PROBLEMS OF TEACHING ENGLISH LISTENING SKILLS

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PROBLEMS OF TEACHING ENGLISH LISTENING SKILLS

Yuldashev Sherzod Zairjanovich

,

International School Of Finance Technology And Science, Senior Teacher At The

Department Of Philology And Teaching Languages

Taryanikova Marina Anatolievna

,

Senior Teacher, Institute Of Pharmaceutical Education And Research

Shayakubov Shakabil Karimovich

Phd, Associate Professor, Department Of “Financial Analysis”,

Tashkent State University Of Economics

Abstract:

This research attempts to explore the challenges of teaching English listening skills

at primary-level institutes in Uzbekistan. A mixed method was applied to conduct the

research. The quantitative data was collected by a survey questionnaire from 30 primary-level

English teachers. The qualitative data was collected by interviewing 5 primary level teachers.

From the collected data, it is explored that the teachers confront several challenges in

teaching listening skills, i.e., independent of teaching listening skills, teachers are bound to

follow merely the vast syllabus of the institution, and they do not have any liberty to bring

something beyond the stipulated instructions given by the authority. Few teachers have

access to required teaching instruments like a computer, the internet, speakers, recorders, and

a projector, and due to not having such instruments, the teachers cannot expose their students

to cartoons, rhymes, stories, poems, and fables. A common view among the interviewees was

that listening to-and watching-such types of audio-visual representations is effective in terms

of honing students’ listening and literacy. Also, teachers’ classroom environment is not

suitable for the teaching of listening skills. Many teachers are not yet trained to enact the

proper pedagogy of listening. However, the time period of the primary level is so pivotal that

if learners are not exposed to listening skills at that time, they then remain passive and weak

in listening, communication, and literacy. Additionally, this study also provides

recommendations for the establishment of and enhancing the teaching of listening skills at the

primary level in Uzbekistan.

Key words:

Listening Skill, Learning, Challenges, Teaching

Introduction

Listening is such an indispensable activity that verbal communication lacks progression

without listening properly. Listening is an active engagement that necessitates the attention

and participation of communicators. Listening occurs when a listener attentively listens and

decodes the intended message expressed by the speakers. When it comes to active listening,

listeners integrate their pragmatic, phonetic, phonological, syntactic, and semantic abilities to

decode the meaning of heard sentences (Danh & Quan, 2021). Listening is an instantaneous

endeavor as it happens immediately. Listening is a necessity that is required initially when

language learners start to learn language from childhood. Listening is the first key to attaining

literacy, information, and comprehension of human communication. Children, however,

commence listening from an early age which is a pivotal period to develop listening skills. In

order for young children to be literate in English, they need to learn to decode the message

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after listening; for it is a practiced prowess. It is required for learners in a foreign language to

spend more than fifty percent of the time of learning a language in listening (Nunan, 1998).

Therefore, it is critical that from childhood students should hone their listening skills to

develop oral communication and literacy (Ahmed, 2017). Unless students have enough

exposure from their childhood to listening in English, they are likely to remain passive and

weak in listening and speaking. Apparently, the more time students spend listening in English,

the better they will become at listening, and as a result, speaking too. Students are required to

have strong listening skills as listening is input for effective language learning. Besides,

students have to comprehend the intended messages of teachers’ talks in order for them to

decode the messages. That is to say, if teachers at primary level schools avoid teaching

English listening skills, that avoidance then impedes learners’ development in speaking.

Since listening is a prerequisite input to be able to learn a language, speaking in particular;

therefore, the skill should be taught, learned, and developed as early as possible from the

primary level.

However, yet, no research has been perhaps conducted to explore the challenges of teaching

English listening skills at primary-level institutes in Uzbekistan. In the literature, no study

apparently exists that specifically addresses the challenges of teaching listening skills at the

primary level in Uzbekistan. This research is therefore imperative and will address the

challenges confronted by teachers as they teach—or if they tend to avoid or will enact the

teaching of--- listening skills at the primary level in Uzbekistan. This research is therefore

conducted to elicit the challenges and negligence that are responsible for hindering the

development of teaching English listening skills at the primary level in Uzbekistan. For such

doing so, the research is carried out based on these two research questions: 1) What are the

challenges of teaching English listening skills at primary-level institutes in Uzbekistan? 2)

What challenges do primary-level teachers face in teaching English listening skills?

Literature Review

Listening is an essential endeavor for verbal communication and literacy. Listening skill is

substantive to teaching and learning English in that listening is a prerequisite to

communication and education (Metruk, n.d.). The communication apparently gets interrupted

without the ability to comprehend the message after listening (Ahmed, 2021). Listening is

input that leads learners to be able to speak which is output. Students remain impotent in

learning and using English if they are not exposed to adequate input in the target language

through listening. Nonetheless, the teaching of listening skills is demeaned, as avoided, in the

context of English as a Foreign Language (EFL). EFL students are vulnerable to listening

skills as they encounter challenges in developing the skill (Ulum, 2015). EFL students do not

have enough exposure to listening in English, and they confront challenges in decoding

messages while they listen to different accents of the English language. Some primary-level

students often do not participate in class in that they do not listen to their teachers’ lectures.

Instructing students to teach listening skills is a challenging task for teachers (Vishnupriya &

Bharathi, 2022). Listening and speaking are instantaneous, unlike reading and writing.

Listening in English or any foreign language is considered a difficult activity because it needs

attention that is hard to pay. Students’ attention is necessary to improve their listening

(Alzamil, 2021). Learners, at the same time, need to hear and concentrate as carefully as

possible to listen to any communication for decoding messages to communicate. Hasan (2000)

claims that long sentence structures made with complex dictions are an obstacle for students

to understand listening and the intended message. Besides, the lack of adequate vocabulary

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inhibits learners’ comprehension of meaning, for that, children are likely to be vulnerable to

decoding messages due to their inchoate linguistics capital (that is less exposure to diversified

sentences and words). Moreover, due to teachers’ inertia to teach the skill (that is an

egregious error), young learners cannot enhance their listening capabilities in English, and

they remain novices and vulnerable to communication. So is the case in Uzbekistan, where

teachers at schools do not teach English listening skills in class, as a result, their students are

hardly exposed to listening in English. However, in Uzbekistan, the listening skills at the

primary level are disregarded (Mabin & Roy, 2023). Students, regardless of any educational

level, require adequate exposure to listening in English to succeed in language learning

(Saraswaty, 2018).

Primary-level students are the worst sufferers of the lack of proper practices and methods of

teaching English in Uzbekistan (Khan et al., 2020). They have stated that teaching English at

the primary level is still challenging, as institutions lack qualified teachers and digital

technologies; many schools even do not have any language learning instruments in class, and

the four basic skills are not taught at primary-level schools. For that, students are not familiar

with the communicative aspects of language learning. The teachers’ and students’ foci are to

get a decent mark on the exam, but such kind deep desire to merely get good marks leads

students to a loss-loss situation as they are not taught speaking and listening, in future which

culminates in students’ inability to listen (and to decode message) and speak. They have also

explored that no primary-level teacher lets their students listen and watch any English

cartoons, and the teachers focus too much only on grammar following the traditional

technique of teaching.

Exposing students to movies, songs, and poems is needed, productive, and worth doing when

it comes to teaching listening skills (Gulec & Durmus, 2015; Mehdiyev, 2020). Enough

exposure to various kinds of literature hones learners’ capability to listen and decode

messages (Demirbaş & Şahin, 2022). Teachers’ liability is to get their students to watch and

listen to cartoons, rhyme, and fables so that students enjoy and learn the listening

simultaneously. In order for that to transpire, a computer, internet projector, recorder,

speakers, and other required materials should be set up in each classroom. Teachers should

utilize technologies when it comes to teaching listening skills as well as language learning

(Khan & Karim, 2014). English teachers should not avoid teaching listening skills to their

students; otherwise, students will face difficulties in language learning and gaining literacy,

for which their ability to communicate gets hampered. Ahmadi (2016) states that listening

skills should be developed from students’ childhood in order to have a good ability to speak.

Teachers should play an active role in developing learners’ listening skills. The skill should

be practiced over and over in class on a daily basis. Teachers have to motivate their learners

to communicate in English in class. Teachers should include necessary activities to teach and

evaluate listening skills. Besides, teachers should be provided required facilities by the

authority of the institution so that they can teach listening skills to students (Hossain, 2015;

Ngwoke et al., 2022). The classroom environment has an immense impact on language

learning. Student-centered classrooms should be sustained in class so that students get

engaged in class discussions and communication.

Empirical Studies’ Review

Alrawashdeh and Al-zayed (2017) conducted an empirical research by collecting qualitative

and quantitative data from 55 teachers from the educational institutions. The research aimed

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to investigate the pitfalls of teaching listening comprehension faced by teachers. The teachers

were provided a survey questionnaire comprising statements as per the Likert scale, and the

teachers had to select either of the five options from --- agree, strongly agree, neutral,

disagree, and strongly disagree--- the answer/response to the statement. Additionally, 7

teachers were informally interviewed asking some open-ended questions. It was investigated

that the teachers encountered several challenges in teaching listening comprehension;

teachers are not yet trained and proficient in teaching listening comprehension. Teachers do

not have access to such resources as teaching aids, rich libraries, and audio-visual teaching

materials to listening skills. Teachers are conditioned to emphasize teaching other skills; and

as a result, teaching listening comprehension is de-emphasized. Teachers also face problems

in maintaining an appropriate classroom environment as the students’ number in class is so

high.

Hasan and Hoon (2012) investigated ESL students’ points of view about and attitudes toward

employing podcasts to enhance their listening comprehension. A survey questionnaire was

employed to collect data from the students about their perceptions and attitudes. It was

explored that a preponderance of the students considered the use of podcasts necessary and

useful for advancing listening skills.

Hwaider (2017) researched the problems of teaching listening skills to Asian EFL learners.

He observed some places in five districts of Asia to collect data on teaching listening skills.

Also, he collected data using a survey questionnaire from 50 fifty teachers. He divided the

investigated problems into two categories: linguistics and non-linguistics. As per the

linguistic problems, students do not practice such skills as pronunciation, identifying sounds,

stress, and intonation; 76% of the teachers consider stress and intonation are the most

difficult dimension of teaching and learning listening skills. In terms of non-linguistic

problems, he explored that the extent of listening was too low, and most of the teachers did

not follow their teachers’ guide to teach English lessons in class. 84% of the teachers were

not trained to teach listening skills, and students were demotivated to improve their listening

skills. Also, teachers face problems in teaching listening skills as they do not have the

required facilities and materials such as recorders, new books, and tape, 54% of the teachers

considered that the lack of teaching materials was the primal problem of teaching listening

skills.

Hossain and Haque (2022) observed some classes, of 40- 45 minutes of, four colleges in Asia

for one week, and the researchers collected data about listening skills from 85 secondary-

level college students from the four colleges through close-ended questions. It was revealed

that only 44% of the students were good at listening skills. However, the classrooms were

overloaded with many students; the class time duration was short, and the classes did not

have a projector. After finding the data, the researchers claimed that the surveyed students,

and even the teachers who lacked training and some of them had inertia in implementing

learning from teacher education in the classrooms, were incompetent in speaking and

listening skills.

As a whole, based on the abovementioned reviewed empirical studies on the teaching and

learning of listening, listening pedagogy is disproportionately deteriorated due to the dearth

of dynamic and qualified teachers, stress on the skill, and such teaching tools as a computer,

speakers, and a projector at institutions. Also, such rampant deterioration of listening

pedagogy can be ascribed to the juggernaut of teachers’ unconscionable comfort. As per the

abovementioned studies of Alrawashdeh and Al-zayed (2017) and Hossain and Haque (2022),

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some teachers and authorities of institutions are wrapped in their comfort zones so much so

that they hardly heed teaching listening skills to their students. Barely do the teachers

research and learn the pedagogy of listening skills, and scarcely are the authorities of the

institutions interested in improving the learning and teaching of English listening as they

devalue the essentiality of enhancing listening skills to successful language learning; however,

despite being trained, some teachers teach as if the teacher education program did — and

does — not exist, because, they are obliged to cling to their authorities’ decisions and decree

which are devoid of the consideration and positive ramification of the implementation of the

teaching listening skills. If such teachers and their authorities at all were aware of and serious

about proper pedagogy and students’ language learning, they would not yet eschew the

teaching of listening skills at the primary-level, which is a pivotal period for language

learners to learn the language spontaneously by acquisition, in a way, by listening. Moreover,

Hwaider (2017) and Hossain and Haque (2022) have delved into in their research that a bulk

of teachers are fossilized as they have a deficit in their intellectual motivation to progress

their pedagogy. Untrained teachers fall apart to teach listening— since they do not know how

to teach listening in a duly manner following the teacher’s guide, as well as, unfortunately,

students are not that keen to learn and hone their listening skills and — for the teachers are

innocently ignorant as to teaching pronunciation, stress, and intonation. In addition,

stringently short and overloaded classrooms cause teachers to confront challenges in teaching

listening skills.

Method

This research endeavors to explore the challenges of teaching English listening skills faced

by primary-level teachers at primary-level institutes in Uzbekistan. A mixed method was

employed to conduct the research. The quantitative data was collected by a survey

questionnaire from the primary-level teachers teaching at different primary-level institutions

in rural, urban, and semi-urban areas. Additionally, some primary-level teachers were

interviewed to collect the qualitative data.

Participants

The participants of this research were 30 primary-level teachers. In order to ensure

confidentiality, the identity and institution of the participants are kept hidden. 30 primary-

level teachers, from different primary-level schools in rural, semi-urban, and urban areas,

participated in filling up the survey questionnaire, and 5 teachers participated to be

interviewed.

Instrument

Two different instruments were used to collect the data from the participants: 1) a survey

questionnaire and 2) a semi-structured interview. The survey questionnaire, which consists of

five Likert scale close-ended questions, was distributed among the 30 participants to collect

the quantitative data. The first question was asked to know whether the teachers teach

listening skills or not. The second question was asked to explore their point of view of

whether they find teaching listening skills challenging. The third question gathered

information about their use of teaching instruments to teach listening skills. The fourth

question was meant to dig out information about students’ exposure to audio-visual input

(e.g., English simple stories, poems, and rhymes). The last question, the fifth one,

accumulated information about the extent to which the teachers teach English using the

English language. Moreover, semi-structured interviews, with 5 primary level teachers from

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semi-urban, rural, and urban areas, were conducted by audio recording for around 20 - 22

minutes to collect the qualitative data.

Data Collection and Analysis Process

To collect the quantitative data, the survey questionnaire was designed on Google Forms. In

order to collect the responses, the link to the Google Form was distributed– via Gmail,

Facebook Messenger, and WhatsApp– among the 30 teachers. After collecting the data, the

researchers analyzed the response to the survey questionnaire– that is the answer to the

research questions– to present the result. From the survey, the responses to the close-ended

Likert scale questions were critically examined. The semi-structured interviews were

conducted both face-to-face and on Google Meet. Furthermore, the findings from the

interviews were coded, categorized to find themes, and then put in the result part for thematic

analysis.

Results

Quantitative Data Analysis

When asked whether the teachers teach listening skills or not, out of 30 teachers, two-thirds

of the teachers mentioned that they never teach listening skills, while less than a third of the

teachers stated that they sometimes teach listening skills, and less than one-sixth of the

teachers said that they often teach listening skills. The evasion of teaching listening is a

challenge per se. It is revealed that most of the teachers do not teach listening skills at the

primary level. Moreover, regarding teachers’ perspectives on whether teaching listening is

challenging or not; of the 30 teachers nearly half of the teachers thought that teaching

listening skills is always a challenging task. Whilst, below one-sixth of the teachers thought

that teaching listening skills is never a challenging task. Less than a third of the teachers

thought that teaching listening skills is rarely a challenging task. Almost one third of the

teachers thought that teaching listening skills is sometimes a challenging task. It is disclosed

that most of the teachers, despite not teaching, considered the teaching of listening skills to be

a challenging task. Such sort of point of view on teaching listening skills can be a hindrance

to the implementation of listening pedagogy at the primary level. Furthermore, as for whether

the teachers have any instruments (like: a computer, a projector, a recorder, and a speaker) to

teach listening skills, one-third of the teachers out of the 30 teachers have such instruments in

class, and almost half of the teachers do not have any instruments; nearly one-sixth of the

teachers arrange instruments on their own. Substantially less than a third of the teachers do

not use any instrument in class despite having. Nevertheless, it is divulged that a myriad of

teachers do not have any instrument to teach listening skills, whereas the effective teaching of

listening skills requires the use of the mentioned instrument, which is another pitfall of

teaching listening skills. Not having required instruments in class, was and is a chronic

challenge of teaching language—listening and speaking, in particular-at primary-level

institutes.

In respect to whether the teachers let their students listen to any stories, fables, poems, etc.,

out of 30 teachers, nearly half of the teachers answered that they sometimes let their students

listen to English cartoons, fables, poems, and stories. More than one-third of the teachers

often let their students listen. Four teachers answered that they never let them listen. One

teacher rarely lets students listen to such sorts of literature. One teacher does not want to let

students listen to them. The question was asked because exposure to such kinds of literature

is critical to the development of students’ listening ability and the teaching of listening skills,

and if avoided, students are then deprived of the fun of learning listening skills. Students’

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exposure to English poems, stories, rhymes, etc. is imperative to enhance their listening

capability. The challenge is that many of the teachers, as is disclosed above, do not get their

students to listen to English simple short stories, poems, and fables. Only over a third of the

teachers often do such and the rest of them do not, which is a mistake made by the teachers,

leading to being the cause for the weakness in students’ listening ability. Then, when asked if

they speak in English—or in a mixture of Bangla and English, as they teach, less than a third

of the teachers mentioned that they speak in English to a greater extent. More than half of the

teachers stated that they speak in both Uzbek and English (L1) depending on the situation.

Below one-third of the teachers answered that they try to speak in English, but their students

do not understand. Less than three teachers mentioned that they speak in English sometimes.

Merely a teacher stated that the teacher rarely speaks in English. The question was asked

because it was-- and is crucial-- to know the extent of students’ exposure to teachers’ spoken

English which is an essential input to learn listening as well as speaking skills. If teachers

avoid speaking in English to students in class, students do not tend to speak or answer in

English, and as a result, students are not exposed to listening and speaking in English, which

is-and should be-a concern for stakeholders (i.e., parents and teachers) for the challenge to

get alleviated. The avoidance of speaking in English, therefore, is per se detrimental to the

learning of primary-level students’ listening skills. However, in such a case, only less than a

third of the teachers speak in English to a greater extent.

Conclusion

This mixed methods study has explored the challenges of teaching listening skills at primary-

level institutes in Uzbekistan. Through a survey questionnaire, the quantitative data have

been collected from 30 primary-level teachers from different schools in rural, urban, and

semi-urban areas. In order to collect the qualitative data, 5 primary level teachers have been

interviewed. It is obvious from the findings that teachers confront some challenges in

teaching listening skills: Most of the primary level teachers avoid teaching listening skills as

the skill is not included in the syllabus and assessed in the board exam. They consider

teaching the skill to be a challenging task and do not have the instrument to expose their

students to audio-visual literature. Teachers cannot sustain a student-centered environment

for they have to complete the syllabus first, avoiding the teaching of listening skills. Teachers

are not yet trained to teach listening skills the way they should be taught, and untrained

teachers exceedingly focus on grammar keeping the teaching of listening skills aside. The

explored challenges, which are revealed in the results section delay the development of

teaching listening skills at primary-level institutions, should be dealt with and resolved as

promptly as possible to enhance students’ English listening capability. Listening is one of the

crucial skills of any target language that should be regularly taught and learned from

childhood, i.e., primary level.

Listening is an essential skill to pick up a language. Listening is an inevitable input when it

comes to learning to speak; literacy, which is the ability to read and write, is linked to

listening skills as the four linguistic skills are related to each other. If, for example, a learner

is good at listening in English, then, the learner will apparently be able to pick the language,

which helps the learner to learn reading and writing. Listening skills, therefore, should be

taught and emphasized at primary institutions so that students engage in efficacious language

learning and communication development. In order to tackle the challenges, effective

methods of teaching listening skills should be implemented at primary-level schools.

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Educational training for teachers is critical to the implementation of teaching listening skills.

The teachers at primary-level institutions immediately should commence the teaching of

listening skills; in order for that to occur, institutions need to have qualified teachers and

required instruments (computer, projector, recorder, speaker, etc.); the teachers have to utilize

the instruments, too. In a student-centered classroom, teachers have to engage their students

in audio-visual input, i.e., cartoons, poems, stories, fables, etc., and listening activities and

assessments. Regular communication in English inside and outside the classroom hone the

listening skills of students; thereby, students become competent as well as confident in

language learning and use. This is one of the ways of gaining literacy. As well as teachers

should be mentoring their students in the process of teaching and learning listening skills

effectively.

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