| Abstract: | This
study aims at investigating the impact of interactive processing on
second-year students’ listening skills at Hanoi University of Industry.
More specifically, the researcher strives to (1) investigate problems
that the students may encounter while learning listening, and (2)
examine the effects of applying the interactive process in teaching
listening to the second-year students. To achieve the above mentioned
objectives, an action research is conducted with the participation of 42
second-year students of class E6.1_K9 within twelve weeks. A pre-test, a
post-test and two questionnaires are used as instruments to collect
data for analysis. The findings show that there are six problems that
cause difficulties to students in listening. They are (i) lacking of
vocabulary, (ii) structures of spoken language, (iii) speech rate, (iv)
various and unfamiliar accents, (v) stress and intonation, (vi) lacking
of background knowledge about the topic. After interactive processing
has been applied, the students’ scores in the post-test are higher than
in the pre-test. Overall, the instruction of interactive processing
improves their listening skills. |
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