ENGLISH-MAJORED STUDENTS’ PERCEPTIONS OF AUDIO-VISUAL SCRIPT EXPOSURE IN LISTENING COMPREHENSION LESSONS
DOI:
https://doi.org/10.59266/houjs.2024.362Keywords:
audiovisual aids, English listening comprehension, listening challengesAbstract
Pre-listening activities have been proven to be efficient for enhancing learners' English listening abilities. Nevertheless, there has been insufficient attention given to the impact of showing students audio scripts during while-listening stage on their performance and attitudes. To be specific, that students can see audio scripts is regarded as a highly effective instructional tool for enhancing their English listening comprehension skills because it allows them to clearly perceive and comprehend the listening content, as well as boosts their eagerness to acquire English language skills. The objectives of this study are first to gain some insight into the difficulties faced by 80 English-majored students at Dong Nai Technology University when it comes to listening comprehension. Accordingly, it examines their perspectives on the exposure of audio scripts at the stage of while listening. Questionnaires and interviews were employed as tools for gathering essential data. According to the questionnaires, students had significant listening challenges throughout stages of a lesson including lack of vocabulary, pronunciation skills, background knowledge, memorization, concentration, ability to process the information in a short time. Furthermore, the interviews revealed that the display of audio scripts not only improves but also motivates students in their learning journey. In short, the students found the application of audiovisual scripts as a facilitator in an English listening comprehension lesson.
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