




































American International Journal of Social Science Research 

Vol. 9, No. 1; 2021 

ISSN 2576-103X   E-ISSN 2576-1048 

Published by CRIBFB, USA 

45 

 

TEACHING LISTENING AMONG BANGLADESHI LEARNERS: 

A CASE STUDY ON TEACHERS’ EFFECTIVE FEEDBACK 

AND STUDENTS’ SITUATIONAL IMPRESSIONS 
 

 

Md. Kawser Ahmed 

Senior Lecturer 

Department of English and Modern Languages 

IUBAT-International University of Business Agriculture and Technology 

Uttara, Dhaka, Bangladesh 

E-mail: kawser.ahmed@iubat.edu 

 

 

Received: October 08, 2021    Accepted: October 29, 2021   Online Published: November 10, 2021  

 

DOI: 10.46281/aijssr.v9i1.1432            URL: https://doi.org/10.46281/aijssr.v9i1.1432  

 

 

ABSTRACT 

Listening centralizes upon the comprehension of messages coupled with pronunciations or sounds 

from speakers-be they are native or non-native and local or foreigner in the scopes of formal 

conversation, business talk and classroom lectures in the context of Bangladesh. Bangladeshi 

learners find listening as a complex and incomprehensible skill of four skills of English language. 

They often are not able to understand pronunciation patterns and accentual variations used in 

speeches or conversations. Listening requires systematic strategies in understanding audio or 

vocal track for which logistic support is highly essential. Managing technical support is at times 

difficult for teachers and administration because of financial constraints. This study will 

concentrate on how teachers ensure pedagogical supports and experimental aspects to help 

learners understand listening effectively with methodological study. This paper will deal with how 

learners overcome the stages of listening difficulties and comprehend different phonological 

aspects successfully. In addition, one of the prime concentrations of this paper is to identify 

impediments of teaching listening, teachers’ inefficiency in listening skill and students’ negligence 

in achieving mastery on listening.    

 

Keywords: Administration, Audio, Comprehension, Logistic, Pedagogical, Pronunciation, Vocal.   

 

INTRODUCTION 

It is universally acknowledged that listening is an indirect, passive and silent language skill 

because it focuses on the reception of inputs, words and verbal expressions from surrounding. Not 

only the physical setting is essential, but also psychological aspects are essential. Lists a series of 

micro-skills of listening which are ‘predicting what people are going to talk about’, ‘guessing at 

unknown words or phrases without panicking’ and ‘using one’s own knowledge of the subject to 

help one understand’. She additionally identified that listening includes accepting relevant 



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46 

information and rejecting unnecessary information, recognizing discourse markers like ‘well’, 

‘now’ and ‘finally’ and understanding cohesive devices. 

Teaching listening unlike other language skills involves a number of techniques, teachers 

from non-native countries like Bangladesh face remarkable problems, which teachers should 

maintain in the arena of listening skill. Listening is overtly related to speaking as for the speakers 

speak and the listeners listen- sound, sound patterns, words distinction and conversation. Teachers 

irrespective of native or non-native cannot make listening well-understandable to students who 

remain immensely immersed in unbound the meaning of listening.  

Listening refers to paying attention to and perceiving what you hear and is an essential skill 

for effective communication. Pitiably teachers and students often overlook the importance of 

listening because they remain immensely engrossed on the course how to speak the language. 

Teachers adopt different techniques and strategies to teach students how to acquire mastery 

over listening as further claimed, “Listening is in some ways more difficult than speaking” which 

makes us understand the importance and difficulty of learning listening. Listening strategies focus 

on activities or techniques which in fact directly contribute to the understanding of listening input. 

Chen (2011) stated that interaction does not only happen among native speakers (NSs) and 

non-native speakers (NNSs) but also among NNSs themselves. Hereby it is a matter of 

investigation on how well NNS listeners successfully understand the accents or accentual patterns 

produced by other NNSs.  

Approaches to listening are classified into ‘Bottom-up processes and ‘Top-down processes. 

Bottom-up process refers to “perceiving and parsing the speech stream at increasingly larger levels 

beginning with auditory-phonetic, phonemic, syllabic, lexical, syntactic, semantic, propositional, 

pragmatic and interpretive”. It entails the study listening bits by bits from lower level to upper 

level. On the other some researcher defined that top-down process is considered as to the 

opposition of bottom-up process. Nunan (2003) dealt with the top-down process that learners start 

listening from background knowledge-it might happen from content schema, which focuses on 

general information based on previous learning and life experience, or textual schema, which 

focuses on the awareness of the kinds of information used in a given situation. In fact listening 

exhibits a number of works which make the learners go through challenging situations. Listening 

includes the interpersonal and interpretive patterns of communication. It compels the listener to 

play the role of active participant in listening like face-to-face conversation and passive role in 

listening to other when people speak or present. 

In this paper, scenario of teaching listening skill, feedbacks from teachers and perceptions 

from students will be discussed in the context of Bangladesh along with studies conducted among 

teachers as teaching listening and students as understanding listening. 

 

TEACHING LISTENING: A FRAMEWORK IN THE CONTEXT OF BANGLADESH 

To ELT teachers and learners irrespective of any class or stage of language study, teaching and 

learning listening is largely ignored in Bangladesh. What reported that learners focus more on how 

to speak well than how to listen well is pathetically relevant in the practical scenario of suggesting 

how to be a good listener? Listening skill is not a dormant and passive language skill, what teachers 

and students frequently misuse it, and they think they will concentrate on listening once they are 

competent enough in other language skills. Nunan (2003) however contrasted that listening is ‘an 

active and purposeful process’ in which we hear what speakers produce before us. 



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Some researcher investigated that students have got poor listening skill from their primary 

and intermediate level to tertiary level. Even they do not think listening skill as the most 

emphasized at any of these levels. 

Some researcher identified that most of the Bangladeshi learners do not have adequate 

vocabulary which can be held as the shortcoming in listening. He further told that learning 

vocabulary is the most important aspect in listening in which they will familiarize and understand 

the new manner of pronunciations.  

Alam and Sinha (2009) presented that Bangladeshi students are not taught listening skills 

at their secondary and higher secondary level of education. In such a case teaching them using 

native context at the beginning of tertiary education creates problems. 

Alam and Sinha (2009) presented the fact that teaching at the tertiary education of 

Bangladesh is done by lectures and classes are conducted in English medium. In addition, teachers 

have higher degree English speaking countries with different accents and they deliver lectures with 

foreign which pose a problem for the Bengali medium students. Jahan and Jahan (2008) reported 

that in higher education only 14% students come from English medium education. 

Students who face problems in real life classrooms might also have problem in understanding 

foreign programs and thus to understand languages ostensibly they should spend more time in 

receiving messages from radio, television announcements and other relevant situations 

(Littlewood, 1981). 

The perspective of teaching listening in real life situations like classroom, teaching and 

learning related activities and academic activities in the educational system of Bangladesh is 

entirely absent. The effective cultivation of listening skills is obvious in the English medium 

education of Bangladesh as it goes through British or American education system.  

 

REVIEW OF LITERATURE 

Rost (2002) and Vandergrift (2004) mentioned that listening skill was not seriously seen as worthy 

of research or pedagogical concentration because listening was considered as passive skill. Despite 

having all of the orthodox impressions to listening, listening plays a significant role in both 

language learning, communication, academic pursuit and current English curriculum. 

Maniruzzaman (2002) identified that listening appears as a challenging skill for the foreign 

language learners like Bangladeshi learners because learners need substantial endeavors to achieve 

this skill. He also opined that Bangladeshi learners face this problem because they do not have a 

good scope to have mastery upon listening skill. 

Sadighi & Zare (2006) told that a number of researchers claim that listeners who are 

effective in listening are more efficient to engage in top-down processing to assist their 

comprehension of the aural input. On the other hand, ineffective listeners depend much on bottom-

up processing and for this reason they are deficient in top-down processing skills. 

It can be said further that listeners who are less-skilled performed much better on “local 

questions”, that required the listeners to locate details and facts, than “global questions”, which 

required the listener to synthesize information, draw conclusions, make inferences and so on. 

Chen (2013) told that listening comprehension is a complex ongoing process which 

includes the interaction of various factors and many learners have difficulty to understand spoken 

input and they are not fully aware of why such variation happens in listening.  

Some researcher investigated that EFL learners expose problems in listening to academic 

lectures completely. Students highlighted some of the problems which included the fast speed of 



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48 

delivery of lectures, new terminology and concepts, difficulties in concentrating as it was done in 

foreign language, and problems related to the physical environment. 

Goh (2000) identified that learners have problems in real time listening. This concept is 

exemplified by Anderson who initiated three models of language comprehension such as 

perception, parsing and utilization. These kinds of problems were related to the process of 

perception which is known as low-level for the identification of word and failure in attention. 

Likewise, some other problems were embedded with inefficient parsing and failure in utilization 

which is known as high-level process. Goh (2000) came to the conclusion that listeners having 

less-proficiency have more problems with low-level processing. 

From a recent study by Graham (2006) cited in Chen (2013) that the main listening 

problems were related to the speedy delivery of text leading to failure in identifying and 

recognizing words in a stream of input. It can be understood from these studies, although having 

identified a range of listening problems related to factors of text, task, speaker and listener, that 

learners identified most common problems which are fast speech rate and unfamiliar words. 

Chen (2013) further discussed that this may suggest that most learners have limited 

knowledge of their ways of dealing with listening input and little awareness of the actual problems 

when they go for their online processing. In this circumstance, comprehension usually breaks down 

at the low-level of processing and thus inhibits listeners from arriving at successful 

comprehension. 

Some researcher reported that the listening problems have been ignored and unsolved for 

a long time as it is in the conventional method of teaching and involve learners in practicing 

answering the questions of listening test and giving explanation of meaning. 

Underwood (1989) identified some barriers which exhibit obstacles to effective 

comprehension in the process of listening. Firstly, listeners face some problems to go with the 

speed of speech and they cannot at the same rate the speakers speak. Secondly, listeners often get 

failed to understand the words used repeatedly which poses a big difficulty to understand literature. 

Similarly students are limited to play the recording once again. Thirdly, listeners might not have a 

sound knowledge in the context which deters them to have mutual knowledge to understand 

effective communication. 

What Underwood (1989) identified as a bunch of obstacles in the process of listening is 

largely applicable in the context of Bangladeshi learners who almost face same sort of problems. 

Some researcher opined that students have problems in the way of comprehending listening which 

is related to listening materials. In fact researchers redefined that listening does not have great 

importance and for this purpose teachers are not interested let them understand different strategies 

in listening. 

Bloomfield et al. (2010) told that pronunciation is the greatest hurdle in listening 

comprehension one of the serious problems of listening comprehension is related to the 

pronunciation of words that is different from the way they appear in print. Due to the fact that the 

spoken language varies to the form of the written language, the recognition of words that make the 

oral speech can create some difficulties for students. 

Hasan (2000) indicated that unfamiliar words, difficult grammatical structures, and the 

length of the spoken passages are the most important factors that cause problems for learners’ 

listening comprehension. Yagang (1994) identified four problems in comprehending listening 

which are the message, the speaker, the listener, and the physical environment. Some researcher 

pointed out that listener, speaker, medium, and environment issues are the main catalysts that affect 

listening comprehension.  



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RESEARCH METHODS AND INSTRUMENTS 

In this section of the paper, I will discuss research methods and instruments like participants, data 

collection, data analysis and findings.  

 

Participants 

A survey work was conducted among the students of first semester of a private university in 

Bangladesh who were required to complete some basic courses on English language like listening 

and speaking. The number of participants was 60 attending from different departments like 

engineering, business and humanities. They were given a questionnaire equipped with 5 more 

questions and were given instructions adequately in order for them to understand and give their 

opinions appropriately. Since they came across twelve years of study from their previous academic 

life, they listened to conversation from teachers especially at school and college in language 

classes, commentary of various forms of games and sports and speeches from native countries 

such as Prime Ministers and Presidents of the world. Based upon their previous experience, I 

expected that they would understand the determiners set on the questionnaire and mark them 

accordingly. They were also assured that they would neither be judged nor assessed their 

performances in order to reduce their anxiety and ensure spontaneity.  Being announced everything 

in detail, survey work started and it took nearly 30 minutes to complete the whole process. 

Afterwards all of the questionnaires were taken from the participants with expressing gratitude for 

slotting their valuable time for participating survey work. 

 

Data Collection 

After I had got all the filled in questionnaires I went for methodical measurement through MS 

Excel software to ensure more validity of the study and its results. Previously remarked, I had set 

five different determiners in the questionnaire and I made a quantitative measurement mentioning 

number of participants, average, standard deviation and mean in order to validate the data 

processing tasks.  

The areas of questions were: 

 Whether listeners understood native like pronunciation when they listened to class lecture 

or in discussion. 

 Whether listeners kept all of the information in memory while they listened to speed 

talking in real life listening. 

 Whether listeners understood the use of linkers, fillers and pause markers while listening 

 Whether listeners understood clearly all of the contextual information, explanation and 

discussion in memory when they listened from teachers or demonstrators 

 Whether listeners could comprehend the news or bulletins telecast in international 

television channel. 

The participants marked all of the determiners in an appropriate manner and then they wrote their 

written impressions inside the comment box indicated at the bottom of the questionnaire. In the 

next section of the paper will be the discussion of results along with some demo of written 

experiences what participants came by from different speakers. 

 

 

 

 

 



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FINDINGS AND DISCUSSION 

Table 1. Numerical Data on Survey Work 

 

 

Table 1 deals with the detailed findings from the study conducted among participants on 5 

different  Questions/Determiners, and other column determiners titled as Understandable, Partially  

understandable and Not understandable. On the other hand, it displays Percentage of 

Understandable, Percentage of Partially understandable and Percentage of Not understandable. 

It was discussed earlier that the number of participants was 60 who attended the survey work right 

after the completion listening test, though their papers were not marked and it was aimed to get 

their impressions only.  

Firstly, on the determiner of Understanding native like pronunciation in class 15 people 

marked it Understandable, 38 people Partially understandable and 7 people Not understandable. 

In this case, the percentage of each determiner like 13% for Understandable, 34% for Partially 

understandable, and 6% for Not understandable.  

Secondly, on the determiner of Understanding words during the speed of talking 18 people 

marked it Understandable, 36 people Partially understandable and 6 people Not understandable. 

In this case, the percentage of each determiner like 16% for Understandable, 32% for Partially 

understandable, and 5% for Not understandable.  

Thirdly, on the determiner of Understanding words during the speed of talking 14 people 

marked it Understandable, 42 people Partially understandable and 4 people Not understandable. 

Questions/D

eterminers 

Understandable Partially  

understandable 

 Not 

understandable  

Percentage of 

Understandable   

Percentage of 

Partially  

understandable 

Percentage 

Not 

understandable  

Understandin

g native like 

pronunciation 

in class 

15 38 7 

13 34 6 

Understandin

g words 

during the 

speed of 

talking 

18 36 6 

16 32 5 

Understandin

g fillers, 

pause 

markers and 

linkers 

14 42 4 

12 38 3 

Understandin

g teachers’ 

contextual 

discussion 

16 39 5 

14 35 4 

Understandin

g TV news or 

bulletin 

17 38 5 

15 34 4 

       

Mean 16 38.6 5.4    

           

Standard 

Deviation 1.58 2.19 1.14    



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In this case, the percentage of each determiner like 12% for Understandable, 38% for Partially 

understandable, and 3% for Not understandable.  

Fourthly, on the determiner of Understanding teachers’ contextual discussion 16 people 

marked it Understandable, 39 people Partially understandable and 5 people Not understandable. 

In this case, the percentage of each determiner like 14% for Understandable, 35% for Partially 

understandable, and 4% for Not understandable.  

Fifthly, on the determiner of Understanding TV news or bulletin 17 people marked it 

Understandable, 38 people Partially understandable and 5 people Not understandable. In this case, 

the percentage of each determiner like 15% for Understandable, 34% for Partially understandable, 

and 4% for Not understandable. 

However, from this study it is obvious the attainment of Mean and Standard Deviation 

where Mean is 16 on Understandable, 38.6 on Partially understandable and 5.4 Not understandable 

and Standard Deviation is 1.58 on Understandable, 2.19 on Partially understandable and 1.14 on 

Not understandable. 

 

Comments from Participants 

Likewise, it is relevant to quote out the comments what participants made at the time of survey 

work and such statements made researchers understand about the impressions of learners to the 

listening skill.  

“In the long conversation or discussion, I mess up with ideas, topics or contexts which make me 

lose my attention and research what the speakers have talked on. So I have a good problem in 

understanding discussion properly.” (One of the participants commented such.) 

“I experience the problem of accentual pattern and cannot catch pronunciation effectively. Though 

all of the words seem to be familiar to me, I cannot understand at the time of talk, discussion and 

presentation.” (Another participant made such kind of comment.) 

“Frankly speaking, since I am a non-native listener and learner, I do not understand most the 

words or phrases produced by speakers. The obvious reason is that I do not have sufficient words 

in my vocabulary possession. For this reason, I cannot get my speakers conveniently at the time 

of conversation, news reading and reality of TV show.” (One of the participants made such 

comment.)   

RECOMMENDATIONS 

Bangladeshi teachers and learners are by no means reluctant to understand the scope and horizon 

of listening skill which culminate an inappropriate and vague understanding of message, topic and 

context. Education academically and formally commencing from primary education to higher 

education, listening as an effective channel of communication is overlooked or very often ignored. 

Relevantly, Nunan (1998) pointed out that skills like listening and reading are considered as 

‘secondary skills’ which means to other ends, rather than ends in themselves.  

In this section, some recommendations perceiving the barriers or limitations of listening skill of 

Bangladeshi learners are outlined. 

 

Learners’ Active Participation 

Listening is, in most of the course curriculum and syllabus design, not equal value in proportionate 

to the value ascribed upon other skills like speaking. Listening is a one kind of skills. We can 

provide students in performing that kind of skill which will help them to be better listeners 

(Harmar, 1998). In fact listening is a direct language skill without which speaking loses its 

effectiveness in the way of communication. For this much of the research has been conducted on 



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listening and term “Comprehensible Input: came into its existence by Krashen (1982), O’Malley 

(1985), Dunkel (1991) and Feyten (1991). Teachers of Bangladesh need to make the classroom 

learner-centered and make students much oriented to real life listening activities or drills. Some 

researcher opined that the pre-eminence of listening comprehension especially in the early stages 

of language learning ensures four main advantages like cognitive, efficiency, utility and affective 

advantages. Learners’ intelligence and power of perception will not be developed if they remain 

beyond the active participation in listening performance and real life experience. 

 

Effective ELT Policy 

In the education policy of Bangladesh, some drawbacks are ostensible which deter the overall 

progress of teaching and learning English effectively. Ara (2009) criticized that many policies 

were taken and subsequently changed in the aspect of teaching and learning of English since the 

independence of Bangladesh (Ara, 2009). Grammar-Translation Method (GTM) had been 

practiced in the EFL context of Bangladesh since the regime of British Empire. Practically this 

GTM proved its effectiveness to make students enable to communicate in oral and written English 

(Hamid & Baldauf, 2008). The state must think over the efficacy of forming effective ELT policy 

in order that language practitioners, teachers and students can understand the ELT policy to meet 

the challenges of new civilization. Textbooks which are approved by English Language Teaching 

Improvement Project (ELTIP) are supposed to follow techniques and activities of Communicative 

Language Teaching (CLT). Thus learners will be able to learn English language in an interactive 

way in association with four skills— listening, speaking, reading and writing (Hamid & Baldauf, 

2008). As a whole, constant ELT policy and planning will ensure the maximum effectiveness of 

four language skills especially listening which remains neglected in the context of Bangladesh. 

 

Initiation of Effective Approaches 

Teachers and language trainers should adopt various approaches in order to ensure pragmatic 

listening practice inside classroom. Approaches or techniques are the tools or measures which 

affect the rate of progress in aural-oral skill. Li and Renandya (2012) suggested that specifically, 

vocabulary instruction for vocabulary learning, preparation topically, mechanically slowdown of 

the rate of sound and repeated listening are thought to be effective approaches to facilitating learner 

comprehension of the L2 spoken text. Vandergrift (2004) opined, “an awareness of both top-down 

and bottom-up processes and their relative contribution to comprehension in different contexts and 

at different levels of language proficiency is fundamental to a theoretically grounded pedagogy of 

L2 listening comprehension”. Johnson (1994) outlined some of the strategies like pairing students 

with supportive partners, instructing students to make questions and answers, using tape-recording 

with microphone use while test is going one and inviting students for role-play, puppets activities 

and getting involved in participatory talk. Indeed teachers and classroom instructors should 

provide learners with sufficient guidelines, approaches and techniques to make them comfortable 

in listening work.   

 

Adequate Training for Teachers and Trainers 

Teachers and language trainers should keep in mind that students are the perfect imitators of what 

their teachers and trainers do in the way of pronouncing words, using fillers and stress markers, 

intonation marks and phonological aspects. In the process of ensuring effective listening, teachers 

and trainers should have adequate trainings on many different linguistic aspects. Local proficient 

teachers, speech therapists and foreign language experts should be invited to train local teachers 



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and thus they would be more proficient to teach students effective listening skill. Teachers should 

be given training how to conduct listening classes crowded with huge number of students in the 

poor socio-economic set up of Bangladesh as it requires the assembly huge number of logistic 

supports like headphone, microphone, loud speaker, computer and constant supply of electricity.  

 

CONCLUSION 

The study conducted among the tertiary students of Bangladesh exposed that they failed to 

understand conversation, discussion and lectures delivered in target language for they had been 

accustomed to listening in their own native language. Participants expressed their impressions that 

they could not retain their attention while they were listening audio track played before the survey 

work and they were overlapping of one topical discussion with another one. The study also 

revealed that participants could not find the connection of linkers or pause markers and thematic 

or subjective discussion in the classroom. This problem became worsening when they attended the 

science and engineering courses and understanding methodical presentation on scientific and 

engineering made them confused during teachers’ presentation. Overall participants gave their 

impressions that they could understood discussion and mode of presentation partially not 

confidently. Similarly the level of students’ understanding can be held as the potential barrier in 

the smooth way of conducting listening oriented class. Ur (1995) the level of students play a good 

role in listening long passages and keeping all the listened stories in mind. In fact it is not easy for 

the lower level students to listen to more than three minutes and complete the activities. It is 

recommended that texts with short listening facilitate listening comprehension and reduce 

monotony and keep learners concentrating. In this case, as Bangladeshi learners have much 

problem in understanding and grasping information while listening, teachers should segment the 

whole class into small ones for micro-listening with small duration audio clip. By engaging them 

into real life listening, teachers can identify some problems from individual listeners and then he 

should spend more time with them and help them to practice more sessions or audio clips 

confidently.  

 

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