A Needs-Based Integrated EFL Listening Strategy Instruction: A Mixed Methods Case Study at a Vietnamese University

Abstract

Second language listening is regarded as one of the most challenging language skills for students to acquire and for teachers to teach. Among many different approaches to listening instruction, listening strategy instruction (LSI) has emerged as an effective approach to facilitate listening comprehension and listening strategy use. However, there is a dearth of studies investigating changes in both listening strategy use and listening comprehension and the relationship between them under the impact of LSI. In Vietnam, there has been a reform in language education (Foreign Language Project 2020), which aims to improve Vietnamese English as a Foreign Language (EFL) learners’ English language competence, and calls for innovation in English teaching. However, teaching listening in this context seems to have been neglected and LSI research is scarce. In response to both global and local trends, this thesis has explored the following: (1) Vietnamese EFL students’ changes in listening strategy use and listening comprehension from both quantitative and qualitative perspectives in the context of Needs-Based Integrated Listening Strategy Instruction (NILSI); and (2) the relationship between student listening strategy use and listening comprehension after the NILSI intervention. Through the use of a mixed methods, case study design, this thesis obtained data from both quantitative instruments, such as pre- and post-listening tests and pre- and post-listening strategy use questionnaires, and qualitative techniques, such as individual interviews, focus group interviews, student reflective journals, and researcher notes. Whilst thematic analysis was used to analyse qualitative data, quantitative data were analysed using descriptive and inferential statistics. Underpinned by both cognitive and sociocultural theories to design the NILSI intervention and interpret the data, this thesis demonstrates that the NILSI intervention positively changed students’ listening strategy use, through significantly higher frequencies in listening strategy use, and more appropriate employment of them. Qualitative data analysis suggests that such positive changes could be influenced by the learner-focused environment in which the students’ active role was promoted, and scaffolding from the teacher, peers, and materials provided at an appropriate level. The study also highlights the benefits of listening strategy training for both in- and out-of-class listening comprehension performance. Furthermore, both quantitative and qualitative data analyses revealed that listening strategy use and listening comprehension were interrelated and this interaction was impacted by not only the cognitive dimension, but also by the affective dimensions, such as motivation and selfefficacy. This thesis argues that LSI should not be simply about a transmission process from teachers to students. Rather, its emphasis should be the learner-focused environment whereby the learner’s voice is heard. At the same time, the processes of a teacher’s negotiation with learner needs and adaptation to the mandated curriculum should be undertaken as they play a crucial role in facilitating effective teaching of both listening comprehension and listening strategy use. This thesis contributes to a better understanding of the development of listening strategy use and listening comprehension in LSI. The thesis calls for the need to integrate LSI into teacher training programs and EFL teaching curricula as an effective venue to help improve EFL students’ appropriate use of listening strategies and listening comprehension.