Statement of problem and rationale
In today's globalized world, mastering English is essential for success, transforming it from a mere priority to a necessity This shift has prompted researchers and educators to focus on enhancing the quality of English teaching and learning methods.
At Phuong Dong University (PDU), students express significant concerns regarding their listening skills, particularly among first-year non-English majors who struggle with listening tasks due to factors such as limited vocabulary, low background knowledge, and lack of motivation Many students report that their high school education did not provide adequate exposure to listening practice, leaving them unprepared for university-level listening activities Additionally, some perceive listening lessons as challenging and unengaging Teachers at PDU also face difficulties in creating effective lessons and motivating students, despite their efforts to enhance interest in listening skills Consequently, listening lessons are often viewed as boring and ineffective by the students.
Despite numerous studies on English teaching methods at PDU, there is a notable scarcity of research focused on listening skills, with most studies concentrating on speaking and reading This highlights a significant gap in the exploration of effective listening strategies within this context.
Inspired by the challenges faced in listening comprehension, I conducted a research study focused on the experiences of first-year non-English major students at Phuong Dong University regarding listening skills This study aims to identify the key problems these students encounter and explore effective solutions to enhance their listening abilities.
Aims of the study
In general, the study is to investigate the current situation of teaching and learning listening skills to the first - year non – English major students at elementary level at PDU
Specifically, the study aims at:
- Identifying the problems that teachers and students encounter in listening course
- Finding out teachers‟ and students‟ solutions to these problems
- Providing some recommendations for the teachers and students to consult and apply in their teaching and learning listening skills.
Research questions
1 What problems do the teachers have in a listening lesson?
2 What solutions to the problems do the teachers suggest?
3 What problems do the students have in a listening lesson?
4 What solutions to the problems do the students suggest?
Scope of the study
The study investigates the challenges of teaching and learning listening skills among first-year non-English major students at Phuong Dong University, focusing on those with elementary English proficiency Conducted with a sample of 100 learners and teachers from the Faculty of Biotechnology, the research utilizes surveys and interviews during their listening course, which employs the "New Headway Elementary-Third Edition" textbook by Liz and John Soars The primary goal is to identify the problems faced by both students and educators in the context of listening instruction and to propose potential solutions.
Significance of the study
Listening is often viewed as the most challenging skill for students, being "more demanding than talking" (Green, 2006, p.44) According to Rost (1994, p.141), listening plays a crucial role in language learning, as it offers essential input for learners; without comprehensible input at an appropriate level, effective learning cannot commence Consequently, it is imperative for English language teachers to understand the significance of fostering progress and engagement in listening comprehension.
This study is crucial for identifying the challenges faced by teachers and first-year non-major students, while also offering strategies to enhance their listening skills It significantly enriches the methodology for teaching listening and provides valuable insights that can inform future research in this area.
Design of the study
The thesis consists of seven chapters:
Chapter one serves as the introduction to the study, outlining the problem statement and rationale, as well as the study's aims, research questions, scope, significance, and design.
Chapter two focuses on the basic theoretical background from the literature review on listening skills
Chapter three presents the research methodology which describes how the research was carried out
Chapter four is on data analysis
Chapter five presents and discusses the finding of the surveys In other words, it helps to find the answers for the four research questions
Chapter six provides some recommendations for the development of teaching and learning listening to the first year non English majors at PDU
Chapter seven is the conclusion which summarizes the thesis and makes some suggestions for further study
Definition of listening
There appear many different points of view on the definition of listening:
Underwood (1989, p.1) describes listening in a simple and easily understandable way:
“Listening is the activity of paying attention to and trying to get meaning from something you hear”
To succeed in effective listening, it is essential for listeners to go beyond merely understanding the spoken words; they must also uncover the deeper meaning that lies within those words.
Buck (2001, p.3) asserts listening in communicative approach:
Listening comprehension involves the interaction of various information sources, including acoustic input, linguistic knowledge, contextual details, and general world knowledge Listeners utilize the information at their disposal, or what appears relevant, to effectively interpret a speaker's message.
Buck emphasizes the active involvement of learners as negotiators and integrators in the listening process, where they utilize both linguistic cues and nonlinguistic knowledge to derive meaning Listening is thus seen as the dynamic interplay between new information and the listener's existing knowledge and experiences This perspective is crucial for developing listening syllabi, as it focuses on enhancing learners' communicative competence in listening activities.
To conclude, listening demands many skills It is an active process in which learners use their prior knowledge to infer the message of the listening text.
Types of listening process
There are two ways of processing a text: top-down processing and bottom-up processing
The bottom-up listening process involves learners comprehending spoken language by analyzing acoustic cues to derive meaning, as noted by Hedge (2000) She emphasizes that this process requires segmenting speech into recognizable sounds and organizing them into words, phrases, and sentences while using available clues to infer meaning Similarly, Buck (2001) characterizes the bottom-up process as a "one-way street," highlighting its linear nature in understanding spoken language.
Language comprehension is viewed as a sequential process where each stage's output serves as the input for the next In top-down processing, learners utilize their existing knowledge and context to derive meaning from listening texts To understand the spoken message, they connect it with various types of prior knowledge stored in their minds (Hedge, 2000, p.232).
Top-down and bottom-up listening strategies are not opposing forces; instead, they work independently yet complementarily Effective listening involves an interactive process where linguistic information, contextual clues, and prior knowledge converge to facilitate understanding (Hedge, 2000, p.234) To achieve success in listening comprehension, learners must adeptly integrate both extensive and intensive listening practices.
Common methods of teaching listening skill
Historically, the grammar-translation and direct methods were prevalent in teaching listening skills However, recent research has shifted attention towards the audio-lingual and task-based methods, as highlighted by Larsen-Freeman (2000, p.35-145).
The audio-lingual method emphasizes the use of dialogues and drills, such as backward build-up, chain, substitution, transformation, and question-and-answer, to introduce new vocabulary and structures Learners acquire grammar naturally through imitation and repetition of examples provided by the teacher, who also imparts cultural knowledge In this approach, the teacher acts as an "orchestra leader," directing and controlling students' language behavior while serving as a model for imitation Consequently, learners become imitators of the teacher's model, striving to respond accurately and rapidly to instructions.
The task-based method provides learners with a natural context for listening, facilitating interaction that activates language acquisition According to the author, this interaction allows students to engage with language that may exceed their current abilities, enabling them to assimilate it for future use Importantly, the language practiced in the classroom is not predetermined; instead, it arises organically from the specific projects chosen by the students.
Teaching listening in the view of task – based approach
Based on task-based approach, there are commonly 3 stages in a listening lesson: Pre- listening, While-listening and Post-listening
The pre-listening stage is a crucial preparatory step that helps learners understand the theme and language they will encounter during the listening activity (Davies & Pearse, 2000, p.77) Teachers should not only initiate the listening material but also establish necessary background knowledge and clarify the purpose of the listening task Additionally, as noted by Llurda (2006, p.76), pre-listening activities play a vital role in alleviating anxiety related to listening tasks.
Underwood (1989, p.31) introduces a range of activities for pre-listening including:
- the teacher giving background information;
- the students reading something relevant;
- the students looking at the pictures;
- discussion of the topic/situation;
- consideration of how the while-listening activity will be done
During the while-listening stage, students engage in activities that assess their comprehension of the audio material This phase is crucial as it not only checks understanding but also aids learners in developing the ability to extract meaning from spoken language, as emphasized by Underwood.
1989, p.45) and to “motivate students to want to listen” (Underwood, 1989, p.44)
Davies and Pearse (2000, p.78) suggest some activities for while-listening stage:
- identify the exact topic, or an aspect of it;
- note two or four pieces of information;
- complete a table, map or picture
The post – listening stage includes tasks which are carried out when the listening gets done Davies and Parse (2000, p.78) present some activities for post-listening stage:
All in all, these stages are mutually dependent In listening lessons, the three stages cooperate with each others through various activities to build up a united listening lesson
Recognizing the significance of the task-based approach, teachers at PDU are increasingly implementing a task-based syllabus in their listening lessons This strategy aims to engage elementary-level students in a more communicative and active learning experience, enhancing their listening skills effectively.
Teachers and students’ problems and solutions in teaching and learning listening……………………………………………………………………………………… 7 1 Situational problems
Problems from student factors
Low motivation among students poses a significant challenge in listening lessons, as disinterest can hinder their success in mastering listening skills White (1998) emphasizes that effective listening requires both motivation and concentration To address this issue, researchers suggest various strategies Ur (1996) recommends breaking listening passages into shorter segments to maintain engagement, while Hedge (2000) highlights the importance of creating a purpose for listening to boost motivation Connecting listening tasks to real-life scenarios can also enhance relevance and interest, as noted by Underwood (1989) Additionally, students may feel discouraged by repeated failures, so it is crucial for teachers to focus on success-oriented tasks (Ur, 1984) and help students recognize their achievements (Hedge, 2000) Tuyet (2007) advises against treating activities as tests, and providing background knowledge before listening can further support students Incorporating visual aids and encouraging students to explore English through songs, movies, and collaborative activities can also foster a greater interest in listening.
+ Students’ low level of proficiency
Teaching listening skills to intermediate and advanced students can be challenging, but it is even more complex for beginners This difficulty arises from their limited listening experience and insufficient linguistic and cultural knowledge of the language, making it hard for them to comprehend and infer meaning from the audio input.
(2001, p.47) approves the use of visual aids in teaching listening to low competent learners This will help the students feel more exciting in acquiring the lesson Davies and Pearse
According to (2000, p.79), incorporating parallel texts in listening instruction can enhance learners' practice, with teachers creating modified text versions to facilitate understanding This approach mirrors how infants repeatedly hear familiar words and phrases from their mothers For beginners, listening tasks should be straightforward, as they typically engage more with simpler exercises before progressing to complex ones It is essential for students to practice simple listening activities at home, as foundational skills are built from the most basic concepts.
The feeling of anxiety always appears among beginners who are worried about the difficulties and the failure encountered during the lesson Rixon (1986, p.79) and Hedge
To effectively address students' anxiety during listening tasks, teachers can implement several strategies These include contextualizing the material to make it relatable, activating prior knowledge to enhance understanding, and ensuring that the pace and duration of listening activities are manageable Additionally, responses should be kept simple, and listening lessons should be framed as training sessions rather than assessments Lastly, fostering a sense of autonomy in students can further alleviate anxiety and promote engagement.
Students can enhance their English skills by immersing themselves in the language through songs, movies, and stories, while also engaging in conversations with native speakers Additionally, reading about the culture and history of the country whose language they are studying can further boost their confidence in understanding spoken texts.
+ Students’ limited vocabulary and structures
Wood (1989) highlights that encountering an unfamiliar word can disrupt comprehension, causing listeners to miss subsequent information To address this, teachers can guide students in identifying key vocabulary, encourage them to infer meanings from context, and introduce essential terms before listening activities Rixon (1986) recommends that students utilize dictionaries, seek clarification from teachers, and embrace uncertainty by pausing on unclear parts, anticipating eventual understanding.
+ Students’ lack of background knowledge
Lack of background knowledge can lead to misinterpretations of listening texts, as our understanding is shaped by our existing knowledge and expectations (Buck, 2001) To address this, Lingzhu (2003) suggests that teachers should first introduce the listening topic, allowing students to brainstorm relevant words and phrases Additionally, providing questions related to the text can help students activate their prior knowledge, enhancing their comprehension skills.
Viewing images is an engaging method for students to acquire background knowledge It is essential for students to actively seek assistance from teachers during listening lessons if they lack prior knowledge on the topic.
The setting of the study
The study was conducted at the non-major English Faculty of Biotechnology (FOB), where English is a compulsory subject in the four-year training course During the first two years, students focus on General English using the textbook "New Headway – Third Edition" by Liz and John Soars, published by Oxford University Press In the final two years leading up to graduation, students transition to English for Specific Purposes.
Upon entering PDU, students exhibited varying levels of English proficiency, necessitating a placement test Based on the test results, the English Faculty grouped students with similar proficiency levels into classes However, the placement tests primarily focused on grammar, rendering them ineffective and resulting in multi-level classes that posed significant challenges for teachers.
Participants
The study was conducted with the participation of 10 teachers and 100 non-English major students from the Faculty of Biotechnology, PDU, and Hanoi
The Faculty of Biotechnology employs a diverse group of 10 English teachers, consisting of 9 females and 1 male, all of whom are graduates from Hanoi University of Language and International Studies, Vietnam National University Among them, five hold a Master's degree in English, three are pursuing postgraduate studies in the CFL, and two possess a Bachelor's degree in English Their teaching experience varies, with two teachers in their late thirties boasting over 15 years of experience, four in their early thirties with 7 years, and the remaining four aged 24 to 26 with 2 years of teaching experience These teachers will participate in the initial questionnaire and interview to identify the challenges they face and explore potential solutions in teaching listening skills.
A study was conducted involving 100 first-year English non-major students randomly selected from the FOB, comprising both male and female participants aged 18 to 20 with an elementary level of English proficiency Their English knowledge varies significantly due to differing years of study; approximately 65% have studied English for seven years, 25% for three years, and 10% have had no formal English education Since their primary focus is not on English, these students did not prioritize their English learning during high school.
The data collection methods and procedures
This study utilizes both quantitative and qualitative research methods, employing survey questionnaires directed at teachers and students Additionally, follow-up interviews are conducted to verify the findings obtained from the surveys.
A survey was conducted with 10 teachers to gather insights on the current learning environment, the challenges they face, and their suggestions for enhancing students' listening skills Additionally, a separate survey targeting 100 non-English major students was implemented to identify their specific difficulties and potential solutions in listening comprehension Out of 110 distributed questionnaires, 100 were returned, with 30 completed in person and 70 via email To ensure clarity, the student questionnaires were translated into Vietnamese.
The two questionnaires are divided into three sections: the first section gathers general information about the participants, the second section identifies the challenges faced by both teachers and students, and the third section explores the solutions proposed by teachers and students to address these challenges.
The exploitation of survey questionnaire is good for this study because it is suitable for the large sample of 10 teachers and 100 students
Following the analysis of the questionnaire, the study conducted two follow-up interviews with teachers and students to gather deeper insights that would reinforce the findings The author utilized interviews to enhance the reliability of the survey results, allowing for a thorough verification of the questionnaire outcomes and the acquisition of additional information for the research.
The author conducted direct interviews with four teachers and telephone interviews with eight students, all of which were documented in writing The focus of these interviews was on the challenges and solutions related to teaching and learning listening skills Each interview lasted approximately ten minutes and was conducted individually.
Data analysis
The statistical data gathered from the questionnaires will be presented as percentages, supplemented by qualitative insights from interviews Since participants, including teachers and students, were allowed to select multiple options in the survey, the results will reflect the percentage of each chosen response.
This section of the paper presents the results derived from questionnaires and interviews, organized into four key themes aligned with the research questions: the challenges teachers face in teaching listening, the strategies they employ to address these challenges, the difficulties students encounter in learning listening, and the solutions students develop to overcome their obstacles.
Teachers’ problems in teaching listening
0 20 40 60 80 100 a b c d a Background noise b Large class c Multi-level class d Poor teaching equipments
Teachers face significant challenges in teaching listening skills, with 90% citing multi-level classes as a major issue In PDU, English class sizes range from 31 to 35 students, leading 60% of teachers to report difficulties in managing listening lessons in large groups The noise levels in these classes were also a concern for 60% of the educators Additionally, half of the teachers expressed dissatisfaction with the teaching equipment available to them.
The interview results align closely with the survey findings, revealing that nearly all participants acknowledged teaching listening skills in large classes Teachers expressed their challenges, stating, "I have many students in my English class, with a maximum of 34, and sometimes 30 or 31 when some are absent."
In a classroom setting, the number of students typically ranges from 31 to 35 Two out of four teachers reported experiencing noise disruptions from neighboring classes and students' conversations Additionally, teachers faced challenges with multi-level classes, where some students struggled with listening skills while others excelled, often due to their participation in extra evening classes This disparity led to further noise as more competent students engaged in discussions after completing their tasks Furthermore, two teachers expressed frustration over inadequate teaching equipment, highlighting the reliance on outdated cassette players instead of needed CD players, and noted that their complaints about large class sizes and insufficient resources had gone unaddressed by the department.
Chart 2: Teachers’ problems from listening materials
0 20 40 60 80 100 a b c d a Unfamiliar topics to students b Different accents to students c Speed of speech d Unfamiliar sounds to students
A recent survey revealed that 80% of teachers encounter challenges with listening materials due to the fast speed of speech Additionally, 60% of educators reported that unfamiliar sounds significantly hinder students' comprehension, particularly since many students are beginners with poor pronunciation skills Furthermore, 60% of respondents attributed difficulties to varying accents, while only 30% noted that unfamiliar topics also posed a challenge for students.
In interviews conducted with teachers, 50% expressed that speakers often talk too quickly for students to comprehend One teacher noted, “Most students struggle with listening and cannot keep up with the speaker's pace.” Additionally, another educator highlighted that unfamiliar sounds in listening texts pose significant challenges in teaching listening skills effectively.
Chart 3: Teachers’ problems from students
100 a b c d e a Students' low motivation b Students' low level of proficiency c Students' anxiety d Students' limited vocabulary and structures e Students' lack of background knowledge
Teachers face significant challenges in conducting listening tasks primarily due to students' limited vocabulary and sentence structures A considerable 80% of educators express concern over students' low motivation, which is crucial for engaging them in listening lessons Additionally, 60% of teachers struggle with students' insufficient proficiency and lack of background knowledge Furthermore, some teachers report that students' anxiety hampers their ability to teach listening effectively.
In the interviews, 2 out of 4 teachers mentioned students‟ limited vocabulary and structures Students‟ low motivation is the problem of one participant in the interview
4.2 Teachers’ solutions to these problems
Chart 4: Teachers’ solutions to the problem of background noise in teaching listening
100 a b c a Use cassette, CD, VCD and DVD with good quality b Teach listening in the laboratory c Ask students to keep quiet during the listening lesson
To address background noise in listening classes, teachers reported that using high-quality audio resources like cassettes, CDs, VCDs, and DVDs, along with instructing students to remain quiet, were the most effective solutions Notably, none of the educators opted to conduct lessons in a laboratory setting.
The result from the interview stated that coping with background noise, teachers often asked their students to keep quiet and exploit pair-work and group-work
Chart 5: Teachers’ solutions to the problem of large class
100 a b c a Set up classroom rituals and routines b Exploit pair-work and group-work c Ask for smaller class
Teachers' strategies for managing large classes reveal a preference for pair-work and group-work, chosen by five educators Additionally, 66% of teachers support the implementation of classroom rituals and routines to enhance learning Notably, only one out of six teachers requested the English faculty to reduce class sizes.
In large classes, teachers often favor pair-work and group-work during pre-listening and while-listening activities to enhance classroom management One teacher noted, “During the lesson, I always stopped to ask my students to keep quiet, but this costs much time I also let my students join pair-work and group-work.” This approach allows teachers to maintain better control of the class while providing individualized support as they circulate among the pairs and groups.
Chart 6: Teachers’ solutions to the problem of multi-level class
100 a b c a Exploit pair-work and group- work b Individualize the tasks by giving more competent students more difficult listening tasks and vice c Administer placement tests
Multi-level classes present significant challenges for teachers, making it difficult to manage the classroom and meet the diverse needs of all students A survey revealed that 80% of participating teachers found that utilizing pair-work and group-work effectively addressed these challenges Additionally, some teachers mitigated the negative impacts of multi-level classes by individualizing listening tasks, assigning more complex tasks to advanced students while providing simpler ones for those who needed additional support Interestingly, none of the teachers suggested implementing placement tests.
To address the challenges of multi-level classrooms, teachers have found that incorporating pair and group work is an effective strategy Another approach involves teaching all students at a uniform pace while providing advanced learners with more challenging assignments for home study This method ensures that the diverse needs of all students are met effectively.
Chart 7: Teachers’ solutions to the problem of poor teaching equipments
100 a b c d e a TV b CD player c VCD, DVD player d Computer e Projector
Most English non-major classes are equipped solely with cassette players Notably, all five teachers expressed a desire to teach with modern technology, including TVs, CD players, VCD players, and DVD players Additionally, three teachers emphasized the benefits of using computers in listening classes, while the same number advocated for the inclusion of projectors.
Interviews with teachers revealed a consensus on the need for modern classroom facilities, such as TVs, CD players, VCD players, and DVD players While cassette players are currently available, many educators expressed a strong preference for at least having a CD player, which is lacking Additionally, although there is a lab, few teachers are willing to utilize it due to concerns about its quality.
Chart 8: Teachers’ solutions to the problem of unfamiliar topics to students
100 a b a Have students practice as much as they can on these topics b.Provide students with background knowledge
When encountering listening texts on unfamiliar topics, all participating teachers emphasized the importance of providing students with background knowledge Additionally, one teacher suggested encouraging students to practice these topics at home to enhance their understanding and familiarity.
Chart 9: Teachers’ solution to the problem of texts having different accents
To enhance students' listening skills and exposure to diverse English accents, educators should implement several strategies First, students can listen to recorded materials featuring various accents at home Additionally, they should engage with a wide range of English audio resources Teachers can collaborate by recording listening exercises, reading parts of the transcript in their own accents, and designing relevant tasks for students Encouraging conversations with native speakers will further enrich students' learning experiences Lastly, incorporating different accents into classroom activities will provide students with a well-rounded understanding of the English language.