Improving students'  listening skills

Context: The research is set in a rural Georgian school where students encounter considerable obstacles in learning English due to limited exposure and support. The focus is on understanding the emotional responses and challenges faced by students during listening activities, which hinder their engagement and comprehension. Aims: The primary aim of the research is to explore the feelings, challenges, and strategies that students utilize during English listening activities. This exploratory investigation addresses three main questions: How do students feel about listening activities? What challenges do they encounter? And what strategies do they use to complete listening tasks? Methods: A comprehensive investigation was conducted over three weeks using a mixed-methods approach. Quantitative data was gathered through a questionnaire that assessed students' feelings, challenges, and strategies concerning listening activities. Additionally, focus groups involving six students of varied listening abilities provided qualitative insights into their experiences and coping mechanisms during these tasks. Findings: The findings indicate that students exhibit a range of emotional responses, with a significant number feeling nervous about listening tasks. Common challenges include difficulties with vocabulary, fast speech, and diverse accents, which contribute to feelings of frustration and confusion. Although students employ strategies such as note-taking and pair work, these strategies are often insufficient due to varying levels of comprehension among peers. Many students also resort to passive listening, leading to limited understanding. Implications: The study highlights the necessity of personalised support and instructional strategies to bolster students' listening skills and confidence. It suggests that targeted vocabulary introduction and the creation of a supportive learning environment can help alleviate some of the identified challenges. Furthermore, fostering collaboration among peers may enhance engagement, indicating an avenue for future exploration and practice in the classroom.

Keywords (free text)

English language learning, listening skills, student challenges, rural education, emotional responses, collaborative learning, exploratory action research

Permanent link to cite this item

https://hdl.handle.net/20.500.14069/910

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Teachers Researching their Practice: Explorations in the Georgian Classroom