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Description
In Vietnam’s transition toward English as a Second Language (ESL), English for Specific Purposes (ESP) courses are expected to support discipline-specific communication. At the Diplomatic Academy of Vietnam (DAV), ESP listening instruction emphasizes comprehension accuracy and structured output, particularly through news-based listening and reproduction tasks. While these practices effectively develop students’ ability to process and reproduce content, opportunities for interaction based on listening input remain limited.
This study examines how ESP listening activities can be extended to support interaction without altering the prescribed curriculum or assessment framework. A classroom-based action research design was conducted with undergraduate students (B2–C1 level) over a four-week intervention period. Standard textbook lessons were maintained, with the addition of brief interaction-oriented extensions to post-listening tasks, including clarification exchanges, role-based responses, and interactive news reconstruction.
Data were collected through pre- and post-intervention listening-to-respond tasks and analyzed using an analytic rubric measuring comprehension, response relevance, fluency, interaction, and spontaneity. Findings indicate initial improvements in students’ responsiveness, interaction, and processing of spoken input, while maintaining strong performance in content reproduction.
The study suggests that minimal pedagogical adaptations can extend ESP listening toward more communicative, ESL-oriented outcomes in assessment-driven contexts.
Keywords: esp listening, interaction, listening-to-respond, vietnam, communicative competence
