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Trang 1 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 Met
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 .i ACKNOWLEDGMENTS ii ABSTRACT iv LIST OF TABLES viii LIST OF FIGURES ix 1.1 Rationale 1 1.2 Aim and Objectives 4 1.2.1 Research Aim 4 1.2.2 Research Objectives 4 1.3 Research Questions 4 1.4 Scope of the Study 4 1.5 Significance of the Study .5 1.6 Organization of the Study .5 CHAPTER 2 LITERATURE REVIEW 7 2.1 Definition of Perceptions .7 2.2 The Listening Skill 8 2.2.1 Definitions of Listening 8 2.2.2 Listening Processes 9 2.2.3 The Importance of the Listening Skill 10 2.2.4 The Difficulties of Listening Skill 11 2.3 Listening Comprehension 11 2.3.1 Definitions 11 2.3.2 How Listening Lessons Are Taught And Learned 13 2.3.3 Barriers in Listening 14 2.4 Stages of Teaching Listening .16 2.4.1 Pre-listening Stage 16 2.4.2 While- listening Stage 17 2.4.3 Post – listening Stage .17 2.5 Pre-listening Activities .18 2.5.1 What Is Pre-listening .18 2.5.2 Definitions of Pre-listening Activities 19 2.5.3 Advantages of Pre-listening Activities for Developing Listening Abilities .25 2.6 Previous Studies Related to Perceptions of Pre-listening Activities 25 2.7 Summary .29 vi CHAPTER 3 RESEARCH METHODOLOGY .30 3.1 Research Design 30 3.2 Research Setting 31 3.3 Research Participants 32 3.4 Research Instruments 35 3.4.1 Questionnaires 36 3.4.2 Interviews 37 3.5 Data Collection Procedure 40 3.6 Procedure for Data Analysis .41 3.7 Research Reliability and Validity .41 3.8 Legal And Ethical Considerations 41 3.9 Conclusion 42 CHAPTER 4 FINDINGS AND DISCUSSION 43 4.1 Students’ Perception of Pre-listening Activities in the Textbook “English 10” (Global Success) 43 4.1.1 Discussion of The Results Collected by Means of The Questionnaire 43 4.1.2 Discussion of the Results Collected by Means of the Interview 59 4.2 Teachers’ Perceptions of Pre-listening Activities in the Textbook “Tieng Anh 10” (Global Success) 61 4.2.1 Discussion of the Results Collected by Means of the Questionnaire 61 4.2.2 Discussion of the Results Collected by Means of the Interview 73 4.3 Discussion of the Comparison between Teacher’s Perceptions and Students’ Perceptions of Pre-listening Activities .80 4.3.1 The Similarities 80 4.3.2 The Differences 82 CHAPTER 5 CONCLUSION AND IMPLICATIONS 85 5.1 Conclusion 85 5.2 Pedagogical Implications 88 5.3 Limitations 89 5.4 Recommendations and Suggestions for Further Research 90 REFERENCES 91 APPENCICES I vii LIST OF ABBREVIATIONS EFL : English as a Foreign Language LC : Listening Comprehension SLL : Second language learning viii LIST OF TABLES Table 1.1 Pre-listening Activities (Ree, R 2002) Table 1 2 Pre-listening Strategies (Devine, 1982) Table 3.1 Summary of characteristics of the research participants (teachers) Table 3.2 Summary of characteristics of the research participants (students) Table 3.3 Research questions and instruments Table 3.4 Back ground information of the interviewed teacher group Table 3.5 Back ground information of the interviewed student group Table 4.1: Students’ view about the necessity of carrying out pre-listening activities Table 4.2: 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