Speaker
Description
This presentation reports on an eight-week classroom-based intervention designed to improve IELTS Listening performance among 14 high school students in An Dương, a suburban district in Vietnam. Aligned with VietTESOL’s focus on practical, context-sensitive English teaching, the study explored how diagnostic assessment, targeted strategy instruction, and formative feedback can support learners with limited listening proficiency. Using a qualitative descriptive approach supported by descriptive statistics, the study tracked changes in listening scores, error patterns, and learner engagement.
Students received instruction in core IELTS listening strategies, including recognizing paraphrasing, predicting content, and identifying distractors. Pre- and post-assessment results revealed a one-band average improvement (from 4.5 to 5.5), with substantial reductions in common errors. Learner reflections and teacher observations indicated increased metacognitive awareness, confidence, and self-regulation—especially among students who actively engaged with feedback and independent practice.
Findings suggest that even in resource-constrained environments, structured formative assessment and reflective strategy instruction can significantly enhance listening performance. The presentation offers practical classroom strategies, sample diagnostic tasks, and feedback tools for teachers working with mixed-level IELTS candidates. It highlights the importance of building learner autonomy and adapting instruction to local learning contexts within the Vietnamese education system.
Biography
Lecturer at Faculty of Accounting - Finance, Hai Phong University, with 4 years of experience teaching IELTS Listening and Reading skills
