong, and Nguyen Thi Kim Phuong, and published by Nha Xuat Ban Giao Duc Viet Nam.
Scope of the study
The research was conducted during the 2024-2025 academic year, focusing on the listening lessons from units 1 to 8 of the textbook "Tieng Anh 11 - Global Success."
Participants
The research participants include 8 experienced English teachers with over ten years of teaching and 90 11th-grade students from classes 11D2 and 11A2 at Thanh Chuong 1 High School None of the students were identified by name, ensuring anonymity All participants have been studying English for six years and have completed the curriculum using the new series of English textbooks from grades 6 to 10 The primary reason for selecting these participants is the absence of significant differences in their proficiency levels.
Instrumentation
To gather information for the study, pre- and post-questionnaires were created and distributed to both teachers and students The survey consisted of two sections: the first part collected personal information, while the second part included five questions related to the research topic The questionnaire featured a mix of closed-ended and open-ended questions, and was presented in both English and Vietnamese to ensure clarity and encourage accurate responses from participants.
Data collection procedures
The study utilized a quantitative approach, employing a questionnaire survey to gather insights from students and teachers regarding listening instruction in the classroom To assess the effectiveness of the adaptation, the author compared results from the first term test and the mid-second term test The improvement observed between these two assessments indicates that incorporating games into listening lessons enhances student engagement in learning English and significantly improves their listening skills.
Question 1: How often do you face challenges in keeping students engaged in listening lessons?
Question 2: What are the common difficulties students face in listening lessons?
B Difficulty in understanding native speakers
Question 3: How effective do you think adapting listening tasks is in improving student engagement?
Question 4: Have you ever modified listening tasks to suit your students’ levels and interests?
C If yes, please describe one example:
Question 5: How do students respond to using games in listening lessons?
The questionnaire was designed to assess teachers' perspectives on the effectiveness of adapting listening tasks and incorporating games in listening lessons for Tieng Anh 11
(Global Success) It was administered to eight teachers and consists of five key questions focusing on student engagement, challenges, and instructional strategies
The first question evaluates how frequently teachers face difficulties in keeping students engaged in listening lessons Responses indicate that most teachers (4 out of
8) often struggle with this issue, while only one reported facing it sometimes The second question identifies common difficulties students encounter in listening lessons, with lack of concentration being the most frequently mentioned problem Other challenges include difficulty in understanding native speakers, limited vocabulary, and an uninteresting lesson format
The third question investigates teachers' perceptions regarding the effectiveness of adapting listening tasks, with a majority (5 out of 8) rating it as very effective and three considering it quite effective However, the fourth question indicates that only one teacher has implemented modifications to listening tasks to align with students' needs, highlighting a disconnect between perceived effectiveness and actual practice.
The questionnaire assessed students' reactions to incorporating games in listening lessons, revealing that most teachers (6 out of 8) noted high levels of student interest and engagement, while two teachers observed moderate interest These results underscore the effectiveness of interactive methods in boosting student participation in listening activities, suggesting that additional teacher training on task adaptation could further enhance these outcomes.
Question 1: How do you feel about listening lessons?
Question 2: How difficult do you find listening tasks in English lessons?
Question 3: How often do you actively participate in listening activities?
Question 4: What was the most enjoyable part of the new listening lessons?
B The new types of listening tasks
Question 5: What types of listening tasks do you enjoy the most?
D Traditional exercises (e.g., fill in the blanks, multiple choice)
Question 6: Do you think your listening skill will be improved?
Question 7: Do you think it is essential to make the listening lessons more interesting?
Question 1: How do you feel about listening lessons now?
Question 2: How difficult do you find listening tasks after the new activities and games were 0 6 35 26 23
Question 3: How often do you actively participate in listening activities?
Question 4: What was the most enjoyable part of the new listening lessons?
B The new types of listening tasks
Question 5: What types of listening tasks do you enjoy the most?
D Traditional exercises (e.g., fill in the blanks, multiple choice)
Question 6: Do you think your listening skill will be improved?
Question 7: Do you think it is essential to make the listening lessons more interesting?
The result of listening skill before and after applying the solutions
At the beginning of 1 st semester
At the mid- 2 nd semester
Solutions
Effective listening strategies include extensive listening, listening for specific details, and listening for gist However, many textbook exercises can be overly challenging for students To enhance engagement and motivation during the while-listening stage, it is essential to create tailored activities that cater to students' needs.
• Mind Maps: Help students organize their thoughts and summarize information logically
• Gap-Fill: Assists students in recalling and completing missing details
• Charts: Allow students to structure information concisely
• Games: Provide a fun way to relax, encourage competitiveness, and boost motivation, especially in group work
• Multiple Choice: Makes exercises more accessible, particularly for weaker students
• Using Pictures: Helps students understand and complete exercises more easily
• Kahoot App: Engages students through interactive games, making learning more enjoyable
2.1 Applying in unit 1: A LONG AND HEALTHY LIFE
1.cut down on /kʌt daʊn ɒn / to reduce the size, amount or number of something
2 acne (n) /ˈổkni/ a skin condition, common among young people, that produces many pimples (= spots), especially on the face and neck
3 skincare (n) /ˈskɪnkeə(r)/ the use of creams and special products to look after your skin
4 fitness (n) /ˈfɪtnəs/ the state of being physically healthy and strong
- Use your electronic devices to scan the QR code or enter the game pin to join the game
- The whole class complete to answer the questions
- After the game, Ss with the highest point is the winner
/ˌbraʊn ˈraɪs/ rice that is light brown because it has not had all of its outside part removed
To make the listening task easier, you can simplify it by modifying the answer choices or providing additional support Here are some ways to adapt it:
Listen to a TV chat show about teen health Choose the correct topic of the show
💡 Hint: The show is about food that is good for young people
A Different types of health products
B Food that helps with skin and brain health
C Food that helps young people stay healthy (Correct answer)
D Food that can replace exercise
• Before Listening: Pre-teach key vocabulary (e.g., healthy food, teen health, brain development)
• During Listening: Provide a simplified transcript with key words missing
• After Listening: Discuss the answer choices and explain why some are incorrect
Game-Based Activity: "Healthy Food Hunt"
Objective: Students will identify the correct healthy foods through a fun and interactive game
1 Prepare Food Cards: Write the food items from the table on separate pieces of paper (or print images of them)
2 Treasure Hunt: Hide these food cards around the classroom
3 Mission: Students must find the food cards and place them under the correct category: o "Good for Skin & Brain" o "Good for Bones & Muscles"
4 Bonus Round: Introduce a "Junk Food" category where students must place any unhealthy food they find
5 Winning Team: The team that correctly sorts the most food items wins!
Work in groups Make a healthy meal plan for one day and explain why you have selected the food
2.2 Applying in unit 2: THE GENERATION GAP
Task 1: give some vocabularies to make students find it easier to complete the task 1
Form Pronunciation Meaning Vietnamese equivalent
/ˌdɪsəˈɡriːmənt/ a situation where people have different opinions about something and often argue sự bất đồng
2 upset (n) /ˌʌpˈset/ to make somebody/yourself feel unhappy, anxious or annoyed gây khó chịu
/kəmˈpleɪn/ to say that you are annoyed, unhappy or not satisfied about somebody/ something phàn nàn (về)
4 allow (sb to do st) (v)
/əˈlaʊ/ to let somebody/something do something; to let something happen or be done cho phép (ai làm gì)
/əˈpɪərəns/ the way that somebody/something looks on the outside; what somebody/something seems to be ngoại hình
Task 2: Instead of asking students to number the topics in order, give them multiple- choice questions about what they heard
Listen to a conversation between Kevin and Mai Then, answer the following questions:
1 What upsets Mai's mother? a) Mai's school performance b) Mai's choice of clothes and hairstyle c) Mai's friendship with Kevin d) Mai's hobbies
2 What is Mai NOT allowed to do? a) Stay out late b) Color her hair c) Use her phone at night d) Go to the movies
3 What does Mai ask Kevin? a) If he has problems with his parents b) If he has a pet c) If he wants to go shopping d) If he likes his hairstyle
4 What rule do Kevin's parents set? a) He must finish homework before using his phone b) They limit his screen time c) He must go to bed early d) He cannot listen to music
Task 3: adapt multiple-choice listening task to make it easier for students
Listen to the conversation and choose the correct answer for each question
1 What does Mai’s mother keep complaining about? a) Mai's school performance b) Mai's appearance c) Mai's friends d) Mai's bedtime
2 Where doesn’t Mai’s mother allow her to wear tight jeans? a) At school b) At home c) At the mall d) At a party
3 What does Kevin mainly use his smartphone and laptop for? a) Playing games b) Watching movies c) Homework d) Chatting with friends
4 What do Kevin’s parents worry about? a) His grades b) His eyesight c) His eating habits d) His sleeping schedule
5 What time do Kevin’s parents take away his smartphone and laptop? a) 8 p.m b) 9 p.m c) 10 p.m d) 11 p.m
Task 4: apply a game (who’s faster)
- Divide the class into 4 teams
- Prepare some handouts (give the reason of agreement and disagreement)
- Members in turns to stick on the board
2.3 Applying in unit 3: CITIES OF THE FUTURE
- Warm up: Watch the video and answer the questions:
1 When will this smart city appear?
3 Is the road system convenient?
- Pre-listening: vocabulary and check vocabularies
- While- listening Task 1: Listen to an interview and decide whether the statements are true (T) or false (F)
1 The interview is mainly about the problems of living in a smart city
2 Cameras and sensors are used to collect information about the government and some companies
3 Ms Stevens feels lonely because she doesn’t interact with many people face to face
4 In a smart city, all smart devices are all connected and most of the activities can be done online
Applying GAME: Secret Gift Box
TASK 2: Listen to the interview again and complete the table
There are cameras and sensors everywhere
City dwellers may lose their (1) in public areas
People use (2) to help them with household chores
It is not easy for some people to get familiar with and use the smart devices
Some city dwellers (3) _ with each other face to face less
There is no (4) _ in the neighbourhood
- Post-listening: Work in groups Discuss the following questions
Do you think you home town will be a smart city in 2050?
How will it become in the future?
2.4 Applying in unit 4: ASEAN AND VIET NAM
- Warm-up: Watch a video and answer the questions
1.Which country did she go to?
A Singapore B The US C New Zealand D Saudi Arabia
2 According to the video, which activity was NOT mentioned in her life as an exchange student?
A Living in a dorm B Seeing snow
3 Did she have a good time?
4 Everything at home had changed when she returned?
Task 1: Work in groups Look back at the first news item in the reading text on page
45 Discuss the following questions q Would you like to participate in the ASEAN School Tour Programme? q Why/Why not?
1 region (n) /ˈriː.dʒən/ a particular area or part of the world, or any of the large official areas into which a country is divided
2 youth (n) /juːθ/ the period of your life when you are young, or the state of being young
3 represent (v) /ˌrep.rɪˈzent/ to speak, act, or be present officially for another person or people
(n) /ˌɒp.əˈtʃuː.nə.ti/ an occasion or situation that makes it possible to do something that you want to do or have to do
5 (to) come up with /kʌm ʌp wɪθ/ to suggest or think of an idea or plan
Task 2: Listen to a conversation between two students What are they talking about?
A Preparing for a cultural exchange event
B Preparing for a school tour in Indonesia
Task 3: Listen and choose the correct answers A, B, or C
Applying the game “Secret Gift Box” makes students more interested in the lesson
- Post-listening: Work in groups Discuss the following questions
Can you name some activities for the event at Lan and Phong’s school? And their benefits?
2.5 Applying in unit 5: GLOBAL WARMING
- Warm-up: Climate Change Quiz
1 soot (n) /sʊt/ a black powder composed mainly of carbon, produced when coal, wood, etc is burned
2 soil (n) /sɔɪl/ the material on the surface of the ground in which plants grow; earth
3 crop (n) /krɒp/ a plant such as a grain, vegetable, or fruit grown in large amounts on a farm, or the total amount gathered of such a plant
4 melt (v) /melt/ to turn from something solid into something soft or liquid
A Farmers make a lot of black smoke
B Black carbon comes from burning plants and trees
C Black carbon comes from many places and makes the Earth hotter
1 The world’s biggest source of soot is ………
C killing living things in the soil
2 Black carbon only stays in the atmosphere for a few ………
A hours B days or weeks C months
A The release of sunlight into the air
4 The next part of the talk will probably be about ………
A ways to reduce black carbon emissions
C other heat-trapping pollutants applying the game Game Idea: "Black Carbon Race"
1 Divide students into teams (2-4 players per team)
2 Each team gets a buzzer or a signal (like raising their hand)
3 The teacher reads the question aloud (or plays the recording)
4 Teams race to answer first o If they get it right, they move one step forward on a board (or earn a point) o If wrong, another team gets a chance
5 The first team to reach the finish line wins!
Extra Challenge: If a team explains why their answer is correct, they get a bonus step forward!
This keeps students excited, engaged, and focused while learning!
Work in groups and answer the questions
Is black carbon found in your city or neighbourhood?
If so, where does it come from?
2.6 Applying in unit 6: PRESERVING OUR HERITAGE
- There are 4 questions related to a key picture
- Guess the word in each puzzle
- Guess the key picture behind after each puzzle is opened
- The group which gets the correct answer of the key picture is the winner
Answer the question in each puzzle
1 Who was the founding emperor of the Dinh dynasty of Viet Nam? è DINH BO LINH / DINH TIEN HOANG
2 What is a complex of Buddhist temples in Gia Vien District, Ninh Binh Province, Viet Nam? è BAI DINH PAGODA
3 Which movie took place in the northern part of Viet Nam such as Van Long and Tam Coc (Ninh Binh Province), Ha Long
Bay (Quang Ninh Province)? è THE MOVIE: KONG – THE SKULL ISLAND
4 What are they? Large holes in the side of a hill, cliff, or mountain, or one that is underground è CAVES
+ Is Trang An a World Heritage Site?
+ How big is the area?
+ Have you ever been to Trang An?
+ If yes, what did you see and do there?
/ˈlaɪmstəʊn/ a type of white rock that contains calcium, used in building and in making cement
2 valley (n) /ˈvổli/ an area of low land between hills or mountains, often with a river flowing through it
/ˈiːkəʊsɪstəm/ all the plants and living creatures in a particular area considered in relation to their physical environment
/ˌɪntərˈổkt/ if one thing interacts with another, or if two things interact, the two things have an effect on each other
/əˈrɪdʒənl/ existing at the beginning of a particular period, process or activity
Task 2: Listen to a talk What is the talk mainly about?
A The tour guide is explaining why Trang An is a mixed World Heritage Site
B The tour guide is talking about the ecosystem of Trang An and efforts to preserve it
C The tour guide is introducing the site's natural beauty
Task 3: we adapt the task and apply the game
When was Trang An Scenic Landscape Complex recognized as the first mixed
How many protected areas does Trang An Scenic Landscape Complex consist of? a) One b) Two c) Three ✅ d) Four
How many types of plants can be found in Trang An Scenic Landscape
Complex? a) 400 types b) 500 types c) 600 types ✅ d) 700 types
Who lived in the caves of Trang An over a period of 30,000 years? a) Ancient kings b) Early humans ✅ c) Cave explorers d) Buddhist monks
What condition is most of the site still kept in? a) Modern state b) Renovated condition c) Artificial form
Work in pairs Make some predictions about what the tour guide will say next
Introduce some historical places that are near students’ places
2.7 Applying in unit 7: EDUCATION OPTIONS FOR SCHOOL-LEAVERS Lesson 5: Listening
1 Look at the picture and answer the questions a) What kind of vocational course are they taking?
They are taking a cooking course b) Do you think students need any special qualifications to apply for this course?
Students do not require any special qualifications to apply for this course; a passion for food and cooking is sufficient They can expect to gain valuable skills and knowledge related to culinary arts through their participation in the program.
Students anticipate acquiring essential knife skills that prioritize efficiency and safety, mastering the art of making sauces and stocks, and perfecting the plating and presentation of dishes Additionally, they will explore the scientific principles that explain how food transforms during cooking, along with the latest culinary trends to remain up-to-date in the culinary world.
Task 2: We adapt the task for learning vocabulary
Task 3: Listen to a conversation between Mai and the receptionist at ABC Vocational School What are they talking about?
A Vocational schools in the area
B Cooking courses at the vocational school
C Qualifications needed to study at ABC Vocational School
Task 4: Complete the notes below
Courses Tour guide training, hotel and restaurant management, cooking, etc
• for all ages and abilities
• for people training to be (3)
Hands-on experience Work as a(n) (4) in a real restaurant months professional restaurant cooks apprentice
Parents and students can study the (5)
- We divide the class into 4 teams and give them handouts with key words
- They stick the handouts in order
- The winner is the fastest
Post- listening: Work in groups Discuss the following questions
Would you be interested in a cooking course?
Why/Why not? If yes, what kind?
2.8 Applying in unit 8: BECOMING INDEPENDENT
Ask students a series of "Would you rather?" questions related to independence
- Would you rather live alone in a small apartment or share a big house with roommates?
- Would you rather cook your own meals every day or eat out for every meal?
- Would you rather have a job and earn your own money or rely on your parents for financial support?
- Would you rather travel alone to a foreign country or always travel with family? REORDER THE STEPS
1 Reward yourself at important milestones
3 Teach yourself using many sources
4 Compare your work with an expert's
Task 1: Tick the columns to complete the following table about you Compare your answers in pairs
Task 2: Listen to a conversation between Mai and Mike, and choose the correct answers A, B, or C
1 What is the conversation mainly about?
B Independent learners’ sense of responsibility
C What makes a successful independent learner
2 What makes independent learners study hard?
C The responsibility for their own learning
3 What do independent learners do if the task they are working on is too difficult?
A They give up and move on to something harder
B They make every effort to finish it
C They ask questions about it
4 Which of the following descriptions of independent learners is NOT mentioned?
A They’re self-motivated and responsible
B They’re confident and highly organized
C They’re curious about the world and they don’t give up
We apply the game “secret gift box”
Task 3: Listen to the conversation again and answer each of the following questions
1 How many characteristics of independent learners did Mike find on the website? a) Two b) Three c) Four d) Five
2 What do independent learners take responsibility for? a) Their teacher’s guidance b) Their own learning c) Their classmates' progress d) Their homework only
3 What do independent learners use to help them achieve their learning goals? a) Random notes b) Study plans c) Textbooks only d) Group discussions
4 What are independent learners not afraid of doing? a) Asking difficult questions b) Making mistakes c) Reading books d) Studying alone
Work in groups Discuss the following questions
1 Which of the characteristics of independent learners do you think you have?
2 Which one do you want to develop in the future?
Let students write their answer on the posters and correct them in front of the class.
Findings and evaluation
After applying the solutions in the eight lesson units, I have drawn some conclusions and evaluations as follows.
CHANGE IN STUDENTS'INTEREST IN LISTENING
Before the study, only 11% of students enjoyed listening lessons, with 28% finding them boring and 42% considering the tasks very difficult However, after implementing an initiative that adapted listening tasks and incorporated games, student interest significantly improved The post-questionnaire revealed that 45% of students now enjoyed listening lessons, while those who found them boring or disliked them dropped to 16% and 6%, respectively Engagement in listening activities also increased, with 89% of students enjoying the new interactive games Additionally, 56% of students believed their listening skills would improve, up from 34% before, and 67% strongly agreed that making lessons more interesting was essential Overall, the initiative effectively transformed students' attitudes, increased participation, and enhanced motivation to improve listening skills.
After implementing the method for nearly two terms, I conducted a survey assessing the listening skills of students in classes 11A2 and 11D2, yielding satisfactory results, as detailed in the table below.
At the start of the first semester, students in classes 11A2 and 11D2 exhibited weak listening test performances, with no students achieving "Good" or "Quite good" scores A significant portion fell into the "Average" category, with 60% in 11A2 and 49% in 11D2, while 40% of 11A2 and 51% of 11D2 scored "Bad" (≤ 5) By semester's end, improvements were evident, as one student in 11A2 achieved a "Good" score and 27% progressed to "Quite good," with 20% of 11D2 students also improving The "Average" category saw a slight decline to 42% in 11A2 and 38% in 11D2, while the "Bad" category decreased from 40% to 29% in 11A2 However, 42% of 11D2 students remained in the "Bad" category, indicating ongoing challenges Overall, the results reflect a positive trend in listening skills, particularly in 11A2, though additional support is needed for those still struggling.
Based on these findings, I recommend modifying the requirements of certain listening tasks in the textbook to better support students in actively engaging with listening activities, ultimately improving their listening comprehension skills.
GooD Quite good Average bad
Before and after applying the initiative
The survey raised four of the five questions pertaining to necessity Google form tools were used to tabulate the questionnaire results
Questions Very urgent Urgent Less urgent Not ugent
1 How do you evaluate students’ interest in listening lessons?
2 How do you evaluate the adaptation in the listening lessons?
3 How do you evaluate using the games in the listening lessons?
4 How do you evaluate the teacher’s preparation for the listening lessons?
Listening comprehension is essential for language acquisition, yet many students struggle to engage during lessons The study "Enhancing students’ interest in listening lessons in the Tieng Anh 11 textbook (Global Success) by adapting listening tasks and using games" addresses this issue A survey revealed that 60% of teachers noted limited student interest in listening lessons, highlighting the need for better instructional methods Additionally, 73.33% of teachers found that incorporating games significantly boosts engagement, transforming passive listening into an active experience Furthermore, 50% of educators stressed the importance of adapting tasks to meet students' needs and learning styles, making materials more accessible and relevant Despite 80% of teachers prioritizing lesson preparation, challenges in maintaining interest remain This study provides practical solutions, such as task adaptation and game-based learning, to foster a more engaging environment By implementing these strategies, teachers can enhance students' enthusiasm for listening, leading to improved language acquisition outcomes and contributing to the overall goal of better English listening instruction.
Very feasible Feasible Less feasible unfeasible
1 How do you evaluate the feasibility of applying the initiative "Enhancing students’ interest in listening lessons in the
(Global success) by adapting listening tasks and using games”?
The study on enhancing students' interest in listening lessons using the Tieng Anh 11 textbook (Global Success) shows strong feasibility, with 60% of surveyed teachers deeming the initiative very feasible and 33.3% finding it feasible Only 6.7% expressed concerns, indicating broad support for adapting listening tasks and incorporating games The structured format of the textbook allows teachers to modify activities to suit students' abilities and interests without significant curriculum changes Additionally, games serve as engaging, resource-friendly supplementary activities, making them accessible for most classrooms Teachers' willingness to implement these adaptations underscores the study's practicality, as they are key to lesson design and delivery With proper training and materials, educators can effectively integrate these methods, thereby enhancing students' motivation and listening skills, making this study a realistic approach to improving listening instruction in high school English classrooms.
Conclusion
The study "Enhancing Students’ Interest in Listening Lessons in the Tieng Anh 11 Textbook (Global Success)" highlights that adapting teaching strategies, such as incorporating modified listening tasks and interactive games, can significantly boost student engagement and effectiveness in listening lessons By addressing the challenges of understanding spoken English and overcoming passive learning habits, these innovative approaches make lessons more enjoyable and impactful.
We enhanced the learning experience by tailoring listening tasks to match students' proficiency levels and integrating pre-, while-, and post-listening activities This approach fostered a structured and supportive environment, encouraging active participation through interactive tasks The inclusion of games made lessons more engaging, alleviating anxiety and boosting students' willingness to participate Activities such as quizzes, role-plays, and competitive listening challenges created excitement and motivation in the classroom.
Classroom observations, student feedback, and performance assessments revealed significant enhancements in students' listening comprehension skills, confidence, and enthusiasm for English lessons Students demonstrated increased attentiveness, engagement, and proactivity in their learning Additionally, the positive classroom environment fostered collaborative learning, enabling students to support one another in improving their listening abilities.
In conclusion, this initiative effectively enhances student engagement and listening proficiency through adapted tasks and integrated games It serves as a valuable reference for English teachers aiming to create stimulating and interactive listening experiences in their classrooms Future efforts should focus on refining these strategies and expanding their application to other language learning skills.
Recommendations
To enhance students’ interest in listening lessons in the Tiếng Anh 11 textbook (Global
Success), teachers should adapt listening tasks to be more interactive and engaging
Incorporating engaging games like “Listening Bingo,” “Guess the Sound,” and “Speed Dictation” enhances lesson enjoyment and reinforces comprehension skills Utilizing diverse task formats, including real-life audio clips, role-playing, and peer discussions, significantly boosts student motivation Personalizing content to align with students’ interests and integrating technology through interactive apps and videos further sustains engagement By creating dynamic, student-centered listening lessons, learners can develop stronger listening skills and foster a more positive attitude toward English.
APPENDIXES
1 How often do you face challenges in keeping students engaged in listening lessons? o A Always o B Often o C Sometimes o D Rarely
2 What are the common difficulties students face in listening lessons? o B Difficulty in understanding native speakers o C Limited vocabulary o D Uninteresting lesson format o E Others (please specify): _
3 How effective do you think adapting listening tasks is in improving student engagement? o A Very effective o B Quite effective o C Effective o D Not effective
4 Have you ever modified listening tasks to suit your students’ levels and interests? o A Yes o B No o C If yes, please describe one example: _
5 How do students respond to using games in listening lessons? o A Very interested and active o B Somewhat interested o C Neutral o D Not interested
2 Pre and post questionnaires for students
Section 2: Current Attitude Toward Listening Lessons
1 How do you feel about listening lessons?
Các bài học nghe có thể mang lại những trải nghiệm khác nhau cho mỗi người Một số người rất thích chúng và cảm thấy chúng thú vị, trong khi những người khác có thể chỉ thấy chúng ổn Tuy nhiên, cũng có những người cảm thấy các bài học này nhàm chán hoặc thậm chí không thích chúng.
2 How difficult do you find listening tasks in English lessons?
How challenging do you find the listening exercises in your English lessons? Please select one of the following options: A Very easy, B Somewhat easy, C Neutral, D Somewhat difficult, or E Very difficult.
3 How often do you actively participate in listening activities?
Bạn tham gia tích cực vào các hoạt động nghe thường xuyên với các mức độ khác nhau: A Luôn luôn, B Thường xuyên, C Thỉnh thoảng, D Hiếm khi, và E Không bao giờ.
4 What was the most enjoyable part of the new listening lessons?
Which part of the new listening lesson did you find most interesting? A The games, B The new types of listening tasks, C Working in groups, or D Other (please specify): _.
5 What types of listening tasks do you enjoy the most?
What type of listening exercises do you prefer? A Watching videos, B Listening to songs, C Interactive games, D Traditional exercises such as fill-in-the-blanks or multiple choice, or E Other (please specify).
6 Do you think your listening skill will be improved?
Kỹ năng nghe của bạn có thể được cải thiện không? Hãy cho ý kiến của bạn bằng cách chọn một trong các lựa chọn sau: A Hoàn toàn đồng ý, B Đồng ý, C Không đồng ý, D Hoàn toàn không đồng ý.
7 Do you think it is essential to make the listening lessons more interesting?
Bạn có nghĩ rằng việc làm cho các bài học nghe thú vị hơn là cần thiết không? Hãy cho ý kiến của bạn bằng cách chọn một trong các lựa chọn sau: A Hoàn toàn đồng ý, B Đồng ý, C Không đồng ý, D Hoàn toàn không đồng ý.
1 How do you feel about listening lessons?
Các bài học nghe có thể mang lại những cảm xúc khác nhau cho người học Một số người rất thích chúng và cảm thấy chúng hữu ích, trong khi những người khác có thể chỉ thấy chúng ổn Tuy nhiên, cũng có những người cảm thấy các bài học này nhàm chán hoặc thậm chí không thích chúng.
2 How difficult do you find listening tasks in English lessons?
How challenging do you find the listening exercises in your English lessons? Please select one of the following options: A Very easy, B Somewhat easy, C Neutral, D Somewhat difficult, or E Very difficult.
3 How often do you actively participate in listening activities?
Bạn tham gia tích cực vào các hoạt động nghe thường xuyên với các mức độ khác nhau: Luôn luôn, Thường xuyên, Thỉnh thoảng, Hiếm khi, hoặc Không bao giờ.
4 What was the most enjoyable part of the new listening lessons?
Which part of the new listening lesson did you find most interesting? A The games, B The new types of listening tasks, C Working in groups, or D Other (please specify): _.
5 What types of listening tasks do you enjoy the most?
What type of listening exercises do you prefer? A Watching videos, B Listening to songs, C Interactive games, D Traditional exercises such as fill-in-the-blanks and multiple choice, or E Other (please specify).
6 Do you think your listening skill will be improved?
Bạn có tin rằng kỹ năng nghe của mình sẽ được cải thiện không? Hãy chọn một trong các lựa chọn sau: A Hoàn toàn đồng ý, B Đồng ý, C Không đồng ý, D Hoàn toàn không đồng ý.
3 Pre and post listening tests
TEST OF LISTENING COMPREHENSION SKILLS ( Test No.1 )
Name:……… Class:……… Time: 20 minutes Part 1: Listen to an interview with Paloma and Juan Tick true or false
1 Paloma and Juan’s teacher is organising the jumble sale x
2 Paloma’s mother is going to make a cake for the jumble sale x
3 Paloma is going to bring her old clothes to the jumble sale x
4 Juan is also going to bring old things x
5 Juan is going to paint a picture of a village x
Part 2: Listen to a man asking for information in a travel agency Listen and put a tick (√) A, B or C
7: The bus station is in…
A Bill street B Hill street C Mill street
8: The journey to the airport takes…
A 1 hour 15 minutes B 1 hour 30 minutes C 1 hour 45 minutes
9: The man’s ticket to Buenos Aires will cost…
TEST OF LISTENING COMPREHENSION SKILLS (Test No.2)
Part 1: Listen to an interview with Alice and Tom Tick true or false
1 Alice and Tom are organizing a charity event x
2 Tom’s sister is going to bake cookies for the event x
3 Alice will bring her books to donate x
4 Tom is going to sell his old toys x
5 The event will take place in the school hall x
Part 2: Listen to a man asking for information at a train station Listen and put a tick (√) A, B, or C
6 The train to Manchester leaves at…
7 The train station is located on…
8 The journey to Manchester takes…
9 The man’s ticket will cost…
10 The café at the train station opens at…
4 A survey on necessity and feasibility
A SURVEY ON NECESSITY AND POSSIBILITY OF THE INITIATIVE
"Enhancing students’ interest in listening lessons in the Tieng Anh 11 textbook (Global Success) by adapting listening tasks and using games"
1 How do you evaluate students’ interest in listening lessons?
Chỉ đánh dấu một hình ôvan
2 How do you evaluate the adaptation in the listening lessons?
Chỉ đánh dấu một hình ôvan
3 How do you evaluate using the games in the listening lessons?
Chỉ đánh dấu một hình ôvan
4 How do you evaluate the teacher’s preparation for the listening lessons?
Chỉ đánh dấu một hình ôvan
To evaluate the feasibility of the initiative "Enhancing students’ interest in listening lessons in the Tieng Anh 11 textbook (Global Success) by adapting listening tasks and using games," it is essential to assess the current engagement levels of students in listening activities Analyzing the effectiveness of existing listening tasks and identifying areas for improvement will provide insights into student preferences Additionally, incorporating games into the curriculum can foster a more interactive learning environment, making lessons more enjoyable and effective Gathering feedback from both students and educators will further inform the adaptation process, ensuring that the initiative meets educational goals while enhancing student interest.
Chỉ đánh dấu một hình ôvan very feasible feasible less feasible unfeasible
5 Some pictures during applying the study