Task-based listening activities in english as a foreign language classroom

The Nguyen Huu; Du Tran Thanh; Huong Nguyen Thi Kieu

doi:10.31893/multirev.2026397

Keywords:

Abstract

This study aims to investigate the effects of task-based language teaching (TBLT) through listening activities on first-year English major students’ listening skills at Ba Ria – Vung Tau College of Education (BVCE) in Vietnam. The research subjects were 50 English major students from Ba Ria – Vung Tau College of Education during the 2024-2025 academic year. The participants were divided into two groups: a control group and an experimental group. Based on a three-phase framework (i.e., pre-task, while-task and post-task), the TBLT method was implemented with the experimental group for one semester, while the control group was taught using a traditional method. The research employed mixed methods, and the instruments used were listening tests, questionnaires and semi-structured interviews with experimental group students, which highlighted positive attitudes, increased confidence, and perceived benefits of collaborative, real-life listening tasks. The experimental group successfully performed the assigned listening tasks, indicating TBLT's effectiveness in enhancing listening skills. Quantitative results revealed a statistically significant improvement in listening scores for the experimental group compared to the control group, while qualitative findings showed that students experienced reduced anxiety, improved vocabulary usage, and more effective application of listening strategies. Additionally, students displayed positive attitudes toward the method. The study provides pedagogical insights for improving EFL listening instruction, especially in Vietnamese tertiary contexts. It confirms the benefits of using contextualized and task-based approaches to foster students’ listening proficiency and engagement. The findings also suggest that integrating TBLA encourages learner autonomy, promotes interaction in pairs and groups, and can be adapted for other language skills to enhance overall language competence. Discussion. Based on these findings, it is suggested that task-based listening activities be incorporated into English language instruction for first-year EFL students in Vietnamese tertiary contexts. The approach not only improves listening performance but also fosters learner motivation, reduces anxiety, and encourages active engagement through real-life communication tasks.
References
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39. Willis, J. (1996). A framework for task-based learning. Longman.
40. Xiao, H. (2025). AI-driven speech recognition and listening comprehension: Effects on flow experience and anxiety in EFL learners. Education and Information Technologies, 30(2), 2215–2236. https://doi.org/10.1007/s10639-025-12645-9
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This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

How to cite

Huu, T. N., Thanh, D. T., & Kieu, H. N. T. (2026). Task-based listening activities in english as a foreign language classroom. Multidisciplinary Reviews, 9(8), 2026397. https://doi.org/10.31893/multirev.2026397

[1] Aliakbari, M., & Jamalvandi, B. (2010). The impact of role play on fostering EFL learners’ speaking ability: A task-based approach. Journal of Pan-Pacific Association of Applied Linguistics, 14(1), 15–29.

[2] Aryadoust, V. (2022). Toward a theory of second language listening: A behavioral, cognitive, emotional, and neurophysiological perspective. Frontiers in Psychology, 13, Article 912876. https://doi.org/10.3389/fpsyg.2022.912876

[3] Brown, H. D. (2001). Teaching by principles: An interactive approach to language pedagogy. Prentice Hall Regents.

[4] Brown, H. D. (2006). Teaching listening. Cambridge University Press.

[5] Byram, M. (1997). Teaching and assessing intercultural communicative competence. Multilingual Matters.

[6] Cameron, L. (2001). Teaching languages to young learners. Cambridge University Press.

[7] Chou, M. (2017). A task-based language teaching approach to developing metacognitive strategies for listening comprehension. International Journal of Listening. https://doi.org/10.1080/10904018.2015.1098542

[8] Díaz-Rico, L. T., & Weed, K. Z. (2002). The cross-cultural, language, and academic development handbook. Allyn & Bacon.

[9] Ebedy, H. G. M. (2017). Improving EFL students’ listening comprehension via using task-based activities. Occasional Papers, 63(A), 70–81.

[10] Ellis, R. (2017). Task-based language learning and teaching. Oxford University Press.

[11] Fachriza, A., Wulaningrum, N., Virgiyanti, D. F., & Nuraini, E. I. (2023). Contextualizing top-down and bottom-up approaches in teaching academic listening at a pesantren-based university. Darussalam English Journal (DEJ), 5(1), 66–84. https://doi.org/10.30739/dej.v5i1.3752

[12] Goh, C. (2008). Metacognitive instruction for second language listening development: Theory, practice, and research implications. RELC Journal, 39(2), 188–213. https://doi.org/10.1177/0033688208092188

[13] Goh, C. C. M., & Vandergrift, L. (2021). Teaching and learning second language listening: Metacognition in action (2nd ed.). Routledge.

[14] Gong, Q., Mohd Said, N. E., & Adnan, N. H. (2025). Integrating blended learning and task-based language teaching in EFL: A systematic review. Forum for Linguistic Studies, 7(5). https://doi.org/10.30564/fls.v7i5.9591

[15] Hashemzahi, A., Ghonki, M. A., Kord, A. S., & Shahbaz, A. (2023). Using task-based language teaching on teaching listening in Zahedan. Journal of English Language and Literature Teaching, 2(1), 163–176. https://doi.org/10.22034/jelt.2023.14180.1057

[16] Jiang, W. (2017). A storytelling sound file CALL task used in a tertiary CFL classroom. International Journal of Applied Linguistics, 27(2), 430–445. https://doi.org/10.1111/ijal.12161

[17] Kambali. (2016). Students’ and teacher’s perceptions of task-based language teaching and implementation in listening class. Journal UPGRI.

[18] Le, T. (2024). Effects of task-based learning on listening, speaking, and writing skills in EFL classrooms. International Journal of Social Science and Human Research, 7(10), 5023–5031. https://doi.org/10.47191/ijsshr/v7-i10-66

[19] Linse, C. T. (2005). Practical English language teaching: Young learners. McGraw-Hill.

[20] Long, M. H. (2016). Second language acquisition and task-based language teaching. Wiley Blackwell.

[21] Masood, K. M. S., & Qadomi, H. A. (2020). Investigating students’ attitudes towards listening and speaking in the English classroom at Al Istiqlal University: An action research. International Journal on Integrated Education, 3(8), 70–76. https://doi.org/10.31149/ijie.v3i8.538

[22] Mukminatun, S. (2009). Empowering the students through listening diaries to motivate students to improve their listening ability [Unpublished undergraduate thesis]. Yogyakarta State University.

[23] Mustapha, M. A. (2023). Using online task-based learning to improve EFL listening skills of secondary stage students in Nigeria. Journal of the Faculty of Education – Mansoura University, 121(4), 73–88. https://doi.org/10.21608/maed.2023.303123

[24] Nahavandi, N. (2011). The effect of task-based activities on EFL learners’ reading comprehension. Advances in Language and Literary Studies, 2(1), 114–123. https://doi.org/10.7575/aiac.alls.v.2n.1p.114

[25] Nguyen, T. T. H. (2023). Anxiety factors affecting EFL students’ listening comprehension. Science Journal of Tan Trao University, 9(4), 143–153. https://tckh.daihoctantrao.edu.vn/index.php/sjttu/article/view/813

[26] Nunan, D. (2003). Practical English language teaching. McGraw-Hill.

[27] Promruang, J. (2012). The use of task-based learning to improve English listening and speaking abilities of Mattayomsuksa 1 students at Piboonprachasan School (Master’s thesis). Srinakharinwirot University.

[28] Ravindra Babu, K. (2023). Enhancing listening skills by using scaffolding techniques in task-based language teaching. International Journal of Research, 11(11), 127–134. https://ijrjournal.com/index.php/ijr/article/view/1109

[29] Rost, M. (2011). Teaching and researching listening (2nd ed.). Pearson Education.

[30] Sarani, A., Behtash, E. Z., & Nezhad Arani, S. M. M. (2014). The effect of video-based tasks in listening comprehension of Iranian pre-intermediate EFL learners. GIST Education and Learning Research Journal, 8, 29–47. https://doi.org/10.26817/16925777.112

[31] Schunk, D. H. (2003). Self-efficacy for reading and writing: Influence of modeling, goal setting, and self-evaluation. Reading & Writing Quarterly: Overcoming Learning Difficulties, 19(2), 159–172. https://doi.org/10.1080/10573560308219

[32] Sevik, M. (2012). Teaching listening skills to young learners through listen and do songs. English Teaching Forum, 50(3). https://americanenglish.state.gov/files/ae/resource_files/50_3_3_sevik.pdf

[33] Shaby, D., & John, J. (2019). Task-based language teaching: An approach to implement language skills. Journal of Language and Linguistic Studies, 15(3), 1215–1222.

[34] Sujatha, B. (2024). Blended learning model for listening comprehension: A top-down approach for EFL learners. Journal of Language and Linguistic Studies, 20(1), 45–58. https://doi.org/10.17263/jlls.2024.112

[35] Tran, H. Q. (2022). Listening difficulties faced by EFL students and interrelations between listening activities and tests. Journal of Inquiry into Languages and Cultures, 6(3), 215–229. https://ouci.dntb.gov.ua/en/works/7BBDe3P7/

[36] Tran, H. Q., & Ngo, T. T. (2024). The influences of task-based approach on young adult learners’ listening comprehension. In Proceedings of the International Conference of TESOL & Education.

[37] Vandergrift, L. (2007). Recent developments in second and foreign language listening comprehension research. Language Teaching, 40(3), 191–210. https://doi.org/10.1017/S0261444807004338

[38] Vandergrift, L., & Goh, C. G. (2022). Teaching and learning second language listening: Metacognition in action (2nd ed.). Routledge.

[39] Willis, J. (1996). A framework for task-based learning. Longman.

[40] Xiao, H. (2025). AI-driven speech recognition and listening comprehension: Effects on flow experience and anxiety in EFL learners. Education and Information Technologies, 30(2), 2215–2236. https://doi.org/10.1007/s10639-025-12645-9

[41] Yen, N. T. H., & Thao, N. T. P. (2021). The effects of extensive listening on EFL learners’ listening comprehension. VNU Journal of Foreign Studies, 37(4), 1–15. https://doi.org/10.25073/2525-2445/vnufs.4753

[42] Zhou, Y., & Deocampo, M. F. (2023). A study of Kunming No. 3 Middle School students’ perceptions on task-based language teaching (TBLT) approach in the English classroom. The EUrASEANs: Journal on Global Socio-Economic Dynamics, 6(43), 370–379. https://doi.org/10.35678/2539-5645.6(43).2023.370-379

[43] Zoghi, M., & Asadzadian, F. (2020). Investigating students’ attitudes toward listening and speaking in the English classroom at Al Istiqlal University: An action research. International Journal on Integrated Education, 3(8), 70–76. https://doi.org/10.31149/ijie.v3i8.538

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References

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