Speaker
Description
This action research aimed to explore the effectiveness of an interactive listening process, integrating both top-down and bottom-up strategies, to improve the listening skills of second-year English-majored students at Vinh University. The top-down approach emphasized students' ability to utilize background knowledge and contextual cues, while the bottom-up process focused on recognizing individual sounds and words. The study involved 80 students who participated in pre-test and post-test assessments to evaluate their listening comprehension before and after the intervention. The research findings revealed significant challenges that students encountered with the interactive process, particularly in integrating background knowledge with the recognition of linguistic elements. Despite these difficulties, the post-test results showed a marked improvement in listening skills, indicating that the interactive approach effectively enhanced comprehension. These results suggested that employing top-down and bottom-up strategies in tandem can lead to substantial gains in listening proficiency. This study contributes valuable insights into the teaching of listening skills in English language education, particularly for students at the tertiary level.
