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Trang 1 ------ NGUYEN VAN ANH PRIMARY EFL TEACHERS’ DIFFICULTIES IN TEACHING LISTENING SKILLS AND STRATEGIES TO OVERCOME THEM Trang 2 NGUYỄN VÂN ANH Trang 3 STATEMENT OF AUTHORSHI
MINISTRY OF EDUCATION AND TRAINING QUY NHON UNIVERSITY - - NGUYEN VAN ANH PRIMARY EFL TEACHERS’ DIFFICULTIES IN TEACHING LISTENING SKILLS AND STRATEGIES TO OVERCOME THEM Field: Theory and Methodology of English Language Teaching Code: 8140111 Supervisor: Le Nhan Thanh, PhD Binh Dinh- 2023 BỘ GIÁO DỤC VÀ ĐÀO TẠO TRƯỜNG ĐẠI HỌC QUY NHƠN NGUYỄN VÂN ANH NHỮNG KHÓ KHĂN GIÁO VIÊN TIỂU HỌC TRONG VIỆC DẠY KỸ NĂNG NGHE VÀ NHỮNG CHIẾN LƯỢC VƯỢT QUA NHỮNG KHÓ KHĂN Ngành: Lý luận và phương pháp dạy học bộ môn Tiếng Anh Mã số: 8140111 Người hướng dẫn: TS Lê Nhân Thành Bình Định - 2023 i STATEMENT OF AUTHORSHIP The work contained in this thesis has not previously been submitted for a degree or diploma in any university I certify that, to the best of my knowledge and belief, my thesis contains no material previously published or written by any other person except where due reference is made in the thesis itself Binh Dinh, 2023 Signed: Nguyen Van Anh ii ACKNOWLEDGEMENTS Without the great assistance of my supervisor, Dr Le Nhan Thanh, this work would not have been achievable I am deeply indebted to my supervisor since from the research proposal to the final version of this report, his vast knowledge, practical experience in the field, great enthusiasm and meticulous attention to detail have been an inspiration and kept me on track I would like to offer my special thanks to those who participated in my research for their valuable time fulfilling the questionnaire and insightful information from the interview If it had not been for their willingness and enthusiasm, I could not have collected important data for my study My deepest gratitude also extends to all of my wonderful classmates for the time we shared as well as the information and experience we gained from one another Their continuous support and encouragement mean a lot to me in the accomplishment of this study Last but not least, my family members have been tremendously significant to me in the pursuit of this project I would like to express my gratitude to my parents, who have always supported and guided me in my endeavors They are the definition of positive role models i ABSTRACT The study was carried out to examine the difficulties that EFL teachers faced when teaching listening English to students and to investigate the strategies that they used to overcome these difficulties The author conducted a survey, interview, and classroom observation Specifically, this study involved 52 teachers from 10 primary schools in Binh Dinh province who are in charge of teaching English to 5th grade students In addition, to get insights, the author also interviewed five teachers and observed five classes The research results reflected the variety of difficulties that EFL teachers encounter in teaching listening skills Their major difficulties included choosing the appropriate learning materials, designing major lessons, maintaining student focus, assessing student listening skills, etc In addition, in this study, the author also proposed effective strategies to help teachers overcome these challenges These included providing appropriate learning materials, investing in modern equipment, training and skill development for teachers, and support from parents at home It could be said that this study provided insights into the challenges that primary EFL teachers were facing when teaching English listening skills to 5th grade students in Binh Dinh province A clear understanding of these difficulties and strategies for addressing them could help to create effective learning environments and support language development, especially the listening skills of 5th grade students in some primary schools in Binh Dinh province The limitations of the study are discussed The thesis also addressed implications for primary school administrations, primary EFL teachers, and parents and suggested further studies Keywords: listening skills, difficulties, strategies, EFL teacher, teaching listening ii TABLE OF CONTENTS STATEMENT OF AUTHORSHIP i ACKNOWLEDGEMENTS ii ABSTRACT i LIST OF ABBREVIATIONS v LIST OF TABLES vi LIST OF FIGURES vii CHAPTER 1: INTRODUCTION 1 1.1 Rationale 1 1.2 Aim and Objectives of the Study 3 1.2.1 Aim 3 1.2.2 Objectives of the Study 3 1.3 Research Questions 4 1.4 Significance of the Study 4 1.5 Scope of the Study 4 1.6 Structure of the Thesis 5 CHAPTER 2: LITERATURE REVIEW 6 2.1 Definitions of Listening 6 2.2 Principles of Teaching English Listening Skills 8 2.3 Listening Methods 13 2.4 Stages of Teaching Listening Comprehension 14 2.5 Teacher’s Role in Teaching Listening 16 2.6 Difficulties in Teaching Listening Skills 18 2.6.1 Difficulties From Teachers 18 2.6.2 Difficulties From Students 19 2.6.3 Difficulties in Knowledge and Skills 20 2.6.4 Difficulties in Teaching Facilities 21 2.7 Factors Affecting the Effectiveness of Teaching Listening Skills 23 2.8 Strategies to Overcome Teachers’ Difficulties in Teaching Listening 25 iii 2.9 Review of Previous Studies 29 CHAPTER 3: METHODOLOGY 33 3.1 Research Approaches 33 3.2 Research Setting and Participants 34 3.3 Data Collection Instruments 38 3.3.1 Questionnaire 39 3.3.2 Interviews 41 3.3.3 Classroom Observations 42 3.4 Data Collection Procedure 43 3.4.1 Administering the Questionnaire 43 3.4.2 Administering the Interviews 44 3.4.3 Administering the Observations 45 3.5 Data Analysis 45 3.6 Summary 48 CHAPTER 4: FINDINGS AND DISCUSSION 49 4.1 Findings From the Questionnaire 49 4.1.1 Difficulties in Teaching Listening Skills 49 4.1.2 Causes for Difficulties in Teaching Listening Skills 54 4.1.3 Strategies to Overcome Difficulties 60 4.1.3.1 Strategies to Overcome Difficulties for Schools 60 4.1.3.2 Strategies to Overcome Difficulties for Teachers 62 4.1.3.3 Strategies to Overcome Difficulties for Parents 65 4.2 Discussion 67 CHAPTER 5: CONCLUSION AND IMPLICATIONS 71 5.1 Summary of the Major Findings 71 5.2 Conclusion 72 5.3 Limitations of the Study 73 5.4 Implications 73 5.4.1 Implications for Schools 74 5.4.2 Implications for Teachers 76 iv 5.4.3 Implications for Parents 78 5.5 Suggestions for Further Studies 80 5.6 Summary 81 REFERENCES 82 APPENDICES 87 v LIST OF ABBREVIATIONS Abbreviation Explanation EFL English as a Foreign Language RO Research objectives vi LIST OF TABLES Table 3.1.Data From the Survey of Background Information of the Teachers 35 Table 3.2 Data From the Questionnaire of Item Distribution 40 Table 4.1 Data From the Survey of Difficulties in Teaching Listening Skills 49 Table 4.2 Data from a Survey of Causes for Difficulties in Teaching Listening Skills 54 Table 4.3 Data From the Survey of Strategies to Overcome Difficulties in Teaching Listening Skills (for Schools) 60 Table 4.4 Data From the Survey of Strategies to Overcome Difficulties in Teaching Listening Skills (for Teachers) 62 Table 4.5 Data From the Survey of Strategies to Overcome Difficulties in Teaching Listening Skills (for Parents) 65