Primary efl teachers diffculties in teaching listening skills and strategies to overcome them

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

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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

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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.

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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

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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

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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

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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

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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

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LIST OF FIGURES

Figure 3.1.The EFL Teachers’ Genders ............................................................................ 36
Figure 3.2. The EFL Teachers’ Age.................................................................................. 37
Figure 3.3. The EFL Teachers’ English Teaching Experience ......................................... 38
Figure 3.4. Quantitative Data Collection Procedure ......................................................... 43
Figure 3.5. Qualitative Data Collection Procedure ........................................................... 44
Figure 3.6. Process of Qualitative Data Analysis ............................................................. 46
Figure 4.1. Difficulties Teacher Face During Teaching Listening Skills ......................... 51
Figure 4.2. Causes for Difficulties in Teaching Listening Skills ...................................... 56
Figure 4.3. Strategies to Overcome Difficulties in Teaching Listening Skills for Schools
........................................................................................................................................... 62
Figure 4.4. Strategies to Overcome Difficulties in Teaching Listening Skills for Teachers
........................................................................................................................................... 64

Figure 4.5. Strategies to Overcome Difficulties in Teaching Listening Skills for Parents
........................................................................................................................................... 66

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CHAPTER 1: INTRODUCTION

Chapter one presents the introduction to the study. This chapter discusses six
parts, namely the rationale, the aim of the study and research question, the scope of
the study, the significance of the study, and the outline of the study.
1.1. Rationale

English is regarded as an international language, which is the bridge for
cooperation and development among countries around the world. Therefore,
learning and using English is very important. In this era of globalization, English is
an international language that can be used by all countries in the world. In Vietnam,
English is the most commonly used foreign language. On September 30th, 2008, the
Prime Minister signed Decision No. 1400/QD-TTG, approving the project
"Teaching and learning foreign languages in the national education system. It is also
a subject in the final examination in Vietnam, and all students must pass it. The role
of the teacher is that of a facilitator, helping students learn English. Harmer (2008)
states that the term "facilitator" is designed to help students learn. In learning a
foreign language, it is necessary for learners to master language skills, including
listening, speaking, reading, and writing, as well as components such as vocabulary,
structure, and pronunciation. Listening is one of the key abilities in learning and
imparting English among these four language skills. Ur (1989) asserts that teaching
listening comprehension is one of the major tasks in TEFL. Listening is different
from hearing. Andrade (2006) defines listening as the ability to hear attentively and
to understand what others are saying. In addition, Gilakjani and Sabouri (2016) state
that listening is a process of receiving what the speaker says, making and showing

meaning, negotiating meaning with the speaker and answering, and creating
meaning through participation, creativity, and empathy. In conclusion, listening is
not merely hearing what another speaker is saying, but it is a process of

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understanding and comprehending what others are saying. In order to generate
stronger English speakers, listening skills should be taught efficiently in the EFL
classroom. As Andrade (2006) proposed, listening is a complementary skill to
speaking, and it is important to stress listening in teaching English to the students
for becoming good speakers. When learners have good listening skills, they are
exposed to new knowledge and different perspectives. Listening skills help people
learn from others, expand their knowledge, and develop themselves. This can apply
in many areas of life, from education to work and personal life.

However, teaching listening is neglected in that teachers are generally less
aware of its importance for students. The teaching of listening is a neglected and
poorly taught aspect of English in many EFL programs (Gilakjani & Ahmadi,
2011). Therefore, listening has long been regarded as the most difficult and
challenging skill for both foreign language teachers and pupils these days. As
Bingol, Celik, Yildiz, and Mart (2014) describe, second language learners have
significant problems with listening comprehension because of the fact that schools
pay more attention to structure, writing, reading, and vocabulary. In reality, in many
primary schools in Vietnam in general and in Binh Dinh province in particular,
teaching English listening skills has not been paid attention. Furthermore, in the
process of teaching English, teachers encounter many difficulties from the teacher's
side and from the learner's side: difficulties in knowledge and skills, difficulties in
facilities, and difficulties in terms of time. These difficulties come from many
different reasons, such as the limited capacity of teachers and the lack of support
from the school. This affects the effectiveness of students' future English learning

and application. Therefore, proposing the strategies to overcome challenges and
difficulties in the process of teaching listening skills is extremely necessary and
urgent for primary schools in Binh Dinh province today.

Researching primary school teachers' difficulties in teaching listening skills
is important in the educational context in Vietnam, especially in Central Vietnam,
where culture and education have been developed. Despite the increase in
educational quality, gaps still exist in the training and development of language

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skills, especially listening skills. Moreover, in Vietnam, the learning culture often
focuses on learning foreign languages, in which English plays an important role.
However, many studies on teaching listening skills at the elementary level are still
limited, especially in the context of teaching English as a foreign language. Hence,
research on teachers' specific difficulties in imparting and developing listening
skills in Central Vietnam is currently insufficient to provide the specific guidance
and strategies to overcome them.

For the above reasons, the author decided to choose the topic: "Primary
EFL Teachers’ difficulties in teaching listening skills and strategies to overcome
them" as the research topic for my master's thesis. This study deals with teachers'
current and potential problems in teaching listening skills in primary schools in
Binh Dinh, examines teachers' solutions to these difficulties, and then proposes
appropriate teaching methods and strategies that can facilitate English listening
lessons. The results can provide useful information for English teachers, schools,
and the government to create better policies that can improve English language
teaching (ELT) in Binh Dinh.
1.2. Aim and Objectives of the Study
1.2.1. Aim

The study aims to investigate EFL teachers’ difficulties in teaching listening
skills and their strategies to overcome them.
1.2.2. Objectives of the Study

In order to achieve this aim, the researcher will try to fulfill the following
objectives:
The first research objective is to investigate EFL teacher’s perceptions of
difficulties in teaching listening skills.
The second research objective is to discover the factors affecting on difficulties in
teaching listening skills.
The third research objective is to examine their strategies to overcome them.

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1.3. Research Questions
In order to achieve the above aim and objectives, the researcher will collect

data and analyze it in order to answer the following questions:
1. What are EFL teachers’ difficulties in teaching listening skills?
2. What do the teachers consider as the factors causing these difficulties?
3. What strategies do they adopt to deal with these difficulties?
1.4. Significance of the Study

The current study may make both theoretical and practical contributions.
Theoretically, while much research has been conducted to find out EFL teachers'
difficulties in teaching listening skills, there are still few studies to be done in
Vietnam. Therefore, it may make a small contribution to provide valuable
information that significantly contributes to finding out the challenges encountered
by teachers in teaching listening skills in EFL primary school contexts. The study

can be used to develop further knowledge on the topic. Practically, knowing that
teaching listening skills is a considerable challenge may help EFL teachers come up
with possible solutions to overcome them. Teachers can verify their current
principles and practices of teaching in order to prepare materials or adapt listening
activities in course books to meet students' needs and expectations.
1.5. Scope of the Study

Due to the research conditions, it is impossible to carry out the research in a
large-scale investigation of 52 primary teachers from ten schools in Binh Dinh
province, including: Nhon Ly Primary School, Nhon Hoi Primary School, Le Hong
Phong Primary School, Hoang Quoc Viet Primary School, Le Primary School Hong
Phong, Ly Thuong Kiet Primary School, Ngo May Primary School, Le Loi Primary
School, Ngo Quyen Primary School, and Bui Thi Xuan Primary School. Instead,
this research is conducted with EFL teachers who have been teaching English to 5th
grade students in Quy Nhon City. The study focuses on examining current issues
with teaching English listening and identifies the solutions suggested by educators.
Furthermore, the study has made several recommendations to help improve the
quality of teaching English listening skills.

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1.6. Structure of the Thesis
The study of EFL teachers’ difficulties in teaching listening skills and

strategies to overcome them at primary schools in Binh Dinh province is divided
into five chapters: Introduction, Literature Review, Methodology, Findings and
Discussion, Conclusion, and Implications.

Chapter 1, Introduction, presents the rationale, which introduces the reasons
why the researcher chose to conduct the study, the aim and objectives, the research

questions, the scope, the significance, the definition of important terms, and the
structure of the thesis.

Chapter 2, Literature Review and Theoretical Background, shows some
previous relevant studies and relevant theoretical background for the study.

Chapter 3, Methodology, explains the research methods. Firstly, it presents the
research approach. Secondly, it describes the participants. Thirdly, it introduces the
research instruments used to collect data. Lastly, this chapter comes to an end with
the procedure for conducting the study.

Chapter 4, Findings and Discussion, reports the results of the study. First of
all, the reliability of the instruments is introduced. Then, the information collected
from the observations and questionnaire is analyzed. Finally, the data from the
interview is analyzed in order to give an in-depth explanation of the findings of the
study.

Chapter 5, Conclusion and Implications, concludes the report of the study.
First, it summarizes the main findings of the study. Then, it suggests the research
implications. Finally, the limitations of the study and the suggestions for future
research make up the last part of this chapter.

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CHAPTER 2: LITERATURE REVIEW

This chapter presents the main concepts and terms that form the theoretical
foundation of the study. In this chapter, the difficulties of primary EFL teachers in
teaching listening skills and their strategies to overcome them in Binh Dinh
provinces are written and explained in detail. Finally, previous related works

conducted by other researchers are reviewed in terms of their focus and findings.
2.1. Definitions of Listening

Listening is one of the most fundamental and inseparable skills of teaching
and learning of English. It is a primary language skill for foreign language learners
to acquire. Similarly, listening refers to the ability that enables the learners to
identify and understand the natural or recorded speech of someone. Speech involves
pronunciation of consonant and vowel sounds, stress, rhythm and intonation. So,
listening is directly related to these aspects of speech. Khaniya (2005, p.124) said;
Listening is a complex process. In listening, the listener receives the incoming data,
an acoustic signal and interprets it on the basis of a wide variety of linguistic and
nonlinguistic knowledge. The linguistic knowledge includes knowledge of
phonology, lexis, syntax, semantics, discourse structure, pragmatics ad
sociolinguistics. The non-linguistic knowledge includes knowledge of the topic, the
context and general knowledge about the world and how they work. Chastain
(1971) defined listening as the ability to understand native speech at normal speed.
Morley (1999) said that listening involves auditory discrimination, aural grammar,
selecting necessary information, remembering it, and connecting it to the process
between sound and form of meaning. Likewise, Richards et al. (1999, p.16)
delineated listening as “the process of understanding speech in a second or foreign
language”. Similarly, in Underwood’s (1989, p.1) words, “Listening is the activity
of paying attention to and trying to get meaning from something we hear.” Anyway,
we receive messages or information through listening. It is taken to mean trying to
understand the oral message people are conveying. Listening is a basic skill to be

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developed for language learners. The learners cannot learn languages without
proper development of listening. Morris and Leavey (2006) mentioned that
language learning depends greatly on listening due to the fact that it is the skill that

provides the primary impulse that initiates first, second and foreign language
learning.

Anderson & Lynch (1988) defined successful listening as follows:
"Understanding is not something that happens because of what a speaker says: the
listener has a crucial part to play in the process, by activating various types of
knowledge, and by applying what he knows to what he hears and trying to
understand what the speaker means." Today, we realize that listening is an active
process, and that good listeners are active listeners. To be well in listening, listeners
must have the capability of analyzing and deciphering the massage sent, and the
ability of applying strategies and skills to get meaning, and the ability to make the
replying in many ways, basing on the content, the theme and the aim of the
conversation. Listening also strongly relates to thoughts, emotions and intentions.
In conclusion, listening is a process of identifying and understanding what the
speakers say, which includes understanding a speaker’s pronunciation, grammar and
vocabulary. Listeners have to know how to conduct and do the process under the
circumstance in an active way, not make listening viewed as a passive process.

Listening plays an important role in second-language instruction for several
reasons (Rost, 2002). It is the first language mode that children acquire, and it
provides the foundation of all aspects of language and cognitive development. It
also plays a lifelong role in the processes of communication. Wilt (1950) found that
people listen 45% of the time they spend communicating, speak 30% of
communication time, read 16%, and write 9%. People are not typically taught how
to listen effectively. In school, they are taught speaking, reading, and writing skills,
but there are few courses devoted to listening. Moreover, most people are so busy
talking or thinking about what they are going to say next that they miss out on many
wonderful opportunities to learn about new things, ideas, and people. Listening
provides comprehensible input for the learner, which is essential for any learning to

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occur. Second, learners need to interact with speakers to achieve understanding.
Third, listening exercises help learners draw their attention to new forms
(vocabulary, grammar, interaction patterns) in the language. Listening
comprehension is essential for language acquisition and the development of other
language skills (Krashen, 1989). Theoretical explanations of listening
comprehension can provide clues about the problems that learners face when
listening to a spoken text. However, these insights cannot fully explain these
problems. Vogely (1995) states, "We still need research that empirically documents
the relationship between what theory says and what learners actually know and do."
To locate the sources of listening comprehension problems, we need to consider the
discourse itself in the context of the classroom.

Although a number of studies have been conducted on students' listening
comprehension, few have explored the difficulties that primary EFL teachers face in
teaching listening skills. Therefore, there is still a need to investigate teachers'
listening difficulties. Little research has focused on the difficulties encountered by
teachers. As a result, this paper attempts to investigate the listening problems
encountered by primary teachers in Binh Dinh Province.

Listening is the most frequently used language skill (Morley, 2001). Bird
(1953) found that female college students spent 42% of their total verbal
communication time listening, 25% speaking, 15% reading, and 18% writing.

Thus, the importance of listening in classroom instruction has been less
emphasized than reading and writing. Nevertheless, it is evident that listening plays
a significant role in people's lives. Listening is even more important for the lives of
students since listening is used as a primary medium of learning at all levels.
2.2. Principles of Teaching English Listening Skills

Teaching listening is the active process of receiving and responding to
spoken language, where the teacher is the speaker and the student is the listener in
the process of direct listening instruction. Broughton et al. (1980, p. 65) state that
listening calls for active participation in the communication between the
participants and a receptive skill is involved in understanding the message. In

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listening, there are three main types (Harmer, 2007): Extensive listening is listening
to audio material for pleasure or some other reason. It can be done outside of the
classroom, such as listening to English-language films with subtitles. Intensive
listening is listening to audio material with the specific purpose of improving
listening skills. It typically takes place in the classroom, with the teacher guiding
students through the listening task. Live listening is listening to a speaker in person.
It can be used to simulate real-world listening situations.

Besides, teaching listening is the process of engaging students in processing
messages as they come, processing what they heard without looking forward.
Teaching listening is an active process of receiving and responding to spoken
language, where the teacher is the speaker and the student is the listener in the
process of direct listening instruction ( Aryana & Apsari, 2018).

Based on the definitions above, it can be concluded that teaching listening
entails delivering some material by giving the understanding of the language
system. It also involves how we apply this knowledge of the language system to
understand or convey meaning and how we apply particular skills to understand and
convey meaning.

In order to teach any language skill, it is crucial for teachers to follow the

principles for teaching that skill successfully and methodically. Students find it
difficult to do or understand something without being taught. There must be a
teacher who teaches them to make them understand. Brown (2001) defines teaching
as showing or helping someone to learn how to do something, giving instructions,
guiding in the study of something, providing with knowledge, causing to know or
understand. Listening has also been considered from a broader perspective in recent
years when it is examined in relation not only to comprehension, but also to
language learning. Teaching listening requires more on the part of the teacher than
that of the learners. One of the key principles of teaching listening is that language
material intended for use in training listening comprehension should never be
presented visually first. Good listening lessons go beyond the main listening task