MINISTRY OF EDUCATION AND TRAINING QUY NHON UNIVERSITY NGUYEN HUYNH YEN ANH A STUDY ON TEACHERS’ AND STUDENTS’ PERCEPTIONS OF THE USE OF PRE-LISTENING ACTIVITIES IN TIENG ANH 10 (GLOBAL SUCCESS) IN PHU MY DISTRICT Field: Theory and Methodology of English Language Teaching Code: 8242170001 Supervisor : Dr. HA THANH HAI BỘ GIÁO DỤC VÀ ĐÀO TẠO TRƯỜNG ĐẠI HỌC QUY NHƠN NGUYỄN HUỲNH YẾN ANH NHẬN THỨC CỦA GIÁO VIÊN VÀ HỌC SINH VỀ VIỆC SỬ DỤNG HOẠT ĐỘNG PRE-LISTENING TRONG GIẢNG DẠY TIẾNG ANH 10 (GLOBAL SUCCESS) Ở CÁC TRƯỜNG THPT TRÊN ĐỊA BÀN HUYỆN PHÙ MỸ Ngành: Lý luận và phương pháp dạy học bộ môn Tiếng Anh Mã số: 8242170001 Người hướng dẫn: TS. Hà Thanh Hải i DECLARATION OF AUTHORSHIP I certify that the minor thesis entitled “ A study on the EFL teachers’ and students' perceptions of the use of pre-listening activities in Tieng Anh 10 (global success) in Phu My District” is the result of my own work. It was conducted under the supervision of Dr.
Ha Thanh Hai, a lecturer working at Quy Nhon University. I declare that the data included in this study are the product of my own hard work and effort. More than what is noted in the references, I have not used any additional materials. No other person’s work has been used without due acknowledgement in the main text of the thesis.
Additionally, neither a partial nor a complete submission of this thesis has been made for any other degree or diploma. Binh Dinh, 2023 Nguyen Huynh Yen Anh ii ACKNOWLEDGMENTS This thesis was not simply the result of my own efforts; It also benefitted from the great help I got from institutions and people during the whole process, to whom I would like to extend my deep gratitude. First and foremost, I want to thank and appreciate my supervisor, Dr. Ha Thanh Hai, from the bottom of my heart.
I owe her for him clear direction, considerate advice, loving support, and limitless patience. This study task could not have been completed successfully if he had not taken the time to provide the guidance. Second, I want to express my gratitude for all the lectures I attended during my M.A course for their profound and knowledgeable advice, which unfailingly assisted me in overcoming all the challenges. Thirdly, I want to express my sincere gratitude to the Department of Post- graduate studies and the Department of Education at Quy Nhon University for their administrative support.
Forthly, I extend my heartfelt gratitude to the English teachers at My Tho, Nguyen Trung Truc, Phu My 1, and Phu My 2 high schools for their invaluable assistance in responding to the interview inquiries, offering constructive input for this research, and their openness in discussing pertinent issues. Fifthly, I express my gratitude to the students of various 10th-grade classes, namely 10A1 and 10A3 at My Tho High School, 10A4 and 10A9 at Phu My 2 High School, 10A2 and 10A4 at Nguyen Trung Truc High School, and 10A1 and 10A5 at Phu My 1 High School, for their invaluable assistance during my visits to collect data for the survey questionnaire. Their support was iii pivotal, and without it, the success of this study would not have been achievable. Lastly, I am grateful to have had the unwavering support and companionship of my dear family and friends throughout this journey.
Their consistent encouragement during both the course and the research for this thesis provided me with strength and a significant source of inspiration. iv ABSTRACT This research focuses on teachers and students’ perceptions of the use of pre-listening activities in Tieng Anh 10 (Global Success) in Phu My District. With a keen interest in examining and analyzing the use of pre- listening activities in enhancing listening skills among high school teachers in Phu My, the author has undertaken a comprehensive review of relevant literature to provide the theoretical foundation for this thesis. Consequently, the researcher has established a solid conceptual framework to underpin and substantiate the thesis.
The study was conducted randomly, involving 16 English teachers and 326 tenth-grade students distributed across eight classes in four high schools. The data analyzed in this study encompassed participants' responses to questionnaires and interviews. The findings of this research shed light on the preferences and feedback of both students and teachers concerning the pre-listening activities in the new textbook, Tieng Anh 10 (Global Success). Furthermore, the study offers a comparative analysis of teachers' and students' perspectives regarding these pre-listening activities.
Based on the primary findings of this study, the author presents recommendations for the implementation of pre-listening activities, outlines pedagogical implications derived from the results, discusses the study's limitations, and suggests for future research. v TABLE OF CONTENTS DECLARATION OF AUTHORSHIP. iv LIST OF TABLES. viii LIST OF FIGURES.
Aim and Objectives. Scope of the Study. Significance of the Study. Organization of the Study.
Definition of Perceptions. The Listening Skill. Definitions of Listening. The Importance of the Listening Skill.
The Difficulties of Listening Skill. How Listening Lessons Are Taught And Learned. Barriers in Listening. Stages of Teaching Listening.
Pre-listening Stage. While- listening Stage. Post – listening Stage. Pre-listening Activities.
What Is Pre-listening. Definitions of Pre-listening Activities. Advantages of Pre-listening Activities for Developing Listening Abilities. Previous Studies Related to Perceptions of Pre-listening Activities.
Data Collection Procedure. Procedure for Data Analysis. Research Reliability and Validity. Legal And Ethical Considerations.
FINDINGS AND DISCUSSION. Students’ Perception of Pre-listening Activities in the Textbook “English 10” (Global Success) .1 Discussion of The Results Collected by Means of The Questionnaire .2 Discussion of the Results Collected by Means of the Interview. Teachers’ Perceptions of Pre-listening Activities in the Textbook “Tieng Anh 10” (Global Success) .1 Discussion of the Results Collected by Means of the Questionnaire. Discussion of the Results Collected by Means of the Interview.
Discussion of the Comparison between Teacher’s Perceptions and Students’ Perceptions of Pre-listening Activities. CONCLUSION AND IMPLICATIONS. Recommendations and Suggestions for Further Research. I vii LIST OF ABBREVIATIONS EFL : English as a Foreign Language LC : Listening Comprehension SLL : Second language learning viii LIST OF TABLES Table 1.
Pre-listening Activities (Ree, R. Pre-listening Strategies (Devine, 1982) Table 3. Summary of characteristics of the research participants (teachers) Table 3. Summary of characteristics of the research participants (students) Table 3.
Research questions and instruments Table 3. Back ground information of the interviewed teacher group Table 3. Back ground information of the interviewed student group Table 4.1: Students’ view about the necessity of carrying out pre-listening activities.2: Students’ view about teacher’s frequency of using pre-listening activities in class Table 4.3: Students’ perceptions about advantages of pre-listening activities Table 4.4: Teachers’ frequency of using pre—listening activities ix LIST OF FIGURES Figure 1. Students’ opinion on the importance of listening skill Figure 2.
The views of students toward learning listening Figure 3 : Students’ preferenece for teacher’s instruction Figure 4: Students’ preference for method discussion Figure 5: Students’ preference to pre-teaching vocabulary Figure 6: Students’ expectation for providing the content of the listening passage Figure 7: Students’preference for kinds of questions Figure 8: Students' perceptions on pre-listening activity in the text book "Tieng Anh 10" Figure 9: Students' suggestions for the updates to pre-listening activities in the textbook "Tieng Anh 10" Figure 10: Teachers’ perceptions towards listening skill Figure 11: Teachers’ perceptions of pre-listening activities Figure 12: Teachers’ perceptions of the most suitable pre-listening activities for students Figure 13: Teachers’ preference for helping students brainstorm. Figure 14: Teachers’ preference for discussion method Figure 15: Teachers’ preference for pre-teaching new words Figure 16: Teachers’ preference of using techniques for introducing the content of listening text Figure 17: Teachers’s preference for using kinds of questions x Figure 18: Teachers’ perspectives of problem(s) when using pre-listening activities Figure 19: Teachers’ perceptions of the pre-listening activities in the text book “ English 10” (Global Success) Figure 20: Teachers’ suggestions for pre-listening activities in the textbook 1 CHAPTER 1. INTRODUCTION The background information laid out in the introduction chapter is helpful in understanding the topic of this study. Furthermore, it is established with the thesis's framework, which consists of (1) a rationale, (2) aims and objectives, (3) research questions, (4) the scope of study, (5) its significance, and (6) organization.1 Rationale The ability to listen is one of the most crucial skills required to learn a language.
Listeners must have excellent listening skills to understand what is being said, not just in the first language but also in the second. "We can expect to listen twice as much as we speak, four times more than we read, and five times more than we write. Students at Phu My Distric struggle greatly to master listening skills, just like students around Viet Nam. If they do not pay attention to what others are saying, they can rarely hear spoken messages.
Pre-listening activities are therefore essential for reducing learners' apprehension before listening courses and for attracting their interest in learning listening techniques. The effectiveness of pre-listening exercises has been studied extensively and pre-listening strategies were the subject of a study by Hong, L. (2006) to encourage students at Lomonosov upper- secondary school to develop their listening skills. The study found that the pre- listening strategies used by the teachers occasionally did not greatly motivate the students.
There were still discrepancies in teachers' and students' preferences for pre-listening exercises. conducted yet another study on the pre-listening stage (2010), she looked into how pre-listening exercises affected the listening skills of 10th graders at Nguyen Gia Thieu High School in Hanoi. According to the study's findings, various pre-listening exercises utilized by the teachers had a positive impact on the listening 2 comprehension of the pupils. (2010) investigated the impact of suitable pre-listening activities on the English listening comprehension of 10th-form students.
Pre-listening activities that encouraged students to practice their listening abilities were greatly appreciated by both teachers and students. These studies looked at the advantages of pre-listening activities on students' ability to learn listening skills at various schools. The researcher has come to the conclusion that each learner has a unique attitude toward and method of approaching the acquisition of listening skills based on observation and personal experience as an English teacher in a high school. Many students prioritize learning reading and grammar despite the fact that the new English textbooks are task-based and provide four practice skills.
They do not put much effort into mastering listening skills because they believe they will not need them in national exams and because they find it difficult to understand what is being said when listening in a one-way setting without having a chance to interact with the speakers. The researcher has some problems with the questions of which strategy addresses listening skill more successfully and how pre-listening activities help students as they learn to listen. Vietnam is attempting to gradually implement educational reforms in order to catch up with the goals of language instruction. For instance, teachers put in time and effort to assist students enhance their communication skills in English.
It is a fact that, in accordance with Ministry of Education policy, communicative approach is utilized to teach English. The government of Vietnam's 2020 Project states that speaking and listening are becoming more and more crucial components of learning English. Additionally, each high school class focuses on teaching 4 communication skills, therefore there are excellent teaching strategies for instructors to use while teaching listening 3 skills. The students listening abilities are still lacking for a variety of reasons, though.
First off, because most of the students at high schools in My Tho, Phu My 2, Nguyen Trung Truc and Phu My 1 are from rural regions, they have less experience with English than students who attend schools in major cities. The absence of instruction and learning is another factor.