Extensive listening for developing efl high school students’ listening ability

1.1 Rationale for the study In today's our modern world, it is believed that listening plays a vital role and is one of the most important skills to master in second language acquisitio

MINISTRY OF EDUCATION AND TRAINING

VINH UNIVERSITY

PHAM THI XUAN HUONG

EXTENSIVE LISTENING FOR DEVELOPING

EFL HIGH SCHOOL STUDENTS’ LISTENING ABILITY

MASTER’S THESIS IN EDUCATION

CODE: 8.14.01.11

SUPERVISOR: DR TRAN THI NGOC YEN

LONG AN, 2018

ABSTRACT

This study researches about using the extensive listening to improve the listening skills

of the high school students This study does the survey with high school students in the 11th grade class in Long An province The research observes the control group and the treatment group clarify the improvement in the listening skills of the high school students It is indicated that there is the significant improvement in the listening skills of the treatment group when employing the extensive listening methods

ACKNOWLEDGEMENTS

I would first and foremost like to express my deepest gratitude to my supervisor,

Dr Tran Thi Ngoc Yen, for seeing me through this rewarding, yet challenging process whose reference materials, support, stimulating suggestions and encouragement helped

me in all stages of this research I am so grateful that I had a chance to work with her

In addition, I would also like to thank the students of the classes I taught in order

to collect information for my research Without their help, this study could not have been successful

I also would like to extend my gratefulness to all of my classmates, who provide

me with necessary help as well as good suggestions whenever I get into trouble They shared with me both joys and sorrows during the course and I learned a lot from them

Last but not least, my special thanks are sincerely sent to my parents, my friends and so many others who continuously offer spiritual support and encouragement during the process of carrying out this thesis

TABLES OF CONTENT

ABSTRACT ……….ii

ACKNOWLEDGEMENT……….……… iii

LIST OF TABLES……….vi

LIST OF FIGURES……….vii

CHAPTER 1: INTRODUCTION………1

1.1 Rationale for the study……… 1

1.2 Scope of the study ………3

1.3 Aims of the study……… 4

1.4 Research questions……….… 4

1.5 The significance of the study……… 4

1.6 Thesis design………5

CHAPTER 2: LITERATURE REVIEW………6

2.1 The listening process………6

2.1.1 Definition of listening process………6

2.1.2 Definition of listening comprehension ……… 8

2.1.3 Types of listening………8

2.1.4 Factors affecting listening comprehension……… 11

2.1.5 Listening strategies……… 14

2.1.5.1 Conscious and unconscious strategy use……….15

2.1.5.2 Metacognitive, cognitive and socio-affective strategies ………15

2.2 Teaching EFL listening……… 18

2.2.1 Difficulties EFL learners have when listening……….18

2.2.2 Stages in a EFL listening lesson… ………20

2.2.3 Techniques to teach listening………21

2.3 Extensive listening……… 22

2.3.1 Definition of extensive listening……… 22

2.3.2 Principles of extensive listening……… 23

2.3.3 Extensive listening in EFL learning……….24

2.4 Foreign language acquisition……… 26

2.4.1 Theories of learning……… 30

2.4.2 Language transfer……… 34

2.4.3 Input, interaction and output in EFL……….35

2.5 How do we select extensive listening material? 39

2.6 Relationship between listening and other skills……… 40

CHAPTER 3: METHODOLOGY……….43

3.1 Participants……… 43

3.2 Materials……… 44

3.2.1 Lesson plans……… 45

3.2.2 Listening logs………45

3.3 Procedures……… 45

CHAPTER 4: FIDINGS AND DISCUSSION……… 47

4.1 Results……….47

4.1.1 Pre test results……… 47

4.1.2 Post test results……… 49

4.1.3 The increase in listening comprehension……… 50

4.1.4 The relationship between extensive listening time and listening ability….50 4.2 Discussion……… 51

4.2.1 The effects of extensive listening on EFL learners’ listening comprehension……… 51

4.2.2 The relationship between listening time and listening comprehension development……… 52

CHAPTER 5: CONCLUSION……… 56

5.1 Summary of main findings……….56

5.2 Implications………57

5.3 Limitation and suggestions for further research……….60

REFERENCES……….……….62

APPENDIX 1………67

APPENDIX 2………80

LIST OF TABLES

Table 1: The results of equivalent in English competence in the 1st semester Table 2: The results of the number of questions that learners gained in pre - test Table 3: The procedure of the research

Table 4: Relationship between the listening time and improvement

LIST OF FIGURES

Figure 1: The controlling group

Figure 2: The treatment group

Figure 3: The treatment group

Figure 4: The controlling group

CHAPTER 1: INTRODUCTION

This study is intended to experiment the applying Extensive Listening on teaching and learning EFL at high schools as well as investigate the effects of applying Extensive listening developing their language proficiency This chapter starts with the rationale for the study, research questions, aims of the study, significance of the study, scope of the study, and organization of the study

1.1 Rationale for the study

In today's our modern world, it is believed that listening plays a vital role and

is one of the most important skills to master in second language acquisition especially in learning a language for communicative purpose It helps the language learners to acquire pronunciation, word stress, vocabulary, syntax and the comprehension of messages In addition, as recently, English has developed as an international language that can be used as a means of communication between people from non-English speaking countries Without listening skill, no communication can

be achieved Effective listening skills are also recognized to considerably improve oral production (Andrews, Andrews and Williams, 2002) However, when listening

to a second language, many language students face difficulties Listening, unlike the other language skills, is felt comparatively difficult by the learners, as it has all its interrelated sub-skills such as receiving, understanding, remembering, evaluating, and responding Moreover, listening is not yet fully integrated into the curriculum Second language learners have significant problems in listening comprehension because of the fact that high schools pay more attention to structure, writing, reading and vocabulary In Vietnam, the primary goal of the teaching and learning of English

as a foreign language (EFL) at high schools was to equip students with abilities in reading comprehension and grammar tests Although with English Curriculum frameworks suggested by MOET for students at high schools - EFL instruction is expected to meet the demand to master all the four language skills and these four skills need to be taught in an integrated way - all graduated tests and examinations tend to be mainly tested about grammar, vocabularies, reading and a few about pronunciation This means communicative skills still neglected by teachers in teaching In listening lessons, students are asked to do comprehension questions,

true/false statements, table completions, to name a few Students focus only on the answers of these tasks but not on the skill Teachers tend to use the same textbooks and the workbooks from years to years without innovation In addition, many students complain that they often fall asleep owning to do listening in their textbook Furthermore, the use of reference books to deal with exercises in the textbook has been so popular with most of the students that they do not need to prepare the listening lesson beforehand Students themselves are not interested in the contents of the texts they have to listen in class while what they pay much attention to is the answers for the tasks This means listening is not important parts of many course books or syllabus and most teachers do not attach importance to listening Student textbooks often offer some kinds of listening tasks and there is usually a one-size-fits-all approach to the way the texts are presented and to the choice of listening comprehension exercises Students feel bored and even de-motivated when they face with those texts in listening lessons Widdowson (1990) argues that textbooks can only present the situation of language produced which has been collected and placed for demonstration purposes and to emphasize the usage rather than its use He also focuses on the necessity of language data whereas the experience of language and communicative competence should form the ground for English learning

In the broader context of EFL teaching, there seems to be a change in speaking and listening in the field of language teaching and learning It is a shift from viewing them as passive skills to acquiring them in complex processes Previously, the development of techniques and materials for teaching the listening skill seemed

to be neglected in language teaching methodology Generally, it was also often assumed that listening skills could be acquired through exposure, but not really taught Currently, with the expansion of instructional frameworks relating to international language degrees and communicative approaches, listening began to be given special attention and it seems unavoidable in EFL learning It is a necessary skill because it can essentially facilitate the development of learners’ English proficiency Skills in listening can facilitate learners to participate well in oral communication

Helping students develop listening proficiency has always been a particularly difficult aspect of foreign language teaching, not least because listening involves of a number of complex processes In recent years in second language (L2) teaching programs, the status of listening has undergone a substantial change Listening is no longer considered just a skill to comprehend a target spoken language but an avenue

to acquire linguistic knowledge This change implies that developing good listening skills can facilitate L2 development However, listeners face a number of challenges, such as connected speech, fast speech rates, accents, or colloquial usages and slang, which seldom appear in formal L2 textbooks To arouse students’ attention and provide them with real languages for practice as well as create an active learning environment, language teachers bring in the class supplementary materials as well as apply as many as new methods in teaching and learning Since textbooks for listening skill are thought to be insufficient in many ways to present the language and communication, extensive listening, a new concept has been introduced

If, however, our intention is to help student listen, then why are we using these compulsory texts for teaching year after year? Will they face those listening comprehensions in real life? Those issues raise an alarm for us, English teachers, to shift from the traditional way of following the textbook-based approach to applying extensive listening into teaching In order to achieve better results, issues about applying extensive listening have to be taken into account

So far, however, there has been little discussion about the applying extensive listening in teaching and learning English at high school, especially when the curriculum for teaching is strictly governed by the MOET Therefore, this paper is designed to address the question whether or not applying extensive listening develop EFL high school students' language proficiency, arouse students’ interests and change their negative attitudes towards learning listening

1.2 Scope of the study

It is mentioned that the study is conducted to not research for entire students which is conducting with the high- school students The other kinds of the students such as university students are not included in the research

In the context of the language skills, there are four skills such as listening skills, writing skills, reading skills and the speaking skills The research is strongly focused

on the listening skills

1.3 Aims of the study

Based on the research questions above, the study aims to examine how extensive listening influences on the development of eleventh students’ language proficiency as well as their listening comprehension for communication in comparison with the traditional listening method that they have applied for several years so far This study will focus on the effect of extensive listening on students’ language achievement Besides, the time they spend on extensive listening was investigated to see how it correlates to their result of listening comprehension

1.5 The significance of the study

The research paper is expected to provide some evidence on the effective use of extensive listening In addition, the research also aims to supply the teachers with insights on encouraging their students to use this method within efficiently to increase students’ listening competence Besides, the success of the thesis make great contribution to changing the traditional way of teaching and learning listening which focuses on the same textbooks without modification from one year to another Moreover, it is believed that the findings might help the teachers design and develop their own new programs and curricula in teaching listening to provide the best condition for students' acquisition of the language and also the highest motivation for their students in listening learning Last but not least, it significantly brings fresh air for those who are interested in listening skill

1.6 Thesis design

The report of this study includes five chapters

Chapter one presents an overview of the study which comprises rationale for the study, aims of the study, research questions, scope of the study, the significance of the study and outline of the study

Chapter two, literature review, presents theoretical background of the thesis relating to extensive listening

Chapter three is a detailed discussion of the method used in the study with all of its components encompassing the justification for using the experimental design, consisting of the participants of the study, data collection instruments, data collection procedure, data analysis, a detailed description of exploited extensive listening, and reliability and validity of the data collection instruments

Chapter four - the results and discussions chapter – the researcher will draw out findings underlying the numbers and figures and presents a discussion of the major findings Listening logs were also noted down The main focus of chapter is to answer the two research questions based on the data collected from research instruments

The thesis is concluded in chapter five in which the conclusion, limitation of the study, suggestions, and recommendation for further research are presented

CHAPTER 2: LITURATURE REVIEW

In the previous chapter, background of the thesis has been clearly and concisely presented In this section, a review of literature on listening comprehension and extensive listening is introduced in detail The concept of listening, extensive listening, the benefits of using extensive listening are initially mentioned In addition, the relationship between listening and other skills are specifically described

2.1 The listening process

2.1.1 Definition of listening process

Listening is a process that allows the listener to understand a message, help them engage in dialogue and succeed in communication Without listening skills, people engaged in communication activities will not receive the message, and therefore, they cannot respond quickly and efficiently Many researchers agree that in language learning, listening plays an important role in the reception of a language

In recent decades, listening skills have been gaining much attention among researchers in teaching, learning foreign languages in general and studying English

as a Foreign Language (EFL) in particular Many scholars believe that the most important step to start learning a language other than your mother tongue is to try to hear that language Rubin and Thompson [1, 85] asserted: Listening skills are probably the most important language skills, because people spend about 60% of their time listening In addition, listening skills bring you the opportunity to feel the language and improve the overall language ability Rost [2,141] also emphasizes that Listening can be seen as a necessary skill in the training of a learner of a foreign language and may even be considered as a tool for predicting the likelihood of language success speaker's language As such, listening skills play an important role

in learning a foreign language

According to Hasan (2000), "hearing" and "understanding" are two distinct processes in which "hearing" is a process by which listeners receive information, and this process takes place one way at a time, ask for any interpretation or interaction with the text Listening understands the process of two-way interaction between the listener and the listening text, and this interaction gives the listener an overall understanding of the text This "hearing" and "understanding" process is performed

when the listener selects and interprets the information received through the hearing organ and other visual cues (if any) for the purpose of understanding the message of the speaker

This view of listening comprehension is also in agreement with the second hypothesis of the language spoken by Richards and O'Malley and Chamot This assumes that listening to spoken language is an activity and a complex process in which the listener focuses on the chosen aspects of the listening From the sounds they hear, they find the meaning of the listening message, and relate what they hear

to the knowledge they currently have Brette states that “hearing” is a decisive language skill It plays an important role in the acquisition of language "When comparing listening with other language skills, Morley also points out that on average each of us hears "twice as much as we say, four times what we read, and five times what we write."

The researchers distinguish between listening and hearing Listening is an active process, including sound analysis, which is different from hearing, which only captures sounds passively In the same way, Harmer (2001) states that listening is a

"receptive skill" when learners receive the main idea through what they hear Listeners receive the message of the speaker through accent, pronunciation, grammar, and words that the speaker uses and understands the meaning of their message

Richards and Schmidt describe listening as comprehension of speech in the first

or second language, and listening comprehension of a second language involves both top-down and bottom-up processes Brown also shares this view and argues that the

"top-down" process occurs when learners use background knowledge and vocabulary available to capture the content of the listening, while the process of "bottom-up" is

to use the context of the listening to predict the meaning of the new word According

to Helgesen, hearing is an active and purposeful skill During the listening process, the listener not only captures the content they are listening to but also can listen to the information they have previously known to understand the listening In addition, Helgesen also said that when listening, the listener is not just listening to the words, but also understand the implications behind the words

2.1.2 Definition of listening comprehension

There a lot of definitions of listening comprehension Listening comprehension

is the different processes of understanding the spoken language These include knowing speech sounds, comprehending the meaning of individual words, and understanding the syntax of sentences According to Hamouda (2013), listening comprehension refers to the understanding of what the listener has heard and it is his/her ability to repeat the text despite the fact that the listener may repeat the sounds without real comprehension According to Chastain (1971) the aim of listening comprehension is understand the native conversation at normal rate in a spontaneous condition Listening comprehension is a rational phenomenon listeners try to establish a meaning when they obtain the information from the listening source (Goss, 1982) Steinberg (2007) mentioned listening process as “the ability of one individual perceiving another via sense, aural organs, assigning a meaning to the message and comprehending it” Nunan (1998) has stated that listening is the basic skill in language learning Without listening skill, learners never learn to communicate effectively Students spend 50% of the time operational in a foreign language is dedicated to listening

O'Malley, Chamot, and Kupper (1989 cited in Pourhossein Gilakjani & Ahmadi, 2011) say that listening comprehension is a process of activity in which the listener builds meaning through the use of signals from the context information and knowledge available, and rely on a variety of strategic resources to perform the task request

2.1.3 Types of listening

According to Rubin (1994), listening skills are divided into two categories based on the type of listening process (i) Reciprocal Hearing: This process occurs when the listener is asked to participate in the interaction process and to alternate between listening and speaking Situations that require interactive listening include live and telephone conversations In these situations, listeners have the opportunity to ask the speaker to speak more clearly, repeat or speak slowly (ii) Non-reciprocal listening: This kind of hearing takes place when the listener participates in a passive

passage of a monologue, a speech or a conversation Richards, Anderson, Wolvin and Coakley, Underwood, and Buck claim that listening is a positive and complex process that determines the content and extent of information understandable These processes use speech as the basis for meaning building, based on the amount of information emitted This information is initially identified in short-term memory and

is stored in the long-term memory of the listener

Anderson distinguishes three processes of hearing comprehension: (i) perceptual processing, (ii) parsing and (iii) use, while Duzer (1997) identify the nine stages of hearing comprehension: (1) determine the reason for the hearing, (2) make

a short speech memory, (3) organize the information by identifying the genre and the function of the message, (4) predicting the information that can be conveyed in the message, (5) recalling background information for understanding the message, (6) determining the meaning of the message, (8) redefine the information to be stored in long-term memory, and (9) delete the original form of the message received in short-term memory

Psychologists and linguists are based on the interaction of two cognitive processes, distinguishing two processes of bottom-up information and top down According to Nunan (1991), in the process of rising up, the learner "separates speech into composite sounds, connects these sounds to form words, and connects words to form words and the sentence, and so on In the process of processing top-down information, listeners understand the meaning of the message as intended by the speaker through the use of schematic or structures of knowledge in the brain This view emphasizes the importance of background knowledge that learners use to understand the information they hear Knowledge that learners have in the past has helped streamline the information-listening effort by linking familiarity with new knowledge, and the lack of background knowledge that can damage the effort of the listener to understand a particular statement of the speaker

Successful listeners are those who can incorporate "inside the head" knowledge

- which is the amount of knowledge not directly coded in words – and "outside the head" knowledge to understand what they are hearing (Nunan (1991)) Anderson and Lynch also distinguish these two processes by contrast The bottom-up process of the

listener - like the "tape recorder" - with the top down process - is "modeling" (model builder) Therefore, the use of both types of knowledge is essential The concept of downward and upward processes in listening comprehension is also discussed by Anderson and Lynch and Rubin According to them, the bottom up process involved initiating by identifying sounds, distinguishing words and understanding grammatical structures, and finally understanding the meaning of the message This is a mechanical process and a research focus of some teaching methods (Brown) The above process takes place when the listener focuses on the general meaning of the listening text and the application of the schemata According to the researchers, the schema is an intellectual framework built on past experiences that can be used to help listeners understand current situations Examples of top-down processes may be: the reflection of ideas and the guessing of words and the identification of the subject The bottom line is that understanding language is a process that goes through many stages, and the output of each step becomes the input of the next stage This is why Buck calls this process one-way street

Anderson and Lynch (1988: 21) provide the definition of listening comprehension as follows: Hear what it means to understand what the speaker has said Listeners play a particularly important role in the listening process by using their diverse knowledge to analyze what they hear so they can understand the speech

of the speaker

Wolvin and Coakley (1985) defines hearing in a simpler way: Hearing is the process by which the hearing organ receives, processes, and identifies the message of speech The definition of listening comprehension, according to Van Tan and Nguyen Van Dam (1997) in Vietnamese Dictionary, is as follows: Listening is a process in which auditory reception of external sounds and transitions it reaches the central nervous system Here, these sounds are analyzed, converted into signals, and transmitted to the senses that help shape human reflections for those sounds The above definitions show that listening comprehension is a complex problem-solving skill The task of hearing is not just the reception of sound but also the analysis and identification of the message of speech

In our view, bottom-up exercises are often more useful for beginner learners, because at this level learners are limited by their linguistic ability, so they do not automatically handle the information heard Newborns should focus on the hearing details and should be given shorter exercises, which are suitable for limited memory training and sound effects are slow Intermediate and advanced learners will be more suited to these types of exercises when they have a good knowledge of vocabulary, grammar and vocabulary enough to meet the requirements of the types of this exercise

2.1.4 Factors affecting listening comprehension

According to Underwood (1989), foreign language learners often face the following seven challenges: (1) uncontrollable speed of speech, (2) (3) the constraints of the listener, (4) the failure to recognize the signal, (5) not understanding the information, (6) not concentrating, and (7) no learning habits Rubin and Thompson also identify three issues and suggest solutions First, the speaker speaks too fast If the listener cannot keep up with the speed of the speaker,

he or she can ask the speaker to repeat, say more loudly, or express the same idea but

in a more understandable way Second, listeners do not understand the target language on television or in movies Listeners need to know what to judge, or anticipate what they will hear next, based on visual cues, teacher questions, warm-ups, and background knowledge Third, listeners tend to stop listening, when they hear a new word or phrase As a result, they lose information that can help explain unfamiliar words or phrases Listeners need to focus on the familiar parts and keep listening to get the complete information

According to Hasan, learners are sometimes unaware of their mistakes in identifying the causes of their problems They often (i) use ineffective listening strategies and (ii) try to listen and try to understand each word, the detail of the text Trying to listen and trying to understand each word in the listening is wrong, because even native speakers do not listen in this way Good listeners usually only hear keywords to understand the gist of the message and always try to guess the meaning

of the new word in the context of the listening Nguyen Bang and Nguyen Ba Ngoc [20] cite some difficulties as regards the Tai sound, English vocabulary and speed

And Hoang Van Van, Nguyen Thi Chi and Hoang Thi Xuan Hoa point out the difficulties of the learner as (1) difficulty in listening to TA, (2) trying to understand all the words to catch the mind (3) I do not understand native speakers when they speak naturally, (4) I need to hear them over and over again, (5) it is difficult to capture all the information and not anticipate further information Follow, (6) do not concentrate on listening Rubin [216] indicates five factors that may affect hearing comprehension These are (i) the characteristics of the posture, such as speech speed, stop, accent and rhyme, the difference between first language and second language v

v , (ii) dialogue characteristics such as sex and language proficiency; (iii) exercise characteristics such as type of exercise; (iv) Listener characteristics such as language proficiency, memory, concentration, age, gender, ability to use the first language, background knowledge; and (v) such as using top-down, bottom-up processes, parallel processing, listening strategies

Yagang assesses the difficulty of listening based on four factors: (1) listening message, (2) speaker, (3) listener, and (4) listening context Rubin also shared this view When learning a foreign language, listening and understanding unfamiliar sounds over a long period of time is very tired Although successful listeners do not try to understand every word they hear (in fact, they only hear the words), they find it difficult to separate keywords from a long and dense word list In addition, if the message contains too much information that cannot easily be stored in short-term memory, the listening strategies may not be feasible Short-term listening is more effective, as it reduces the complexity of the content, and helps the listener reduce fatigue and shorten the concentration time When discussing the thickness of information in a listening post, many researchers, including Ur [23] and Underwood [14], have indicated that information in spoken language needs to be presented more sparingly than written language

According to Rubin [209], background knowledge has a great impact on understanding the subject Learners build the meaning of the listening by breaking down what they hear (or read) into meaningful units, then pair them up, based on their social and linguistic knowledge, and then use them Speculate logic fill in the blanks Learners with background knowledge of a topic at varying levels understand

and interpret new information in different ways as they decode new information By using their existing knowledge and strategies, learners try to interpret new information by linking to familiar information Boyle [25] sees "knowledge of a particular subject or topic" as a factor influencing foreign language comprehension Learners find it easier to listen to a familiar topic than to hear a new subject To help learners become familiar with the subject of the listening, the instructor should initiate the learner's background before performing the listening task, helping them use what they already know about the topic

Instructors do not allow learners to listen to material repeatedly Although listening to one double listening activities can have disadvantages, especially for elementary school learners for this opportunity When students are used to hearing twice, they may not understand listening activities until they hear if the second However, early level learners should be given second chance This will help them to understand easily and increase their motivation to achieve more in listening exercises Language knowledge is the key factors to help learners better understand Vocabulary level of learners help learners recognizes words that are easy to play an important role in understanding Grammar and pronunciation knowledge allows learners to understand and decipher key ideas easily Learners who do not have good language proficiency may not understand listening way materials because they do not recognize the signal when the speakers move from one point to another

Speakers use terms like -first of all‖, -thirdly‖ when they talk about a problem to enumerate points If the learner is not aware of these signals, understanding the material can be difficult

Contextual knowledge helps the learner gain the advantage to better understand the material As practitioners know the context they will listen to it more attentively, and when he knows what the main idea is learners will have more motivation that can lead to better performance While chatting, learners will be able

to respond more appropriately when they know the context Contextual knowledge will allow them to better understand the problem Learning a foreign language is not

an easy process; it requires the learner to pay attention not to divide Enthusiasm is essential; if learners are not interested in what they are doing, they can finish the

language study Therefore, do not pay attention and learn the language of learning enthusiasm

While listening, if the learner does not receive the message that is not an easy task, the learner can be disappointed, and their motivation may be reduced Learners need special continuous effort in developing listening skills Learners can expect the whole understanding of a listening activity Language learners may not always understand the whole listening exercise But this can be considered as unsuccessful by language learner However, mastering the pronunciation, grammar and vocabulary, these are the main elements in listening understand, is a long process They cannot be achieved in a short time Students should know the development of listening comprehension will increase Therefore, when the learner cannot gain a full understanding of a listening activity, they should not let this distract them

2.1.5 Listening strategies

Listening is best described as a series of interwoven the process of building and integrating, and it includes bottom-up and top-down processes The process from the bottom up includes awareness of code surface of a mouth text, set a mental representation of language input and build the overall meaning of the text The top-down process refers to linking text with prior knowledge by integrate it into existing and evoked diagrams Listeners are effective use both of these processes Since listening comprehension is included in the Scholastic College Ability Test (CSAT) section English, more emphasis has been placed on listening skills in the classroom although it is necessary to develop listening skills reading comprehension skills, almost all the teachers have instructed the test Tactics related to CSAT listening questions Tactics and problems solving skills can help students score high in tests, but it is not clear that they have improved their listening ability Therefore, in this study, the listening strategies are considered effective to improve the listening ability

of high school students recommended and check their effectiveness, and some meanings will be drawn

2.1.5.1 Conscious and unconscious strategy use

Ridgway (2000) shows this with examples definitions from various scholars

He believed that definition less definitions almost has nothing to do with language learning, while Oxford (1993) assert that there are more specific characterizations, such as conscious and unconscious awareness: "use strategy some degree of consciousness on the part of the learner "(p 9), but the line between unconscious and conscious not fixed, it varies from individual to individual There is no automatic, which means that you will repeat it repeatedly up in your unconsciousness This is it has multiplicity multiplied by two times and cognitive resources However, we, as future teachers, should focus on learning consciously, since Oxford (1993) claim: "If the strategies are unconscious and automatic to use, then clear strategic training makes little or no sense "(p 12)

2.1.5.2 Metacognitive, cognitive, and socio-affective strategies

Listening strategies is based on the Vandergrift Awareness, cognitive and social-emotional strategies are based on O'Malley and Chamot's (1990) approach to identifying language learning strategies, dividing strategies into three categories:

• Metacognitive strategies: “planning for, monitoring or evaluating the success of a learning activity”; (1) Planning: ‘Developing an awareness of what needs to be done to accomplish a listening task, developing an appropriate action plan and/or appropriate contingency plans to overcome difficulties that may interfere with successful completion of the task’ (2) Monitoring: ‘Checking, verifying, or correcting one’s comprehension or performance in the course of a listening task’ (3)Evaluation: ‘Checking the outcomes of one’s listening comprehension against an internal measure of completeness and accuracy’

• Cognitive strategies: “operating directly on incoming information, manipulating it in ways that enhance learning” (1) Inference: Use information in the text or conversation context to guess the meaning

of unfamiliar language items is combined with the listening task, to predict results, or fill in the missing information (2) Elaboration:

Use prior knowledge from outside the text or conversation context and relate to knowledge gained from text or conversation to predict results or missing information (3) Summarization: Set summary on the language and information about the metal or text display in one server (4) Translation: Using knowledge of one language

• Socio affective strategies: interacting with another person to assist learning

a Questioning for clarification: Request explanation, verification, repetition or for example, about language / tasks; Ask questions for yourself

b Cooperation: Work with other people in addition to dialogue

to solve problem, pool information, test learning tasks, language modeling or reception performance feedback orally

e Taking emotional temperature: Become aware and contact with a person emotions while listening, to prevent the negative and make the most positive use

When discussing strategies used by listeners to understand messages in communication, Harmer [183] presents the concept of micro skills These skills (also known as strategy) include (i) predictive skills, (ii) distilling specific information, (iii) visualizing the panorama, (iv) distilling information details, (v) identification of functions and patterns discoursing, and (vi) interpretation of meaning from context Harmer also thinks that effective listeners are capable of applying all the right strategies at the same time He advises the learner to exploit and thoroughly use these

strategies, as the listener's success in understanding the content of what he or she hears depends very much on their proficiency in using the micro skills

Learners need to understand some basic listening strategies to be able to practice their listening comprehension skills O'Malley and Chamot point out three basic listening strategies (i) self-examination, (ii) background-based inference, and (iii) verbal reasoning in the context of use They argue that the application of these strategies depends on the group of listeners Rubin [199-221] argues that the application of listening strategies depends on a variety of factors such as hearing, situation, or task completion Rost and Ross [235- 273] examine whether the use of listening strategies correlates with language proficiency and with practice, and whether the enhancement of listening skills goes away whether to improve the quality of listening comprehension or not The results of this study indicate that the more skilled listeners often adopt strategies such as hypothesis testing strategies, progressive reasoning strategies, and signaling communication strategies Listening strategies are techniques or actions that directly provide for understanding and withdrawal input listening Listening strategies can be categorized according to how the listener processes the input The listener taps on a basic knowledge of the subject, situation or context, type of text, and language This basic information activates a wide range of audience support expectations explain what he has heard and anticipate what he will hear next These are listener based on:

• Listening for the major idea

• Listening for specific information

• Recognizing cognates

• Recognizing word-order patterns

Some listening strategies are classified:

• Before listening: Plan for the listening task

1 One should consider the aim advance what one wants to listen

2 One should decide if more background information is needed

3 One should determine to join in the overall meaning or focus on

the words and phrase

• During and after listening: Monitor comprehension

1 One should confirm predictions and check for inaccurate guesses

2 One should decide what is important to understand and what is not

important to understand

3 One should view again to ensure comprehension

4 One should ask for help if needed

• After listening: Evaluate comprehension and strategy use

1 One should assess comprehension in a particular area

2 One should evaluate overall progress in listening and in particular

types of listening tasks

3 One should come to a decision if the strategies used were suitable

for the purpose

4 One should modify strategies if necessary.

In summary, there are a lot of listening strategies applied to each subject, each situation, each listening, and so on Teachers and learners should actively learn, select appropriate methods and strategies and apply them to each type of listening The bottom line is that regardless of the method or strategy employed, the ultimate goal of all listening is to understand the message of the speaker and respond appropriately to the message

2.2 Teaching EFL listening

2.2.1 Difficulties EFL learners have when listening

According to Ur, P (1996), author of many books on language teaching, learners often face the following difficulties while learning to listen: (1) There is a habit of understanding all the words in a sentence that are understandable, (2) Cannot understand when the English speaks naturally, (3) Need to hear a lot (4) It is difficult

to grasp all the information and not predict what the speaker is about to say (5) If they have to listen for a long time, they will feel tired and lack of concentration When discussing the difficulties of learners with listening to listening, two foreign language teachers, Nguyen Bang and Nguyen Ba Ngoc, listed six difficulties: (1) Difficulties with (2) I have to understand the words, (3) I do not understand when the English speak naturally, (4) I can hardly keep up with the English speaking speed, many times, (6) tired and disappointed In addition, according to Alex Case in the articles on foreign language teaching, there are also some difficulties in learning listening that students often encounter: (1) Lack of vocabulary, (2) indistinguishable (3) Always try to understand all the words in the tape, (4) Be affected by external noise, (5) Unrecognizable voices, (6) Speed speech Furthermore, whereas for students to listen to their own self selected materials they would all need their own

CD players or computers In addition to this, audio materials might be expensive to purchase If a school wanted to administer an extensive listing program with graded reader CDs they would have to purchase all of the CDs with the books at, in many cases, double the cost of purchasing the books by themselves Considering the high cost that many universities undergo buying new books and replacing unreturned books, adding CDs to the mix might be a serious financial burden, which could deter universities from adopting extensive listening Lastly, as will be discussed later in the paper, listening materials are harder than reading materials There is a much higher point of entry in terms of English skill for fluent understanding of listening materials compared to reading materials All these reasons could have contributed to the neglect of extensive listening by teachers and researchers

The difficulties listed above are slight and should not prevent our field from researching and implementing extensive listening in the classroom These problems should be worked around so that students can enjoy the same benefits of fluent listening that they are starting to enjoy with reading In the following sections this paper will discuss what extensive listening is, why its benefits and how to implement

an extensive listening program

In summary, according to the above-mentioned teaching and linguistics, foreign language learners often encounter the following common difficulties while listening:

(1) Not recognizing English sounds, (2) Lack of concentration when listening, (3) Difficult to grasp the main idea of the listening, (4) Need to hear more than once, and (5) Failure to keep up the pace of the speaker

2.2.2 Stages in an EFL listening lesson

The process of a listening lesson consists of three phases: Pre-Listening, Listening, and Post-Listening This process not only helps students understand the lesson but also helps them to use listening skills in real life communication But the prerequisite is that teachers need to clearly define the purpose of each specific listening so that they can guide students to perform well in the next stages

While-Pre-Listening (7 minutes): This is the stage that helps students to orientate, think about the topic or situation before the students listen During this period, teachers should focus on the following tasks: (1) Make the listener listen by directing the topic of the topic, asking the students to look at the picture, reading the words and guessing what they are going to hear, who to talk to ; (2) Ask the students to work

in groups to make a rough guess about what is coming through the picture or listening situation They may not be exactly what they are about to hear, but the problem is that they are excited before they hear it; (3) Help students anticipate difficulties with pronunciation or new structure, background knowledge; (4) The teacher made clear to the students how many times they would listen to them and instructed them to listen to the task (listening to the right answer, answering the question )

While-Listening (20 minutes): This is a period where students have the opportunity to practice At this stage, the teacher presents the types of exercises, asking students to do Students may make mistakes at this stage so teachers pay attention to correct the students and make the correct choices Teachers play the tape

or read two to three times (if the content is difficult to repeat, the first time students help with listening comprehension and covering the contents of the listening (pen down) The third time listening and checking the exercise The main goal of listening

is to listen to the main content or detail and understand the attitude of the author The teacher then listens to the whole lesson as well as the lesson plan and homework assignments After that, you can listen to each lesson to get the results or listen to the

difficult areas to confirm the answers It is a good idea for to listen to each word because doing so will make it easier for the learner to understand each word before listening

Post-Listening (10 minutes): This is the training phase after listening At this stage, students use their knowledge and language skills to practice the "While - Listening" phase in meaningful communication situations After listening to the students to do some exercises such as reporting to the class or group on the results of the exercise, other students listen, comment, or cure for you Teachers should combine other skills such as recall, write-it-up, discussion…

2.2.3 Techniques to teach listening

For listening lessons, usually the purpose of the lesson is to help students practice and develop the skills: Listening; Speaking; Reading; Writing (in which listening skills are essential) At the end of the listening session, students understand the main content of the listening and perform a number of language requirements or exercises Next, teachers select and combine Listening Techniques in a flexible and appropriate way (based on the content of the lesson, the characteristics, the ability of the class and the stages in the teaching process) Each stage has its own specific teaching techniques The use of teaching aids and teaching aids is also important For example, with a cassette player, before preparing to teach you need to prepare good machines, good quality tape and disc and battery backup when power outage must ensure safety when handling; Considering the need, efficiency and specific time for each stage Or when using illustrations, make maximum use of the pictures in the textbook to help students understand the lesson Picture illustrations must have a real connection to the content of the lesson Teachers also need to develop a rational, scientific curriculum that defines the teacher's activities, activities, requirements for each assignment, and student responses and discuss teaching methods with colleagues For students, the teacher asks the students to prepare well for the next lesson by: (1) Raising a system of open questions about what they are going to learn

so they have time to think; (2) Asking students to do some exercises related to the content of the lesson; (3) Encourage and motivate students to be confident, active and creative to raise issues and questions related to the unit

The basic features include the different identifier in other languages and know what that they are meaninged, the following words words or not stretched, understand the word limit and diminished form, so much for that for the Student of the Journal Listening comprehension both the bottom-up and top-down processing is used to the understanding of the words If one of them lacks, we cannot to an accurate understanding For example, if the student can not feel three or four the words of the five words of a speaker's speech (handled from the bottom), unpredictable or inferior, using their own background knowledge (top down processing) Ur (1984) states that "if a word is pronounced differently in an unofficial speech from the way it is formally spoken, or spoken when it is learned, the listener may It simply does not recognize it as a word, or it may even miss its full existence

"(p 17-18) Mendelsohn (1994) states that" there is a certain degree of language This is a step towards achieving language proficiency, teaching students reducing the form of words and word boundaries is very important

2.3 Extensive listening

2.3.1 Definition of extensive listening

From various perspectives, points of view, and approaches, scholars have made different definitions towards extensive listening In this research paper, the definition of reading has been drawn from such authors like Renandya, W A., & Farrell, T.S.C (2011), Rixon, S (1986) and Rob Waring (2003)

According to Rixon (1986), extensive listening was defined as listening for pleasure without paying attention to the specific content or language being used In

EL, learners tend more exposure to freer Moreover, EL can help motivate students and can also give them more opportunities to notice pronunciation and intonation patterns

Rob Waring (2003) considers EL as anything which involves “massive amounts of text,” which learners understand easily and comfortably, at or below their current level of comprehension, without any questions or tasks In Waring’s view, the purpose of EL is to improve recognition of the sounds of English, encourage the automatic processing of “chunks” of spoken English, and to allow students to enjoy

listening to English Whereby, learners self select material according to their level, and listen to a lot of material which they can comprehend fairly well without having

to refer to a dictionary (Renandya & Farrell, 2011) defines extensive listening as:

all types of listening activities that allow learners to receive

a lot of comprehensible and enjoyable listening input These activities can be teacher-directed dictations or read- aloud or self-directed listening for pleasure that can be done outside the classroom The key consideration here is that learners get

to do a lot of meaningful listening practice…

As can be seen from the above definition, extensive listening can be done as an in-class or out of class activities However, all these activities should be meaningful listening practices The students are willing to engage in listening practice and the contents of the materials should be interesting and enjoyable And students doing extensive listening should be hopefully entertained by the content of the text In addition, EL mainly focus on whether the students have actually done the listening

and how much they listened to rather than on how well they understood

2.3.2 Principles of extensive listening

As the students listened, they were more interested and listened to more actively because they were able to choose their own songs with their favorite subject and matched their level In addition, teachers can hold listening sessions extensively both

in class and at home to improve listening comprehension skills for students Through extensive listening, students will become more self-aware, responsible for self-study and proactive decision-making for their own learning More importantly, Waring (2010) argues that listening comprehension is a way to improve fluency in learners

He says that if learners understand most of the text, they will speed up the understanding of words, understand structures, grammatical phenomena or collocations (two or more common words or collocations go together in a certain order) in the post In general, their brain will now work very effectively because they just listen to understand the content to be aware of the grammatical and structural phenomena In addition, this listening skills not only create self-control while learning a foreign language, but also for their high concentration to be able to hear

what they are listening In addition, this approach draws students' attention to standard pronunciation and intonation patterns, stress accents and sentence stress when speaking to help them improve their pronunciation skills Linguists like Brown, Waring, and Donkaewbua (2008) claim that the benefit of listening is to help people learn new vocabulary spontaneously, so they will learn many new words at once and will write miss them for a long time In short, listening comprehension not only improves listening skills, improves vocabulary, improves vocabulary in context and grammatical phenomena, but also for students' self-control, self-control when studying From there, it can give them motivation to maintain learning in the long run; make them successful in all aspects of the language

2.3.3 Extensive listening in EFL learning

Extensive listening is important for developing fluency and improving other language skills, so it is important to focus and focus on the foreign language curriculum Also, when choosing the materials for listening comprehension for the students, teachers should pay attention to the difficulty of listening to the level of students, whether they are easy to grasp After that, the teacher should introduce the listening material to the students before they listen Teachers also need to pay attention to speaking speeds in order to select appropriate listening assignments For students who are new to learning English or at a basic level, teachers should choose slower and slower listening comprehension for students with advanced listening comprehension In addition, teachers should apply a number of tricks to create more understandable input materials, such as using the target language or source language for the audio track For audio-only listening, the simple content of the words, the basic grammatical structure should be chosen Teachers also need to be aware that language instruction should not be limited to three or four weekly class hours that should be maintained outside the classroom Teachers and students can apply information technology to make language learning more effective Using the internet with rich and interesting resources is the ideal tool to extend learning time outside the classroom At present, most students have computers, smart phones, or tablets with internet connection These are devices that can help develop their listening skills

Teachers should therefore introduce, guide and encourage students to use the rich and useful resources available online through these devices to practice listening From there, they can choose to listen to their favorite subject, while at the same time improving their listening comprehension as well as other aspects of the language According to Renandya (2012), EL can improve learners’ ability to face normal speech rate, which for many beginning L2 learners is perceived to be too fast Most students often complain about the difficulty of understanding language, not due to the difficult content, but because it is too fast Moreover, he also claims that EL can enhance students’ word recognition skill That means students can often recognize words in writing, but not in speech Especially, lower proficiency students seem to have problems recognizing words in speech and frequent listening practice seems to facilitate the development of automaticity in sound-script relationships

Dupuy (1999) also pointed out that extensive listening can give students a lot

of opportunities to experience a high level of language comprehension What we want our students to experience is a deeper degree of comprehension when they listen to spoken text, because it is this type of comprehension that is more likely to lead to acquisition There is some research evidence that shows that repeated listening of the same material (called narrow listening) can lead to deeper comprehension Dupuy (1999), for example, found that for her beginning learners of French as a foreign language, a higher degree of comprehension (95% and above) is possible only after the third or fourth listening

Elley (1989) claimed that Extensive listening is a very effective vehicle for comprehensible input which is a necessary and sufficient condition for second language acquisition EL also provides a very important condition for language learning, or it gives the students a lot of comprehensible input This means it allows

us to make inferences about words we don’t even know from context and grow our knowledge base of the language as well as allows us to consolidate what we already know about a language Waring, (2009) It allows us to learn which words are frequently used with which other words and thus builds our knowledge of collocations

There are several advantages to implementing EL in contexts where English as

a foreign language (EFL) is taught First of all, it can increase the amount of exposure to spoken English since for many EFL learners “their teacher is the only consistent source and the English class the only opportunity of exposure to the language” Secondly, EL reduces the feelings of anxiety and frustration learners experience in intensive listening classes since they can control the pace (number of repetitions) of delivery of the oral text and select the topic of the listening material (Renandya & Farrell, 2011) Thirdly, it allows learners to actually listen more and to truly focus on content Finally, it opens a space for listening to more authentic materials as opposed to artificially controlled audios from commercially produced textbook series These and other benefits have been confirmed by different empirical studies

2.4 Foreign language acquisition

The language acquisition theory was developed by Stephen Krashen in the 1970s, in which Krashen concludes that humans have the ability to learn innate language and that there is no significant difference between the way we learn our mother tongue and the way we learn it Effective language learning according to Krashen can be summarized as follows: We develop language competence (mother

or foreign language) through direct acquisition, not from vocabulary list learning, grammar rules or homework Direct acquisition gains occur when one is able to understand the content that we receive in a relaxed state of mind As a result of acquisition directly into language competence, the accumulation process must be long and the content must be diversified and sufficient

Stephen explains how an adult learns foreign languages through the following six hypotheses: Assumption Direct / Acquisition / Learning Assumption / Model Monitor (Monitor Model) /Assume natural order (Natural order) / Input Hypothesis Assume Affective Filter We develop our foreign language skills through direct contact with foreign languages, not by learning the foreign language Krashen's direct / indirect learning theory distinguishes two completely different types of learning foreign languages: acquisition and acquisition Acquisition or natural accumulation is

an unconscious activity, which occurs when we interact directly with foreign languages for communication purposes, similar to the process of children learning the mother tongue Learning is a conscious activity that takes place when one learns the knowledge of foreign languages such as vocabulary list, grammar rules, attention when using v v Acquisition directly plays the leading role in shaping our nearly complete foreign language and is the only factor that creates fluency Indirect learning cannot replace direct acquisition and we can never achieve fluency by learning indirectly Indirect learning only helps to improve accuracy by controlling and correcting immediate internal problems before exposing them However, this control model only occurs when three conditions are met: Learners must remember the rules that apply Learners must focus on the form of expression (parallel to the focus on meaning) and Learners must have time to adjust

Indirect learning, therefore, is only appropriate to apply to content that has not been directly acquired by us, which is relatively clear about logic, and in cases where

we have time to benchmark being writing In addition, we acquire grammar in a certain natural sequence (Assume natural sequence) is determined by the innate language ability and the first language level The problem is that it is difficult to determine what the specific natural sequence is, not to mention the difference between the natural sequence of each person Therefore, learning a common syllabus

is not effective because we will not get it if the syllabus does not match our natural acquisition order We acquire directly by understanding the message conveyed in a relaxed state of mind From above we know that only direct acquisition activity helps

us to improve our foreign language ability We also know that we acquire the structure of language in a certain order So how do we acquire directly? Krashen believes that we accumulate language successfully when we understand content that

is slightly more difficult than our current level This understanding will be supported

by external factors such as images, sounds, body language, teacher explanations and

so on To achieve this level, it is best to watch / listen / read a lot of native content and focus on understanding their meaning In doing so, we will automatically be exposed to content and accumulate language at this level In the same way, speaking

and writing functions will be automatically formed without should be taught, even though they appear long after the listening and reading skills have developed

The consequence of this hypothesis is that if we can optimize the content of the reception, we will be able to achieve foreign language quickly Krashen argued that optimal input has the following characteristics: Can understand: This is the basic and most essential characteristics because if we do not understand the content, then to us the word is just noise and the letter is just meaningless We will not get anything no matter how much we listen / read

Excitement: Good content is what makes us focus on the meaning that it delivers rather than the formality of it The ideal content is the content that gives us complete focus on understanding the meaning of "forgetting" that we are listening / reading foreign languages

There is no specific grammatical sequence: As explained in the Natural Sequence Assumption above, content designed in a certain sequence is not necessary, especially in collective terms

Large enough: This is a very important feature because the natural accumulation process must take place long enough to be effective In addition, the psychological state at the time of exposure to language also has an important effect on cumulative effects (Assumptions of Emotional Filters) If the psychological factors interfere, the language will not be able to reach the Language Acquisition Device (LAD) in the brain (see diagram above) even if we understand what they mean

Specifically, the following states will determine the level of our language acquisition:

• Motivation: Motivation has long been identified as one of the main factors affecting English language learning People who have higher motivation to learn will usually receive better Motivation is defined as the extent ones strive to acquire the language because of the desire to do so and the satisfaction derived from it Motivation is considered significant in its role in language learning success Along this line of thoughts, students’ motivation toward English language learning can, to a certain degree, influence their learning results It is worth

investigating how students become successful or failed in learning English because it might affect their motivation and the way they learn the language Harmer (1991, p.3) explains the meaning of motivation as the “internal drive” that pushes somebody to do something If we think that our goal is worth doing and attractive for us, then we try to reach that goal; this is called “the action driven by motivation” Motivation has an important role in success and failure in learning a second language Spolsky (1990, p 157) stated that motivated students are likely

to learn more and learn more quickly than students who are less motivated In a particular learning situation, students who are less motivated are likely to lose their attention, misbehave and cause discipline problems On the contrary, students who are more highly motivated will participate actively and pay more attention to a certain learning task or activity Krashen (1988, p.22) mentioned the following factors which are rather related to motivation that will attempt to relate the second language ability to these two functions: (1) Integrative motivation: is defined as the desire to become part of the recognition or important members of the community or second language society Those

is based on the interest in learning second language for their learning needs, associate or communicates with the users or for the purpose or purpose participates in or integrate in a second language using the same language in that community; but sometimes it involves emotional or emotional factors a lot; (2) Instrumental motivation: Relates to the concept of purely real value in learn the second language to increase the career or business opportunity of the learner, giving them more prestige and power, accessing scientific and technical information, or just go through their course at school

• Confidence: People who believe in their own abilities will often receive better Confidence is extremely important in almost every aspect of our lives, but a lot of people struggle to find it Sadly, this can be a vicious circle: people lack confidence may find it difficult to become successful

Self-confident people inspire confidence in others: their audience, their friends, their customers and their friends Achieving the confidence of others is one of the main ways in that a confident person finds success Confidence is also very important in language learning Studies on language teaching have been revealed that foreign language learners often seem passive and borrowed in language classes In the age of globalization However, there is an urgent need for English as a foreigner Language Teacher (EFL) to enhance your young student to help them participate more actively in the classroom oral activity

• Fear: The lower the level of fear (of individuals or groups), the better of improvement There would be very few people who approach a new language with no fears Fear of making errors and hence making a fool of ourselves is one of the more common fears that slow down most language learners In fact it is one of the main factors that prevent many people from learning it as they simply do not get enough chance to use it

So if you are one who finds that your fears are holding you back, read this post and see if there is anything here that can help you learn

to overcome them, so you can become more confident and successful in speaking the language you are learning Fear is a notable difference between learning our first language and the next language At the time of learning our first fears had little effect on our learning and prevented anyone from learning it Only when we develop our ego problems begin

to appear

2.4.1 Theories of learning

Learning and teaching are not just transferring and receiving knowledge but rather a process of complex activity Learning theory becomes an analytical tool that allows the teacher to evaluate his / her teaching process and learners focus on their own learning style There are some popular learning theories today:

- Behaviorism: Behaviorism is one of the oldest teaching theories Behavioral educators argue that learning is a conditional reflexive process A person's behavioral change is the result of his or her own reaction to events (stimuli) in that environment

B F Skinner (1982), a representative of behavioral theory, emphasized the importance of positive stimuli to enhance expected responses Behavior theory is less concerned with the cognitive process that occurs in learners that emphasize memorization, practice, and practice and learning based on reward and punishment Learning takes place in a highly controlled environment The teacher becomes the subject of knowledge, giving stimuli to create conditioned reflexes in learners

- Cognitivism: Cognitivism explains the process of learning based on brain activity These doctrinal educators value the role of conditioned reflexes, but they consider learning to be the acquisition or reorganization of cognitive structures through which human’s process and store information Therefore, learning is not simply a link between stimulation and response but an active cognitive process In the cognitive model, knowledge and understanding are expressed in mental states With this view, meaningful learning involves understanding the relationship between facts and principles, and learners will learn best when they have an internal knowledge structure that allows them to connect new knowledge with the knowledge available in their minds to make learning meaningful The adaptation involves the new knowledge being integrated into the existing knowledge Adaptation occurs when new knowledge does not fit, requiring learners to re-think in order to assimilate new knowledge into existing knowledge to create a balance, or to restructure knowledge and present a higher level of thinking The instructor provides content, leads and motivates learners' learning The instructor creates a favorable environment rather than forcing the learner to follow an established pattern At the same time, the learner is responsible for receiving materials, processing and disposing of information provided by the instructor Based on this theory, the subjective knowledge of the learner is constructed by each learner through the combination of old knowledge and new knowledge Knowledge is actively built in the process of intellectual development

- Constructivism: This is one of the most influential learning theories about the approach to education Jerome Bruner (1968), a scientist who represents this theory

of learning, argues that exploration practice teaches people how to absorb information in a way that make it easy to get involved in problem solving The role

of the instructor is to lead learners to explore their knowledge At the same time social constructivism is another form of the model that emphasizes the social nature

of learning It emphasizes the importance of culture, language and learning context Learners can master the concept with the help of those around them

- Connectivism: This learning theory defines learning as the process of creating connections and building networks with connections and nodes Learning is seen as connecting existing knowledge nodes and new knowledge nodes to create a network (Siemens (2005)) While the network seems simple, its dynamics are influenced by a number of factors: content (data or information), Static nodes (stable knowledge structures), dynamic nodes (usually changing based on new information and data), self-updating nodes (nodes linked to the source) root, but develop at a higher level), factors related to the emotional state (affect the future of the formation of the connection) Making connections is the key part of a network These connections can

be strengthened by nodes that include factors such as motivation, emotion, structure, logic, and experience Learning is designed by the learner (making connections), so the instructor should not emphasize the role of presenting information, but rather develop the learner's ability to operate the information Information is no longer presented in a straight line, but the learner is provided with some tools to create his or her learning path

Two prominent issues in A Bandura's theory are: human learning by stereotyping and self-management: From his studies, A Bandura outlined the stereotype of four steps:

• Note: To learn something, we will focus on the thought If we do not pay attention, we will not be able to learn anything When trying to imitate the model, if the model is attractive, colorful and promising,

we will pay more attention A model that is close to the individual in certain aspects will make an individual more focused

• Retention / retention: The ability to retain memory of what we have focused on We remember what was seen from the model through the form of the images in the mind or through the descriptions of the words, or in other words, the people who kept the observation in mind Remember in the form of pictures and language so that when needed, we can get out to use Things that leave a lot of impression

on people will remember them for a long time

• Repeat: After attention and retention, the individual transmits mental images or language descriptions into true behavior Our imitation will improve if we repeat what we observed with real action, otherwise practicing people cannot learn anything On the other hand, our ability to recur will be better if we constantly imagine ourselves in action

• Motivation: If there is no benefit we will not learn, so in the process

of learning a new operation the engine plays an important role for each person We have a model of gravity, memory, and imitation, but without imitation motives, at least one reason why we must imitate this behavior, we will not be able to study effectively

The second problem in social learning is self-control Self control is the process

of controlling our own behavior According to A Bandura, self-control includes the following steps:

• Self-observation: When we look at our own body and our actions,

we usually control these behaviors to a certain extent Consideration:

We compare what we see with a certain standard system (the standard of our own society or our own)

• Self-Responsiveness: If you are content with comparing your standards, you will reward yourself with self-reliance When we are satisfied with our behavior, we find ourselves more comfortable, more confident On the contrary, if we are not satisfied we will be less confident According to social learning theory, many behaviors