THE ROLE OF THE ‘LISTENING RELAY’ ACTIVITY IN DEVELOPING REFLEXIVE ERROR DETECTION IN ENGLISH LEARNING OF FIFTH-GRADE STUDENTS AT HAM CUONG PRIMARY SCHOOL

Tóm tắt

This classroom-based mixed-method study investigated the role of the Listening Relay activity in supporting reflexive error detection in English learning among fifth- grade students at Ham Cuong Primary School. Reflexive error detection was defined as learners’ developing ability to notice inaccurate spoken forms and respond with appropriate correction or reformulation during classroom interaction. The study involved 40 fifth-grade students divided into a control group and an experimental group. Data were collected through pre-task and post-task questionnaires, pre-test and post-test performance scores, classroom observation, and interview comments. Quantitative evidence was analyzed descriptively and through retained statistical outputs, including inter-rater correlations, Q-Q plots, and t-test results; qualitative evidence was used to interpret participation, confidence, peer interaction, and error-awareness patterns. The findings showed high inter-rater consistency for pre-test and post-test scoring and indicated that students perceived Listening Relay positively. Students reported greater enjoyment, confidence, attention to peers, awareness of spoken mistakes, and willingness to participate in speaking activities. The study concludes that Listening Relay did not function merely as a motivational game; rather, it created structured opportunities for attentive listening, peer-supported response, and quicker recognition of spoken errors in this specific primary EFL classroom context.