







































AsiaCALL Online Journal Received: 16/01/2021 

ISSN 1936-9859; https://asiacall.info/acoj Revision: 05/03/2021 

Vol. 12, No. 3, 2021  Accepted: 07/03/2021 

pp. 47-57  Online: 08/03/2021 

47 

Developing Bottom-up Listening Skills in a Google Classroom-based EFL module 

Nguyen Thi Hong Nhat 

Hanoi Pedagogical University 2, Ha Noi, Vietnam 

Corresponding author’s email: nguyenthihongnhat@hpu2.edu.vn 

 

Abstract 

 

The influence of a mini EFL listening module of bottom-up activities on learners' listening ability and students' 

views on using Google Classroom is used as a tool for language learning and teaching. The students were 100 

first-year EFL students at Hanoi. The teaching practice of EFL listening has not well addressed bottom-up listening 

skills (Seigel & Seigel, 2015). Moreover, autonomous listening is not very well focused in current pedagogy (Field, 

2008). This study was conducted to investigate Pedagogical University 2. The module was developed on the 

Google Classroom platform, which incorporates listening activities on different bottom-up skills. The students 

completed the assigned bottom-up listening activities on the platform every week over a period of 10 weeks. The 

data were collected from an online survey (n=100) and a dictation pre-test, and a dictation post-test (n=100). This 

conference paper reported the results drawn from the survey data with 100 students. The results showed that the 

module improved students' bottom-up listening skills and positively affected their autonomy. The study suggests 

that EFL teachers should be more aware of the importance of bottom-up activities and allocate adequate time for 

them in listening courses, especially for low-level learners. Furthermore, the study indicates that Google 

Classroom, as a sample tool of technologies, can be employed with sound pedagogy to benefit students. 

 

Keywords:  EFL bottom-up listening, the use of technology, learner autonomy, Google Classroom, Vietnam. 

 

  

1. Introduction 

Listening has a crucial role in foreign language learning and communication (Vandergrift, 2015). It is the 

most frequently used language skill by language learners (Brinton, Snow, & Celce-Murcia, 2014) and consequently 

has an essential role in providing linguistic input and interaction opportunities for learners to acquire the language 

(Field, 2008). Thus, the development of L2 listening skills has a strong impact on the development of other skills 

(Rost, 2015). However, listening has been "the least well taught" (White, 2006, p. 111). Listening has been the 

most neglected skill in the language classroom, and learners are not often taught how to listen effectively (e.g., 

Berne, 2004; Mendelsohn, 2006). Listening is often considered by language learners as the most difficult skill to 

learn, especially for those in the contexts where English is a foreign language (e.g., Graham, 2003; Hasan, 2000). 

In Vietnam, EFL learners often consider listening as one of the most difficult skills, and they often ask for guidance 

in learning this subject (Vu & Shan, 2016). 

Among different listening skills, bottom-up listening skills play a key role in helping students understand 

the listening input at the sound, syllable, word, chunk, syntax, and intonation levels. However, activities to enhance 

students’ bottom-up listening skills have not received adequate attention in EFL listening instruction, especially 

for low-level students (Seigel & Seigel, 2015). Textbooks often have not reflected a systematic approach to develop 

listening skills (Hill & Tomlinson, 2013). They usually include limited types of texts and tasks and seem to include 

outdated materials. The reasons mentioned so far suggest that more attention needs to be given to the teaching of 

listening skills, specifically bottom-up listening skills. This study was conducted to investigate the influence of a 

mini EFL listening module of bottom-up activities on learners’ listening ability and learner autonomy. The students 



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48 

were 100 first-year EFL students at a public university in Vietnam. The module was developed on the Google 

Classroom platform, which incorporates listening activities on different bottom-up skills. The students completed 

the assigned bottom-up listening activities on the platform every week over a period of 10 weeks. The data were 

collected from an online survey (n=100) and a dictation pre-test, and a dictation post-test (n=100). 

2. Literature review 

2.1. English listening skills 

2.1.1. Top-down and Bottom-up processing in EFL listening 

Top-down and bottom-up listening are two important approaches that L2 learners need to employ to 

understand listening input comprehensively. In a top-down listening approach, learners use background knowledge 

about the topic of listening to understand its meaning. Bottom-up skills or decoding skills are the skills that students 

need to use to decode the listening input at the smallest units of information, such as detecting, identifying, and 

distinguishing the sound, syllable, word, chunk, syntax, and intonation levels from which the meaning of the 

listening input is understood (Field, 2008). The bottom-up listening skills are important for beginning learners 

because of their limited language repertoire, which does not automatically process what they are listening to and 

understand the input message (Field, 2008; Siegel & Siegel, 2015). Therefore, learners need to rely on language 

elements such as sounds, grammar, vocabulary ... and then process those information units into a meaningful 

message. Depending on the purpose of listening (listening for the gist or listening for details) or the learner's ability 

(intermediate, advanced, or beginner), the learner can choose one or combine two approaches to the listening 

process. The combination of the two listening approaches will help them improve their English listening skills 

effectively.  

2.1.2. The teaching of EFL listening skills 

In recent years, the literature on listening instruction indicates a greater focus on the process approach 

(Ellis, 2003; Field, 2003, 2008, 2012; J.C. Richards, 2006, 2008; Rost, 2015). This approach compensates for the 

limitation of the comprehension approach, which has paid little attention to difficulties that learners may 

experience while they are listening to certain segments of listening texts (Field, 2008). It focuses on the subskills 

listeners need to acquire to understand listening texts. 

There have been some attempts to provide comprehensive taxonomies of such subskills, such as those of 

J.C. Richards (1983) and Field (2008). The recent one by Field (2008) classified subskills according to decoding 

processes and meaning-building processes, which listeners draw upon to arrive at a full understanding of texts. 

According to Field, in order to improve language learners' ability to decode linguistic input, teachers can introduce 

subskills tasks focusing on single different aspects of listening such as lexical segmentation, the recognition of 

recurrent chunks, intonation patterns, turn-taking signals, linkers, and patterns of logical argument. This approach 

to listening instruction is supported by the fact that language listeners' major reason for breakdowns of 

understanding is lexical segmentation (Field, 2003; J.C. Richards, 1983, Rost, 2015) and their ability to cope with 

linguistic decoding plays an important role in the listening performance (Lynch, 2009). Examples of subskills 

related to decoding processes at the word level can be recognizing variant forms of words, using awareness of 

word frequency, and distinguishing known and unknown words (Field, 2008, p. 336). It is also emphasized in this 

approach that learners should be equipped with subskills for meaning-building processes. These skills help 

listeners draw on their outside knowledge and the message from the text to make sense of the meaning of what is 

said (Field, 2008; Richards, 1983). Examples of subskills related to meaning-building processes at the word level 

can be narrowing word sense to fit the context, dealing with word ambiguity, and inferring the meaning of unknown 

words (Field, 2008, p. 338). 



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In response to the call for more attention to the instruction on bottom-up listening skills, some researchers 

have conducted study to investigate the effects of bottom-up listening activities on students’ listening abilities (Al-

Jasser, 2008; Field, 2008; Goh, 2000; Siegel & Siegel, 2015; Vandergrift & Goh, 2012). Data from Goh’s study 

suggested that lower-level students became more confident at phoneme, word recognition, and segmentation 

problems. Field (2008) found that students having bottom-up listening skills instruction could decode listening 

input more accurately and automatically. In another study, Vandergrift and Goh (2012) pointed out that listening 

activities focusing on bottom-up skills raised students' awareness of the spoken language's pronunciation. Siegel 

and Siegel (2015) showed that explicit instruction of bottom-up skills positively affected most of the students when 

they had higher scores on the dictation and listening proficiency tests. Despite the importance of bottom-up skills 

instruction, there remains a lack of evidence on the practical classroom context. This indicates a need for further 

investigation of how direct instruction on bottom-up listening skills can help students' listening competence in L2 

classrooms. 

2.3. The use of technology for language teaching and learning 

Technology has been considered an essential tool in language teaching and learning. A growing body of 

research has shown that teachers and students have a positive view of the use of technologies in language teaching 

and learning (e.g., Chapelle, 2001; Levy, 1997). Many studies have provided evidence showing positive effects of 

technology use in language skills, including listening, speaking, reading, and writing. The effects include 

increasing levels of learner autonomy, motivation and self-confidence, development of communicative 

competence, and improvement of linguistic proficiency (Dina & Ciornei, 2013; Kim, 2013; Yunus, Nordin, Salehi, 

Embi & Salehi, 2013).  

Google Classroom has been around since 2014 and has become one of the most well-known learning 

management systems (Albashtawi & Bataineh, 2020). This free and user-friendly application integrates with other 

Google services such as Google Drive, Google Docs, Google Sheets, Google Slides. It has many functions that 

help educational institutions simplify teaching and learning. Students can join a class when provided with a login 

code or automatically added by the class's teachers. Teachers can assign homework, share materials, track learning 

progress, grade students’ work, or provide comments (Sukmawati & Nensia, 2019). 

To date, some studies have investigated the effectiveness of the use of Google Classroom for learning and 

learning (e.g., Albashtawi & Al Bataineh, 2020; Duong, Hoang, & Mai, 2019; Markham & Peter, 2003; Islam, 

2008; Sukmawati & Nensia, 2019). Advantages of Google Classroom include helping students develop and 

organize their work to learn English effectively; increasing students’ motivation of online learning; providing 

instant notifications of assignments and deadlines; easily uploading and downloading materials; being available 

on different electronic devices; improving EFL students’ reading and writing performance and facilitating learner 

autonomy.  

Taken together, the evidence reviewed here suggests a crucial role for the instruction on bottom-up 

listening skills and for the integration of technology into language teaching and learning, i.e., Google Classroom 

in this case. The next section presents the methodology used for this study.  

3. Methods 

The study aims to examine Vietnamese EFL students’ views on the influence of a mini EFL listening 

module of bottom-up activities on EFL learners’ listening study and their views on the use of Google Classroom 

as a tool for the listening module.  

The listening module was a part of Listening Speaking Course 1, which used the Skillful Foundation 

textbook. As a part of the course, the listening module was conducted in a period of ten weeks. It incorporated 



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listening activities on different bottom-up skills, which are listening for "s/es" ending sounds, connected-speech, 

"ed" ending sounds, elision, contraction, weak/stressed forms. In each lesson of the module, the teacher gave the 

students background knowledge about each skill and asked them to practice it by doing some mini-exercises. The 

activity, on average, was completed within 15 minutes. By the end of each lesson, the students were assigned some 

bottom-up listening activities as homework on the Google Classroom platform. 

To fulfill the purpose of the study, the study was conducted to answer the following research questions:  

1. What is the impact of the listening module on EFL students’ listening study? 

2. What are the students’ views on the use of Google Classroom as a tool for the listening module? 

 This study employed both quantitative and qualitative research methods to gain a comprehensive 

understanding of the research problem. It collected data through an online survey and a pre-test and post-test with 

EFL first-year students at Hanoi Pedagogical University 2. In this paper, the results drawn from the online survey 

data are reported. The online survey questionnaire included two parts that asked the participants about their views 

on the influence of the listening module on their study of listening skills and the use of the Google classroom as a 

tool for the listening module. The survey was sent to the participants at the end of the listening module, and it took 

the students about fifteen minutes to complete. There were 100 students responding to the survey, and the 

quantitative data from closed questions and qualitative data from open-ended questions were descriptively 

calculated and thematically analyzed, respectively.  

4. Results/Findings and discussion 

4.1. Research question 1: Students’ views on the impact of the listening module on EFL students’ listening 

study 

The students expressed their appreciation for the module as it developed their bottom-up listening skills. 

The two benefits that the students mentioned the most are improving basic listening skills and increasing 

motivation to learn. Here are some examples of the students’ comments:  

It helps my listening skills better and better. Now I can hear the words that I was not able to hear before. And it 

provides me useful information about how English is naturally spoken.   

Listening practice from the basic steps helps me to hear clearly and clearly. It provides the foundation for me to level 

up my listening skills. 

I am now more familiar with phonetics and can recognize exactly what English words are spoken. 

My listening skills are better day by day. The module makes me feel excited and has motivation when I learn English 

listening skills. 

It helps improve my listening skills, and I have the motivation to study harder.  

About the bottom-up skills that the students reported improving the most, listening for "s/es" ending sounds and 

listening for connected-speech ranked the first and the second in the list at 98 and 78, respectively (see Figure 1). 

 

 



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51 

 

 

Figure 1. Bottom-up listening skills that the students reported improving 

 

The students also became more aware of "ed" ending sounds, elision, and contraction when 65, 58, and 

50 of them reported gaining better ability to listen for these sounds. The figures are illustrated with the students' 

comments as the followings:  

Before, when I heard, I could not detect the s/es ending sounds and how to recognize connected speech. However, 

after taking this module, I can notice them and know how to practice them every day.  

I can realize the ending sounds that I often missed before.  

I never heard "elision" before. I think I've understood it, and I always try my best to practice elision. So did 

connect- speech. It helps me improve my English, including my listening skills and speaking skills. 

I understand different sounds, and after practicing, I can hear those sounds in the conversation confidently.    

Having seen the positive effects of the practice of bottom-up listening skills, all of the respondents 

stated that they would apply what they learned from the module to future practice of listening skills . For 

example, two students said:  

I will spend about 30 minutes a day practicing basic listening skills to improve my listening ability.  

I will apply the basic listening skills I have learned into my listening practice. For example, I will listen to videos 

from basic to advanced listening to recognize connected sounds or elisions.   

The results support evidence from previous observations (e.g., Field, 2008; Goh, 2000; Siegel & Siegel, 

2015) that explicit instruction of bottom-up listening skills helped to develop learners’ listening ability.  

Another recurrent theme in answers to the survey was that the module had effects on learner autonomy. 

The respondents reported that their autonomy in learning changed in different ways (see Table 1).  

Table 1 

Students’ perspectives on the effects of the listening modules on learner autonomy 

 

N Students’ perspectives on the effects of the listening modules on 

learner autonomy 

Number of 

respondents 

1.  I can find learning materials independently 95 

0 20 40 60 80 100 120

"s/es" ending sounds

Connected-speech

"ed" ending sounds

Elision

Contraction

Weak/stressed form

others



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2.  I feel more active and motivated to learn listening skills 89 

3.  I can access learning materials anytime, anywhere 78 

4.  I am aware of the objectives of listening tasks posted on Google classroom 75 

5.  I feel more curious when searching web-based online listening resources 74 

6.  I can select and implement appropriate learning strategies 57 

7.  I am able to formulate my own learning objectives 54 

8.  I can monitor my own learning 37 

9.  I can monitor and evaluate my own use of learning strategies 34 

 

Among many benefits, the students emphasized that being able to find materials independently (95%), 

feeling motivated to learn listening skills (89%), and accessing listening materials anytime, anywhere (78%) are 

the three most influences of the module to their autonomy. For examples, they commented that: 

This module helps me find materials that are reliable and suitable for my level. 

I can study anytime, anywhere with my phone or laptop.  

Online lessons are more interesting than lessons on books. Thanks to online lessons, I am able to practice anytime 

and anywhere. 

Besides, the students found the module useful. Seventy-five respondents commented that they became 

more aware of listening tasks' objectives, and seventy-four of them felt more curious when searching web-based 

online listening resources. 

There are interesting exercises that the instructor uploads to Google Classroom, and from them, I self-study further 

information on the internet. 

In the past, I did listening exercises without caring about how they help my listening ability. But thanks to the module, 

I understand the reasons why I should take specific listening exercises.  

These findings suggest that the listening module increased the time on task for students. They may be 

explained by the fact that the listening module was designed to facilitate learner autonomy. Every week, the 

students were provided with theoretical knowledge of the linguistic features of spoken English. In class, they 

practiced listening exercises to train their ears to specific features. For example, they were listening for 

contractions, elision, connected speech. After the lesson, the students were required to do their homework by doing 

more exercises and find out further natural spoken listening input, which had the linguistic features they learned 

in the class. The activities that the students were required in autonomous learning include data storing, voice 

recording, shadowing, dictating, designing listening exercises. By doing those assignments, they spent more time 

looking for suitable listening input and listening to them.  

Furthermore, thanks to the features of Google classroom, the students could access materials every time 

and everywhere. This finding agrees with other studies (Nguyen, 2015a, 2015b), which indicated that convenience 

and authentic learning materials as the advantages of using technologies for language learning.  

Another benefit that the students perceived having gained from the module is that they were able to select 

and implement appropriate learning strategies and formulate learning objectives. This view was echoed by fifty-

seven informants, for example:  

The module is designed with specific topics so I can plan my studies easily.  

During self-study, I can realize the problems and find the right way to study. I am able to set learning goals and 

complete assignments.  



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I can find more online exercises to work on my weaknesses in my spare time. 

While preliminary, this finding suggests that the listening module helps raise students' awareness about 

the specific bottom-up listening skills they need to work on. Accordingly, they can set learning goals to improve 

their weaknesses. This study confirms that learner autonomy is associated with learners’ ability to handle and 

program their learning (Holec, 1981; Benson, 2001). Indeed, the participants in this study became more 

independent learners who started initial steps to take control over their learning.  

4.2. Research question 2: Students’ views on the use of Google Classroom as a tool for the listening module  

The respondents found Google Classroom a user-friendly tool for their study (see Table 2). Ninety-six of them 

mentioned that Google Classroom was easy to use, and eight-nine respondents found it convenient because it 

is available on a smartphone mode as well.  

Table 2 

Students’ perspectives on the use of Google Classroom as a tool for the listening module 

 

N Students’ perspectives on the use of Google classroom as a tool for the 

listening module 

Number of 

respondents 

1.  Google Classroom is easy to use 96 

2.  Google Classroom application is available on my smartphone 89 

3.  I can upload materials easily 79 

4.  I am timely notified of any assignments and announcements  76 

5.  I can keep records of my work 75 

6.  I can log in to Google Classroom anytime, anywhere.  60 

7.  I can track the progress of assignments 57 

8.  I can have feedback on the assignment 45 

 

For example, one student said, "Google Classroom is very useful. With a smartphone, I can do many 

things on it with convenience.”  

Other features of Google Classroom that many students reported useful for their study include allowing 

materials to be uploaded easily (n=79), notifying assignments and announcements (n=76), keeping records of 

students’ work (n=75). Examples of the students’ comments as the following:  

I love when Google Classroom reminds me of homework and deadlines. Because there is a lot of homework from 

different courses to do in one week, it is easy to forget. Thanks to this, I have done all my work on time. 

It is very easy to use, and it works well to combine classroom learning and self-study.  

Instant notifications and forum exchanges make study easy. 

This study supports evidence from previous observations (e.g., Albashtawi & Al Bataineh, 2020; Duong, 

Hoang, & Mai, 2019) that information technology, more specifically Google Classroom, can enable language 

learners to flexibly and conveniently learn and acquire knowledge.  

In addition to the supporting features for language learning, the students mentioned two features of 

Google Classroom that they had challenges during their study. The first feature mentioned by fifty students is 

related to the unavailability of Google Classroom when there is no Internet connection. For example, one student 

said, “when traveling on the bus or on the road, if the phone does not have an Internet connection, you cannot 

listen to audio files." The other feature is the limitation of teacher-student interaction on Google Classroom. Fifty 

students reported that Google Classroom was still not so good at facilitating different modes of interaction. For 



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example, two students said:  

Google Classroom does not allow teachers and students to interact and discuss directly but can only teach and learn 

through preloaded document files on the application. 

I do not want my private messages to my teacher to be seen by other classmates all the time. 

As Google Classroom is a free learning management system, it might not have all functions as other 

commercial ones. However, an implication of these results is that Google should improve Google Classroom 

features to meet teacher's and students' needs.  

Taken together, the results indicate that the listening module has helped the students develop their basic 

listening skills and learner autonomy. For the participants in this study, they found Google Classroom a useful 

tool for their listening module. The next chapter moves on to discuss the significance of the findings and the 

implications for practice.  

 5. Conclusion 

This present research study's main aim was to design a listening module to train EFL students on bottom-

up listening skills and investigate students’ views on its impact on their listening study. The second aim of this 

study was to examine the students’ perspectives on the use of Google Classroom as a learning tool in the listening 

module. The participants, on the whole, demonstrated a positive attitude to the module. They reported that the 

module improved their bottom-up listening skills, especially "s/es" ending sounds, connected speech, "ed" ending 

sounds, and elision. The majority commented that the listening module also developed their autonomy in learning. 

After taking the module, most students reported having more confidence in finding listening materials and having 

more time on listening tasks. Finally, the overall response to the question about the use of Google Classroom for 

language learning was positive. The students found Google Classroom useful and convenient. However, two 

concerns were expressed about the unavailability of its functions when used without the Internet connection and 

about its limited functions to facilitate interaction among students and teachers.  

These results were very encouraging; however, the generalizability of these results is subject to certain 

limitations. This study's scope was limited in terms of time and resources so that not all the bottom-up listening 

skills were introduced in the module. There should be more time for students to practice, and further modules 

should be developed to continue training EFL students on other skills such as listening for assimilation, intonation, 

resyllabification, the chunk of language, accents, prefix, and suffix. Another issue that was not addressed in this 

study was whether the practice of bottom-up listening skills would improve students' listening ability. Further 

research could be conducted to determine the listening module's effectiveness on students' listening ability by 

triangulating the survey results with pre-test and post-test data and interview data.  

Despite its exploratory nature, the present results are significant in at least three major aspects. The study 

adds to our understanding of the importance of bottom-up listening skills for EFL learners, especially for beginning 

learners. It is suggested that teachers consider integrating bottom-up listening exercises in the teaching suitable to 

their own teaching context and learners. Training should also be provided to both teachers and students to 

maximize the effectiveness of teaching and learning bottom-up listening skills, which are the foundation for 

students to develop their listening ability in general. In another aspect, this study has contributed to the rapidly 

expanding field of learner autonomy. The study indicates that students will be able to enhance their learner 

autonomy and the twenty-first century's competence if they are guided and nurtured. It is thus recommended that 

courses can be designed to organize activities to develop learners’ responsibility intentionally. Finally, this study 

strengthens the idea that technology, for example, Google Classroom, can be used to assist students’ language 

learning. In contexts where facilities and resources are limited, a free but user-friendly learning management 



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system is still a good choice. However, it is important to note that technology needs to be employed with sound 

pedagogies if it aims to foster language learning.  

Acknowledgment 

This research was funded by Hanoi Pedagogical University 2 Foundation for Science and Technology 

Development via grant number: C.2019-18-01. 

 

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ACOJ- ISSN 1936-9859 AsiaCALL Online Journal  Vol. 12; No. 3; 2021  

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Biodata:  

Nguyen Thi Hong Nhat is a lecturer of English and a teacher educator at Hanoi Pedagogical University 2, 

Vietnam. She holds a Doctor degree from the University of Queensland. She has been conducting a number of 

workshops for language teachers on teaching English with technologies. Her research interest is in the teaching of 

listening as a foreign language skill, curriculum and program development, EFL materials development, teacher 

education in Computer-Assisted Language Learning, educational change.  

 

 


