Teaching the Pre-Listening stage for fifth-grade students at Bau Sen Primary School

Abstract

The present study investigates current pedagogical practices in teaching listening comprehension to Grade 5 students at Bau Sen Primary School in Ba Ria - Vung Tau province. With a particular focus on the pre-listening stage, the research seeks to identify the challenges encountered by both educators and learners and to propose actionable recommendations to enhance student engagement and listening ability. Employing a mixed-methods research design, the study integrated teacher interviews and surveys to gather both qualitative and quantitative data. Participants included 20 English teachers responsible for Grade 5 instruction and five heads of English departments from primary schools within the same region. Findings indicate that while pre-listening activities are incorporated into lesson plans, their effectiveness is limited by three primary factors: pedagogical challenges (e.g., time constraints, large class sizes), learner-specific challenges (e.g., lack of interest, insufficient background knowledge, and language barriers), and limitations within the learning environment. Consequently, this study endeavors to identify appropriate solutions and offer pedagogical implications for optimizing the teaching and learning processes at this stage. The ultimate aim is to enhance the overall effectiveness of listening instruction for primary school students, specifically those in Grade 5, thereby contributing to broader advancements in English language education in Vietnam.