Speaker
Description
In Vietnam, IELTS Listening preparation is often dominated by mock-test practice, which is widely perceived as the fastest route to score improvement. However, this practice may restrict the development of essential cognitive and metacognitive strategies for effective listening. This qualitative study investigates how online one-to-one tutoring supports the development of these strategies through coursebook-based and mock-test-based activities. Drawing on classroom recordings, coursebook analysis, learner reflection logs, and interviews with tutors and learners, the study explores how listening strategies are taught, adapted, and applied in real-time instruction. Particular attention is given to how tutors mediate materials and how learners respond to strategy instruction while progressing from lower-intermediate to upper-intermediate listening proficiency. Findings reveal that coursebook-based instruction can provide useful structure for developing foundational listening strategies, but it does not automatically foster learners’ metacognitive reflection, error diagnosis, and independent strategy transfer. In this context, tutors play a critical mediating role by adapting materials and guiding practice. Mock tests, while beneficial for familiarization, require scaffolding to avoid overemphasis on surface-level test strategies. The study highlights the importance of instructional balance and tutor mediation in promoting listening strategy awareness, learner autonomy, and more effective test-preparation pedagogy in online one-to-one contexts.
Keywords: IELTS Listening; listening strategies; metacognitive strategies; Complete IELTS textbook
Biography
Nha Yen Ly is an English language teacher and lecturer in Vietnam, with experience across secondary, university, business English, and private tutoring contexts. She holds an M.A. in TESOL from a joint programme between Ho Chi Minh City University of Education and Victoria University of Wellington, and her academic and professional work has focused on language pedagogy, materials development, and learner-centred instruction. She has taught general English, communication English, Pre-IELTS, and IELTS preparation in both online and offline settings, and has experience designing English learning materials and IELTS resources. Her current interests include listening strategy instruction, online tutoring, coursebook adaptation, technology-supported learning, and the design of programmes that produce measurable learner outcomes beyond test scores. She views language as a practical tool for confident communication and as a foundation for developing broader learning skills, including self-regulation, idea development, critical thinking, and learner autonomy. Her teaching philosophy emphasizes creative, practical, and meaningful instruction that connects classroom learning with learners’ real-life communicative needs.
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