Findings

Analysis

Appropriate support was given to students in a step-by-step manner. Students were not just asked to listen and complete a listening task.  The pre- and post-listening stages were also stressed. 

At the pre-listening stage, the teachers helped students tune in by giving a clear lead and helping them anticipate what they would listen to soon. Therefore, students had clearer expectations and were more able to predict meaning and feelings while listening.  After listening, there was time for debriefing.  This helped students identify their strengths and weaknesses and heighten their awareness in listening to English.

The teachers did not avoid examination type of questions.  There was a balance between authentic language use and exam-oriented tasks. 

The teachers made appropriate use of exam-formatted questions in a task-based context.  The familiar formats would make students feel more at ease.  At the same time, the context would make learning more meaningful. 

To increase their exposure, there was less reliance on listening task books and practice papers.  The teachers were able to make use of the existing resources while infusing tailor-made materials into lessons.  As a result, the curriculum design became less exam-oriented and textbook-bound.

Variety was stressed to maximise students’ learning opportunities. 

Students were introduced to a range of spoken texts presented in different ways and by different persons.  Their exposure and confidence were boosted and they were less worried even when there was no beep sound or when it was someone else other than their own English teachers speaking English.  All this would prepare students for effective and natural communication in their daily life, at school and also at work.