EFL LEARNERS’ PERCEPTIONS OF THE ROLE OF INTONATION IN ENGLISH LISTENING COMPREHENSION SKILLS IN SCHOOL OF FOREIGN LANGUAGES, CAN THO UNIVERSITY

Abstract

This study aims to explore the perceptions of EFL learners on the role of intonation in English listening comprehension skills. Although intonation features are increasingly recognized as an important factor in second language learning, it has not been given much focus in many English language teaching programs. This study used a mixed-method approach with an explanatory sequential design to explain the role of intonation in the English listening comprehension skills of EFL learners. The quantitative method was conducted through a questionnaire consisting of 39 items (35 closed-ended and 4 open-ended). The total number of participants surveyed was 104 learners from 4 English-related majors available in the School of Foreign Languages at Can Tho University, based on the English proficiency levels of participants according to the Common European Framework of Reference (CEFR), from A2 to C2. The final results of the study showed that the majority of learners agreed of the importance of intonation in English listening comprehension skills. Learners at higher CEFR levels (B2 and above) had a deeper understanding of intonation features. Furthermore, qualitative data from 4 open-ended questions further supported these findings to reflect on learners’ experiences and difficulties in using intonation in real-life communication to improve their English listening comprehension skills; the study also highlighted the suggestions from learners to integrate of intonation teaching in the teaching program to support the development of English listening comprehension skills for EFL learners.