Findings of Using Schema-Building Activities to Improve EFL Learners’ Listening Comprehension

Abstract

EFL students at a university in Ho Chi Minh City faced some problems in learning listening skills. This study aimed to investigate factors influencing listening learning and whether schema-building activities impact students’ listening comprehension at a private university in Vietnam, which then gave some possible suggestions to improve EFL learners' listening teaching and learning. The study was experimental research, so the researcher employed pre-and post-tests, questionnaires, and class observations to collect the data to address two research questions. A total of 123 students participated in the research, and they were classified into the experimental group (60 students) and the control group (63 students). The findings revealed that schema-building activities had an impact on enhancing EFL students’ listening comprehension. The study's findings contributed some contributions to teaching and learning Second Language (L2) listening skills using schema-building activities. The findings serve as guidelines for teachers and students to teach and learn listening skills and for school managers with material development.