Rationale for the study
Listening skills are essential for effective communication and language acquisition, serving as a foundation for learning other language skills Without a strong understanding of the language input, communication cannot occur Research highlights that listening is crucial in the language classroom, as it provides necessary input for learners and aids in internalizing language rules (Vandergrift, 1997; Rost, 1994) Moreover, students utilize listening more than any other language skill, spending nearly 60% of their time engaged in this activity (Rubin & Thompson, 1994) This receptive skill not only enhances overall language proficiency but also supports the development of other skills Despite the emphasis on communicative language approaches in recent years, many learners, including those at the University of Engineering and Technology, struggle with effective communication in English, often due to inadequate listening abilities.
Psychological factors such as apprehension, worry, and dread can significantly hinder learners, particularly in the context of foreign language acquisition Foreign Language Anxiety (FLA) is a prevalent issue that greatly affects learners' ability to achieve proficiency in a new language Aida (1994) identified FLA as a widespread phenomenon that obstructs learners' progress, while Oxford and Shearin (1996) emphasized its detrimental impact on language learning outcomes.
FLA significantly impacts students' utilization of second language learning strategies, their interaction with native speakers, and the amount of input they receive in the target language It also affects their performance on curriculum-related achievement tests, their overall proficiency levels, and the duration for which they retain second language skills after completing their studies.
Alleviating anxiety is crucial for success in learning foreign languages, particularly in developing listening skills Various factors can contribute to tension and hinder listening performance, with anxiety being a significant one, as noted by Young (1992) Krashen (1985) describes listening anxiety as an affective filter that complicates comprehension, creating a cycle that must be disrupted for effective learning Despite its impact, research on listening anxiety remains limited From personal experience, many students exhibit foreign language anxiety (FLA), especially in listening Previous studies suggest a need for more research to identify the causes of listening anxiety and address related challenges, ensuring that learners' abilities are accurately reflected This study aims to explore the sources of listening anxiety and propose strategies to mitigate its detrimental effects on students.
Aims and objectives of the study
The aim of the study is to help students to alleviate their state of listening anxiety, thereby improving their listening competence
The objectives of the study are:
- To identify the causes which render GE2 students nervous and confused while listening to English
- To propose some solutions to lessen students’ listening anxiety.
Research questions
This study aims to investigate the causes of English listening anxiety among GE2 students at VNU-UET and to propose effective solutions to alleviate this issue Specifically, it addresses two key questions: first, what factors contribute to the anxiety and confusion experienced by these students during the English listening process, and second, what strategies can be implemented to reduce their listening anxiety?
Scope of the study
This research focuses specifically on the causes and potential solutions to listening anxiety among non-major students at the pre-intermediate level at VNU-UET It does not encompass all English non-major students or those at different proficiency levels, and it excludes teacher participation The findings are based solely on the opinions of the students regarding their listening anxiety.
Method of the study
The research is conducted by certain steps as follows:
A survey questionnaire was utilized to investigate the causes of anxiety experienced by students during the listening process Additionally, the questionnaire gathered students' insights on potential solutions to help them manage and overcome this anxiety while listening.
Next, personal interviews with students were carried out so that the researcher can gain more comprehensive insight into listening anxiety and explore the causes behind them
After that, the data was gathered, stored and analyzed quantitatively and qualitatively to obtain realistic results
To end with, recommendations for the solutions to the students’ English listening anxiety were proposed based on the results discovered from all data collection instruments.
Significance of the study
This study investigates the causes of listening anxiety that significantly affect students' listening comprehension at VNU-UET The findings aim to help students manage their anxiety levels related to listening skills Recommended solutions are designed to motivate students to improve their listening abilities, ultimately enhancing their overall listening performance.
Design of the study
The study is divided into three parts:
Part A: The introduction presents the rationale for the study, the aims and objectives, the research questions, the scope, the methods, the significance, and the design of the study
The development of the study is organized into four chapters Chapter 1 offers a literature review that outlines the theoretical framework and examines prior research relevant to the topic Chapter 2 details the methodology, reiterating the research questions while describing the study's setting, participants, and methods Finally, Chapter 3 focuses on the data analysis and presents the findings of the research.
Part C: The conclusion mentions recapitulation, briefly summarizes the study and makes some suggestions for further studies.
LITERATURE REVIEW
Review of previous related studies
Numerous studies conducted both in Vietnam and internationally focus on identifying the causes of listening anxiety experienced by learners during the development of their listening skills, while also proposing effective solutions to address this issue.
In this part, the studies conducted by Vogely (1998), Elkhafafi (2005), and Samaneh (2015) will be presented as follows:
Vogely's (1998) research identified key sources of listening anxiety among Spanish learners at an American university through a questionnaire The study revealed that students faced anxiety stemming from four primary factors: characteristics of listening comprehension input, such as the nature of speech and lack of clarity; process-related aspects, including inappropriate strategies and insufficient processing time; instructional factors like inadequate practice and uncomfortable environments; and personal attributes, such as fear of failure and the instructor's personality To alleviate this anxiety, Vogely recommended providing comprehensible input, introducing effective strategies, allowing ample processing time, and increasing practical exercises for students.
Elkhafaifi (2005) conducted an empirical study involving 233 post-secondary students of Arabic as a foreign language to examine the impact of general foreign language learning anxiety on academic achievement and listening comprehension The findings indicated a correlation between higher levels of foreign language anxiety and increased listening anxiety, suggesting that foreign language listening anxiety is a distinct form of anxiety The study highlighted that anxiety negatively affects students' performance in foreign language classes, with contributing factors including overall grades, listening grades, and years of study in Arabic To mitigate listening anxiety, the author recommended providing students with more listening practice, teaching effective listening strategies, ensuring comprehensible input, and creating a less stressful classroom environment.
A study conducted by Samaneh (2015) identified key sources of listening anxiety among language learners in Isfahan, Iran, utilizing a survey questionnaire and semi-structured interviews The research revealed that factors such as inappropriate strategies, insufficient processing time, difficulty levels, speech characteristics, environmental influences, peer interactions, instructor impact, and lack of practice significantly hinder learners' listening comprehension To address these challenges, the study recommends that students be taught effective listening strategies, provided with diverse practice opportunities, and exposed to unfamiliar vocabulary to enhance their skills.
While previous research has offered valuable insights into enhancing listening comprehension skills, this study seeks to identify additional factors contributing to learners' listening anxiety and to propose further solutions to address this issue.
Recently, listening comprehension has garnered significant attention from researchers in our country Notable studies in this field include those conducted by Phạm Lê Phương Anh (2008), Lê Thị Thu Huyền (2010), and Nguyễn Minh Nguyệt (2017).
A study by Phạm Lê Phương Anh (2008) examined the factors contributing to listening anxiety among 10th-grade students at Dong Da High School in Hanoi, utilizing a survey questionnaire and interviews for data collection The research identified multiple causes of anxiety related to the characteristics of the listening text, the listener, and the listening process Based on these findings, recommendations were made for both students and teachers, emphasizing the importance of increased listening practice, improved English proficiency, and building student confidence through peer support Additionally, teachers were encouraged to enhance their teaching methods to better support students' English competence The study also highlighted the need for further research to explore the impact of listening anxiety on student performance.
Lê Thị Thu Huyền's 2010 research identified the causes of listening anxiety among first-year English major students at Hong Duc University, utilizing a survey questionnaire and online interviews The study found that listening anxiety stemmed from factors related to the listening text, speaker, listener, and environment To address these issues, she recommended providing students with diverse and appropriate listening materials, enhancing background knowledge, and teaching effective listening strategies Additionally, she emphasized the importance of creating a supportive atmosphere and motivating students to improve information retention Huyền also suggested that future research should investigate the impact of listening anxiety on students' listening proficiency.
Nguyễn Minh Nguyệt (2017) conducted an exploratory study on listening anxiety among 10th-grade students at Thuong Cat High School, utilizing a survey questionnaire and interviews as research instruments The study identified key factors contributing to listening anxiety, including challenges in the listening process, the nature of listening texts, and students' learning habits Findings indicated the need for appropriate listening materials, effective listening strategies, and support to improve students' proficiency levels Additionally, the study recommended further research to uncover additional causes of anxiety and to develop strategies to alleviate students' anxiety.
Research conducted in Vietnam and internationally reveals that students' listening anxiety is influenced by input factors, listener characteristics, and environmental conditions This thesis aims to further explore the causes of listening anxiety and identify effective solutions to mitigate it.
An overview of listening comprehension
Listening comprehension is viewed through two distinct lenses: the traditional and the alternative perspective The traditional view considers listening, alongside reading, as a passive language skill, where learners merely receive information and extract meaning from its syntactic and semantic elements In this approach, students typically listen and respond to comprehension questions, often acting as passive recipients of input, as noted by Elkhafaifi (2005) Conversely, the alternative view posits that listening is an active, receptive skill, where learners engage as active model builders According to Anderson and Lynch (1988), listeners play a vital role in the listening process by utilizing their linguistic abilities and background knowledge about the speaker and context to achieve a deeper understanding of the material.
According to Buck (2001), listening comprehension is a complex and active process that involves constructing meaning through various types of knowledge, including both linguistic and non-linguistic elements Additionally, he highlights that comprehension can be influenced by multiple variables, such as the characteristics of the speaker, the context of the situation, and the listener's attributes.
Rost (2002: 33) aligns with Buck's perspective by defining listening comprehension as an interactive process where listeners actively construct meaning This process involves understanding oral input through sound discrimination, leveraging prior knowledge, recognizing grammatical structures, and interpreting stress and intonation, along with various linguistic and non-linguistic cues.
According to Brown and Yule (1983), listening comprehension involves an individual's understanding of auditory information, which goes beyond mere repetition of sounds There are four levels of comprehension for listening exercises: first, the listener can repeat the text; second, they should grasp the meanings of specific items within the text; third, they must resolve anaphoric references to identify what is being referred to; and finally, they should be able to interpret both explicit statements and implied meanings within the text.
Listening comprehension is an active process where learners engage in interpreting the speaker's message This involves utilizing their linguistic skills and background knowledge to formulate appropriate responses.
1.2.2 The significance of listening comprehension
The growing recognition of the significance of listening has emerged alongside the communicative approach, highlighting its essential role in effective communication Numerous studies emphasize that listening comprehension is crucial for language acquisition and is a key factor in learners' academic success.
Listening skills are essential for enhancing students' communication abilities According to River (1966), effective communication is impossible if the listener does not understand the speaker This highlights that listening is a receptive skill and a vital component of human interaction Ultimately, successful listening contributes significantly to effective communication.
Rost (1994) emphasizes the critical role of listening in language learning, as it provides essential input for students Without appropriate input, effective learning is hindered, making listening competence a key factor in students' language proficiency Additionally, listening not only fosters the right conditions for language development but also enhances enjoyment and cultural engagement through media such as movies, radio, and television, while fulfilling social needs like building relationships and boosting confidence.
In summary, listening comprehension skills play a vital role in everyday communication and language acquisition, making them increasingly significant in educational research Consequently, there is a growing focus among scholars and educators on the teaching and learning of these essential skills.
The application of linguistic and non-linguistic knowledge to incoming sounds has sparked significant debate, primarily centered around two dominant perspectives: the bottom-up view and the top-down view These views describe the sequence in which various types of knowledge are utilized during the process of comprehension (Buck, 2001: 2).
In bottom-up processing, the listening process follows a specific sequence, beginning with the decoding of phonemes—the smallest units of meaning—before identifying individual words These words are then combined to form phrases and sentences, ultimately constructing a complete text that the listener interprets Students progress from sound to word to sentence to text in this method Conversely, top-down processing involves various types of knowledge that aid in language comprehension, applied in a flexible order rather than a fixed sequence.
Top-down processing, as described by Rost (2002) and Nunan (2002), involves utilizing pre-existing knowledge and experiences to comprehend incoming information This approach highlights the importance of a learner's background knowledge in interpreting messages and inferring meaning By connecting familiar concepts with new data, prior knowledge enables students to better understand and make sense of what they hear.
To develop effective listening skills, learners should balance both top-down and bottom-up processing strategies Integrating these approaches enhances listening comprehension, as each plays a crucial role in interpreting meaning Relying solely on one method can hinder understanding Therefore, the interactive listening process is recommended, especially when learners encounter unfamiliar material In such cases, bottom-up processing helps them utilize their knowledge of vocabulary and grammar to grasp the message Conversely, when the spoken content is familiar, learners can leverage their background knowledge to infer meaning and better understand the listening material.
In summary, effective listening is a complex process that involves both top-down and bottom-up processing To be an active listener, one must engage with both linguistic and non-linguistic cues, highlighting the dynamic nature of listening comprehension.
Overview of anxiety
General anxiety is characterized by feelings of uneasiness, frustration, self-doubt, apprehension, and worry, as defined by Scovel (1978) It is commonly understood by psychologists as a psychological construct reflecting a state of apprehension or worry.
Anxiety is characterized as a subjective feeling of tension, apprehension, and nervousness, often linked to the activation of the autonomic nervous system (Cope, 1986) Additionally, it encompasses a general sense of uneasiness and foreboding, contributing to an overall feeling of tension (Hansan, 2000).
The researcher is more inclined to the view of anxiety as the individual feelings of nervousness, uneasiness, frustration and apprehension
Research indicates that anxiety can be categorized into three distinct types: trait anxiety, state anxiety, and situation-specific anxiety (Lewitt, 1980; Morris, Davis & Hutching, 1981; Spielberger, 1983; Horwitz, Horwitz, & Cope, 1986; MacIntyre & Gardner, 1991; Ellis, 1994; McCroskey, 2001; Brown, 2006).
Trait anxiety is defined as a persistent condition without a time limitation (Lewitt, 1980), reflecting an individual's propensity to feel anxious in various situations (MacIntyre & Gardner, 1991) Some individuals experience anxiety across multiple scenarios, indicating that trait anxiety is a stable personality characteristic (Brown, 2006) The trait anxiety scale includes four options: almost never, sometimes, often, and almost always.
State anxiety is a temporary feeling of apprehension that occurs in specific situations, such as during an interview, rather than a stable aspect of an individual's personality (Spielberger, 1983) It is characterized by experiences of tension and activation of the autonomic nervous system, as noted by Morris, Davis & Hutching (1981) The assessment of state anxiety can be measured using a four-point scale: not at all, somewhat, moderately so, and very much so.
Situation-specific anxiety refers to the tendency to feel anxious in particular contexts, such as during tests, public speaking, or attending classes (Ellis, 1994) According to McCroskey (2001), this type of anxiety reflects an individual's fear or apprehension related to actual or expected communication with others.
It is widely recognized that there exists foreign language anxiety and its potential for significant interference with language learning MacIntyre & Gardner (1994: 288-
Foreign language anxiety is characterized by feelings of tension and apprehension specifically related to learning a second language, encompassing skills such as speaking, listening, reading, and writing According to Horwitz, Horwitz, and Cope (1986), this type of anxiety is situation-specific and particularly prevalent in classroom settings They describe foreign language anxiety as a unique combination of self-perception, beliefs, emotions, and behaviors that emerge from the distinctive challenges associated with the language learning process.
Students' learning anxiety can stem from various sources, with Horwitz, Horwitz, and Cope (1986) identifying three primary factors: communication apprehension, test anxiety, and fear of negative evaluation Communication apprehension, defined by McCroskey (2001) as the fear or anxiety associated with real or anticipated communication, reflects a type of shyness that hinders effective interaction Brown (2006) further emphasizes that this apprehension can impede learners from expressing their thoughts and ideas clearly Overall, communication apprehension significantly contributes to foreign language anxiety, highlighting the importance of addressing these emotional barriers in educational settings.
Test anxiety is a form of performance anxiety characterized by a fear of failure, as described by Horwitz, Horwitz, and Cope (1986) Students with test anxiety often impose unrealistic expectations on themselves, believing that anything less than perfect results equates to failure Sarason (1978) further defined test anxiety as the alarming perception of the consequences of poor performance in evaluative situations This anxiety can be triggered by previous poor exam results, leading to negative stereotypes about testing and irrational beliefs in evaluative contexts Symptoms may include physical manifestations such as stomach discomfort, shaking, sweating, or rapid heartbeat during tests.
Fear of negative evaluation, as defined by Horwitz, Horwitz, and Cope (1986), encompasses anxiety regarding how others perceive us, leading to avoidance of evaluative situations and the anticipation of negative judgments This fear extends beyond test-taking scenarios to various social contexts, including job interviews and language classes Additionally, MacIntyre and Gardner (1991) highlight that evaluation involves students' assessments of their academic and personal performance in relation to their proficiency in a target language.
Anxiety significantly impacts foreign language learning and is a key factor influencing language acquisition performance Recognized as a major determinant in this field, anxiety, along with misconceptions about language learning, poses serious challenges to achieving fluency and effective performance in a second language.
Listening anxiety
Listening is often considered the most challenging of the four language skills, with many students facing various difficulties in comprehension Common issues can lead to feelings of anxiety and confusion during listening activities.
According to Underwood (1989), seven key factors can significantly hinder learners' performance in listening comprehension: fast speech, lack of opportunity for repetition, limited vocabulary, difficulty recognizing signals, interpretation challenges, concentration issues, and ingrained learning habits Many language learners perceive that the primary challenge in listening is the inability to control the speed at which a speaker talks, which can be quite frustrating.
Rubin (1994) identifies five key factors that hinder listening comprehension: text characteristics, which include speech rate, pauses, perception levels, and syntactic complexity; interlocutor characteristics, such as gender and language proficiency; task characteristics, defined by the type of task; listener characteristics, encompassing language proficiency, memory, attention, age, gender, learning disabilities, and background knowledge; and process characteristics, which involve top-down and bottom-up processing, listening strategies, and the negotiation of comprehensible input.
Listening anxiety can stem from various sources, as highlighted by several researchers Brown and Yule (1983) identified four key factors: the speaker's characteristics such as speech rate and accent, the listener's attributes, the content's complexity including vocabulary and grammar, and the effectiveness of visual support like diagrams and charts Yagang (1994) also emphasized the influence of the message, speaker, listener, and physical environment on listening comprehension difficulties Furthermore, Samaneh (2015) pointed out three significant factors affecting listening anxiety: input factors, individual characteristics, and environmental conditions These elements can create anxiety and confusion for GE2 students at VNU-UET, which will be explored in detail.
1.4.1.1 Listening anxiety associated with input factors
There have been certain studies conducted to explore the anxiety- provoking factors among learners during listening activities Such factors are presented as below:
Unfamiliar lexis and complex syntax
Research by Vogely (1998) indicates that students often feel anxious and frustrated when faced with unfamiliar vocabulary and complex sentence structures in listening tasks This anxiety can hinder their ability to comprehend the material, as they struggle to manage the challenges presented by the listening input Consequently, when students encounter unknown words, they may become stressed, leading to a loss of concentration and increased nervousness during listening activities Additionally, the structural complexity of the input can distract students from grasping essential keywords, further exacerbating their anxiety and impeding their overall understanding.
According to Underwood (1989: 17), encountering an unfamiliar word can act as a sudden barrier for learners, causing them to pause and ponder its meaning, which may lead to them missing subsequent parts of the speech This situation can increase anxiety among listeners.
To engage students effectively, it is essential to choose topics that resonate with their diverse interests and age groups Interesting and informative subjects not only enhance enjoyment but also boost motivation, making listening tasks more engaging Underwood (1989:19) emphasizes that captivating topics facilitate better concentration among students Conversely, dull topics can hinder focus, which is vital for successful listening activities Buck (2001:20) notes that unappealing subjects can lead to fatigue and discouragement in foreign language learners, ultimately causing anxiety and boredom Therefore, selecting relevant and stimulating topics is crucial for fostering active participation and concentration in the classroom.
A significant factor contributing to student anxiety is the absence of visual aids, including pictures, models, posters, diagrams, and videos These resources play a crucial role in enhancing comprehension and enriching contextual understanding.
Concrete and vivid images significantly influence learners' behavior by making topics more accessible and relatable, which in turn reduces anxiety about unfamiliar content Visual aids serve as helpful reminders of known concepts or languages, enabling students to connect ideas they might struggle to articulate Ultimately, incorporating visuals enhances students' performance and alleviates their anxiety during the learning process.
Listening anxiety is significantly influenced by the nature of speech, particularly the fast speech rate, which can induce anxiety in learners and disrupt their listening activities Numerous studies indicate that rapid delivery is a primary source of listening anxiety, making it difficult for learners to comprehend the listening material Vogely (1998) found that excessively fast speech was the leading cause of anxiety, a perspective supported by Underwood (1989).
16) mentioned that learners encountered the greatest difficulty in following the speakers’ speech They failed to sort a whole chunk all out quickly enough, they missed next part of the speech, which renders them confused and worried The study of Samaneh (2015:4) also expressed that learners experienced anxiety in listening tasks when the speech seemed to be too fast They impossibly keep up with strings of words that strike their ears, therefore, they feel worried In the study of Rubin (1994:
Research indicates that speech exceeding 200 words per minute is challenging for lower-intermediate learners to comprehend, with optimal understanding occurring at a rate of 127 words per minute To alleviate anxiety and enhance comprehension, it is essential to provide texts that align with this recommended speech rate.
Students often experience anxiety due to the variety of accents they encounter in English, such as British, Indian, Canadian, Australian, and regional U.S English These differing pronunciations can hinder comprehension and provoke nervousness, as noted by Buck (2001:35), who highlighted that listeners may struggle with unfamiliar accents Additionally, many students have limited exposure to authentic materials, leading to a lack of familiarity with diverse linguistic codes Samaneh (2015:4) found that learners find it challenging to understand listening materials presented in less familiar accents, as most classroom resources typically use standard English Consequently, exposure to various accents can increase anxiety among students.
Phonological modification significantly impacts learners' listening comprehension and can induce anxiety (Buck, 2001: 32) Key factors contributing to phonological modification include assimilation and elision Assimilation refers to how adjacent sounds influence each other in speech; for example, "won't you" may be pronounced as "wonchoo," and "what are you going to do" can sound like "wadjagonnado."
Elision is a phonological phenomenon where sounds are omitted in rapid speech, leading to alterations in pronunciation, such as “next day” being heard as “nexday.” According to Buck (2001:33), infusion, along with strong and weak forms, contributes to these phonological modifications These extensive changes in pronunciation during fast speech can hinder learners' listening comprehension and induce anxiety.
Therefore, comprehending the listening materials with fast delivery of speech, varied accents together with phonological modification is a difficult task which contributes to learners’ level of anxiety
1.4.1.2 Listening anxiety associated with listener factors
Summary
This section outlines the relevant studies and theoretical framework that underpin the research, serving as a foundation for developing the questionnaire and interview questions The focus of this investigation is to explore the causes and solutions related to students' listening anxiety at VNU-UET.
METHODOLOGY
Restatement of research questions
To address the causes of listening anxiety among GE2 students at VNU-UET and identify effective solutions, it is essential to explore two key questions: first, what factors contribute to the anxiety and confusion experienced by these students during English listening activities? Second, what strategies can be implemented to reduce their listening anxiety and improve their overall comprehension?
Setting of the study
The research was conducted at the University of Engineering and Technology, part of Vietnam National University, Hanoi, established in 2004 To graduate, students must obtain a B1 English certificate, making English proficiency essential The General English 2 (GE2) courses, taught by a team of 15 lecturers from the University of Languages and International Studies, cater to pre-intermediate students with classes averaging 25 participants These courses aim to enhance all four language skills, utilizing the New English File as the primary teaching material, while allowing teachers to introduce supplementary resources tailored to students' needs.
Participants of the study
The study involved a random selection of participants from five classes at VNU-UET, comprising 100 GE2 students studying English as a non-major At the time of data collection, these students were nearing the end of their second semester and were at a pre-intermediate level, indicating their familiarity with listening skills in the university curriculum Consequently, they were likely aware of the psychological challenges encountered during listening classes.
Research types
This study utilizes survey research to identify the factors contributing to students' listening anxiety and proposes effective solutions By integrating both quantitative and qualitative data, the research aims to achieve its objectives Initially, quantitative data is collected, followed by qualitative insights through student interviews, providing a deeper and more comprehensive understanding of the findings.
Data collection instruments
The instruments used in this study were a questionnaire and interviews with the students
The survey questionnaire aimed to identify the sources of English listening anxiety among students and gather their suggested solutions It was developed based on an extensive literature review, including works by notable researchers such as Scovel (1978) and Horwitz et al (1986) To ensure clarity, the questionnaire was translated into Vietnamese, minimizing potential confusion A frequency scale of “Never,” “Seldom,” “Sometimes,” “Often,” and “Always” was utilized to assess the causes and solutions related to students' listening anxiety The questionnaire comprised three sections: part 1 featured 21 closed-end questions, part 2 included 6 closed-end questions, and part 3 contained 12 questions, providing a comprehensive exploration of the topic.
Question 1, 2, 3, 4: Investigate students’ perspectives of the anxiety- provoking causes associated with listening texts
Questions 5, 6, 7: Survey student’s perspectives of the anxiety- provoking causes associated with speakers
Question 8, 9, 10, 11, 12, 13, 14, 15, 16, and 17: Survey student’s perspectives of the anxiety- provoking causes associated with listener
Question 18, 19, and 20: Survey student’s perspectives of the anxiety- provoking causes associated with physical setting
Question from 1 to 6: Survey students’ opinions of solutions to listening anxiety Part 3
Question from 1- 12: Survey students’ expectation toward the teacher and the university
A set of interview questions was developed based on questionnaire findings to explore the sources and solutions of students' listening anxiety The interviews aimed to uncover additional factors and remedies beyond those identified in the questionnaire Conducted in Vietnamese, the interviews allowed participants to express their views more comfortably and accurately With students' consent, the interviews were recorded and took place the week following the analysis of the questionnaire data.
Data collection procedures
A questionnaire was administered to 100 students across five GE2 classes, following a consistent data collection procedure Initially, the purpose and implementation of the questionnaire were clearly explained to the students To ensure comprehension and avoid misunderstandings, the questions were translated into Vietnamese The students attentively listened to the researchers' instructions while completing the questionnaire After a 15-minute period, the completed questionnaires were collected by the researcher.
To validate the questionnaire results and gain deeper insights into the research questions, interviews were conducted with 10 randomly selected students from five classes Based on the questionnaire findings, the researcher crafted specific interview questions These face-to-face interviews took place in the classroom, and the recordings were transcribed for analysis.
Data analysis methods
The researcher organized and analyzed data collected from questionnaires and interviews, utilizing quantitative methods for the questionnaire results and qualitative methods for the interview insights Microsoft Excel was employed to calculate the percentages of listening anxiety sources, with the findings presented in figures and tables For the qualitative analysis, the researcher recorded and transcribed the interviews, focusing on key words, phrases, and main ideas to identify the causes and potential solutions for anxiety.
Summary
This chapter outlines the restatement of research questions, the study's context, participant details, research types, data collection instruments, procedures, and analysis methods It serves as a comprehensive guide for the researcher to effectively address the research questions introduced in the first chapter.
DATA ANALYSIS AND FINDINGS
Questionnaire
3.1.1 Listening anxiety associated with input factors
Listening anxiety associated with listening text factors
As far as the characteristics of the listening text were concerned, causes rendering participant anxious are unfamiliar words, complicated structures, unappealing topics and the absence of visual aids
Figure 1: Listening anxiety associated with listening text factors
The chart highlights the causes of listening anxiety related to text factors, revealing that unfamiliar words are the primary source of anxiety for students, with 69% attributing their concerns to this issue Additionally, over half of the participants (52%) frequently worry about complex sentence structures, while 43% find unappealing topics to be a regular source of anxiety In contrast, only 20% of students expressed anxiety when lacking visual supports, indicating that this factor is the least concerning.
Listening anxiety associated with speaker factors
Figure 2: Listening anxiety associated with speaker factors
The bar chart highlights key factors contributing to listening anxiety related to speaker characteristics Notably, a very fast rate of speech is identified as the most significant anxiety-inducing factor, affecting 66% of students regularly Following this, natural speech patterns, including assimilation and ellipsis, cause anxiety for 62% of respondents, who often worry about comprehending such complexities Additionally, nearly half of the students (48%) experience nervousness and confusion when confronted with varied accents in listening materials, further exacerbating their listening anxiety.
Learners often experience anxiety due to their inability to manage the flow of incoming speech and their lack of experience with natural conversation and diverse accents This anxiety is primarily linked to input-related factors, which can hinder students' comprehension of the text's main ideas.
3.1.2 Listening anxiety associated with listener factors
Students' listening anxiety primarily arises from personal challenges, including limited vocabulary, inadequate memory retention, poor pronunciation, and insufficient practice Additionally, negative psychological states, difficulties in making predictions, recognizing auditory signals, managing time effectively, and grasping the main idea contribute to this anxiety.
Figure 3: Listening anxiety associated with listener factors
The chart highlights the impact of vocabulary knowledge on listening anxiety among students, revealing that 72% frequently feel anxious about not grasping the text's meaning due to limited vocabulary In contrast, only 35% experience anxiety related to their inability to recall recently heard information, indicating that most students are less often confused by their memory of what they have just listened to.
It is noticeable that the same number of the students attributed poor pronunciation and unfamiliar topics to their worry at the time of listening with 68%
Individuals often experience embarrassment when they struggle to recognize familiar words due to inadequate pronunciation skills Additionally, they frequently express concerns about their limited background knowledge when faced with unfamiliar subjects.
Nearly the same percentage of students, 63% and 62%, reported experiencing anxiety during the listening process due to a lack of practice and negative psychological states, respectively Many respondents indicated that they often feel nervous and confused while listening, leading to a loss of concentration and difficulty retaining the words they hear This anxiety significantly impacts their listening abilities Furthermore, insufficient practice contributes to the students' English listening anxiety, exacerbating their challenges in this area.
Ineffective strategy application is a significant source of listening anxiety among students, with 60% experiencing panic over their inability to predict upcoming content Additionally, 58% expressed concern about failing to recognize transitions in the material More than half (53%) struggled with time-processing strategies, feeling anxious when required to respond quickly to listening tasks, while 51% reported nervousness when unable to grasp the main idea during their first listening attempt Thus, the inefficient use of strategies and insufficient listening skills contribute to heightened anxiety and poor listening performance.
3.1.3 Listening anxiety associated with physical setting
Figure 4: Listening anxiety associated with physical setting
The chart illustrates the anxiety-inducing factors associated with physical settings in educational environments Notably, 40% of participants reported that large classrooms regularly contribute to their listening anxiety Additionally, 27% of students experience listening anxiety frequently due to inadequate teaching equipment that results in unclear audio Background noise is another significant factor, with 36% of respondents indicating that it regularly hinders their ability to listen to recorded materials, while the same percentage reported being sometimes affected by such distractions.
3.1.4 Students’ opinions of solutions to listening anxiety
Below are the findings of students’ measures to listening anxiety
Figure 5: Students’ opinions of solutions to listening anxiety
Students employ various strategies to alleviate listening anxiety, with refining vocabulary and exposure to authentic sources being the most common A significant majority, 61%, believe that enhancing their vocabulary positively impacts their listening skills Additionally, 57% of students regularly engage with authentic materials featuring diverse topics and accents In contrast, only 12% of students practice breathing exercises or meditation as a method to reduce their anxiety.
To address pronunciation-related anxiety, 43% of students improved their skills by watching listening materials and imitating pronunciation Additionally, 31% of participants enhanced their listening performance by learning effective listening strategies, while 24% increased their cultural and social knowledge to help reduce their anxiety.
3.1.5 Students’ expectation toward teacher and university
Listening anxiety in students often stems from their expectations of teachers and universities to provide support and guidance Many students expressed a need for their educators to create an environment that helps them manage and overcome this anxiety effectively.
Solutions to listening anxiety result
1 Present unfamiliar vocabularies and structures before listening, probably through games to help students remember more easily
2 Take advantage of pictures or video related to the listening text to attract students’ attention
Encourage students to collaborate in pairs or small groups to explore the topic and familiarize themselves with relevant vocabulary before listening to the text.
4 Introduce rules of pronunciation elements such as linking, intonation assimilation, ellipsis, etc
5 Allocate classrooms if they are close to building under construction
6 Teach students listening strategies before and after listening 70%
7 Provide extra listening texts with interesting topics 65%
8 Offer tasks enabling student to boost memorizing ability 64%
9 Encourage students to practice and imitate pronunciation in pair and group through home assignment
10 Convey listening text in a more relaxing and enjoyable manner to avoid fatigue, boredom and tension
11 Expose students to many sources of authentic materials to familiarize themselves with varied accent and fast delivery of speech
12 Provide good material facilities and high quality equipment 52%
Table 1: Students’ expectation toward teacher and university
To tackle with students’ listening anxiety related to factors of listening inputs, listener and physical settings, teacher’s teaching methods as well as the role of university is extremely crucial
The table presents data on solutions to listening anxiety based on students' expectations of their teachers and university Notably, the highest proportion of students expressed a desire to learn unfamiliar vocabulary and complex sentence structures, while the need for visual aids ranked the lowest.
A significant 85% of respondents indicated a preference for learning unfamiliar words and complex structures through games, as this method enhances their memorization Additionally, over one-third of the students (37%) believe that incorporating visuals, such as images and videos, is essential for effective listening comprehension.
Interview
Based on the questionnaire findings, the researcher conducted interviews with respondents to thoroughly analyze the underlying sources of students' listening anxiety and identify potential solutions This analysis is divided into two sections: first, the students' insights on the causes of their listening anxiety, and second, their recommendations for effective solutions.
3.2.1 Students’ responses about the causes of listening anxiety
To gain a deeper understanding of the issue, the researcher conducted interviews with students to identify the sources of their anxiety and its impact on their listening comprehension skills The analysis of the interview findings revealed several key causes, which are presented below.
A significant 90% of students reported experiencing anxiety while listening, with many describing a racing heartbeat when processing crucial information.
A significant source of anxiety for students during listening exercises is their limited vocabulary knowledge, with 70% attributing their stress to this issue When faced with unfamiliar words and complex sentence structures, 80% of students expressed concern about understanding the listening text Furthermore, 60% of students admitted they could not guess the meanings of unknown words, while others indicated they rely on contextual clues to infer meanings This lack of vocabulary proficiency often leads to difficulties in comprehension, heightening their anxiety levels.
I struggle to understand texts filled with unfamiliar vocabulary and complex sentence structures, which often leaves me feeling stuck and unable to complete the task This difficulty frequently leads to increased stress.
While listening, I often paused to understand new words, which caused me to miss subsequent parts of the speech, leading to confusion and concern.
My greatest anxiety during the listening process stems from a limited vocabulary, which often prevents me from grasping the main ideas of the text This lack of essential vocabulary knowledge hinders my ability to fully understand and engage with the listening material.
Many students experience anxiety related to vocabulary due to their inability to recognize familiar words, often stemming from poor pronunciation and inadequate listening practice A significant 70% of respondents acknowledged their pronunciation issues and expressed concern over the inconsistent and superficial teaching methods used Additionally, some students linked their difficulties to a lack of listening practice, leaving them feeling unprepared.
The speaker's delivery of the words was markedly different from my own, leaving me feeling nervous and confused about their meaning I struggled to understand and often misinterpreted what was being said, which heightened my anxiety about my pronunciation skills.
- My knowledge of pronunciation is terribly insufficient I frequently misunderstand what the speaker was saying, especially about numbers or quite similarly pronounced words
During my junior and senior school years, I had limited opportunities to develop my speaking and listening skills, and I often overlooked the importance of pronunciation Although I am familiar with many words, I struggle to spell them out when listening.
I realized that improving my listening skills required dedication, but my lack of motivation and tendency to procrastinate made it difficult to find the time to practice This left me feeling unprepared and inadequate in my abilities.
A significant barrier affecting students' listening comprehension is their lack of effective listening strategies, with 70% of students expressing anxiety over not mastering these skills Many reported difficulties in recognizing signals that indicate transitions in the text, which heightened their fear of misunderstanding Additionally, 30% of students felt nervous about not grasping the main ideas during their initial listening, while the same percentage struggled to predict upcoming content This insufficient knowledge of listening strategies contributes greatly to their anxiety, ultimately hindering their overall listening competence.
My listening techniques are ineffective, making it difficult for me to grasp key words and main ideas I often feel stressed when I struggle to understand the general concepts of a text after the tape recorder stops.
- I am terrible at recognizing the signal of moving points I panic when I am unlikely to know when the speakers move to another point
Respondents expressed two major concerns: difficulty in memorizing recently heard information and experiencing negative psychological states Six participants noted they quickly forget words or phrases, with four acknowledging poor memorization skills Additionally, 40% of students reported that feelings of tension and worry before and during listening hinder their comprehension, leading to increased anxiety One student highlighted these challenges.
- Waiting for listening text seem to take my heart away, I actually felt nervous even prior to listening
A rapid rate of speech can significantly increase anxiety among listeners, with 60% of students reporting feelings of nervousness when exposed to fast-paced speech Additionally, 50% of students expressed confusion when speakers used accents that differed from the standard accent.
Discussions and implication of the research
This part aims to summarize and discuss the findings of the sources and solutions of students’ English listening anxiety gained from the questionnaire and interview
3.3.1 Listening anxiety- provoking causes for VNU- UET Students
Vocabulary-related anxiety is a significant issue for students, stemming from two main sources First, encountering incomprehensible listening input filled with unfamiliar words causes stress and anxiety, negatively impacting their listening comprehension Second, students often struggle with limited vocabulary, making it difficult for them to grasp the main ideas of the text This inability to deduce word meanings leads to heightened tension and worry, ultimately hindering their listening performance.
Students' listening anxiety is significantly influenced by poor pronunciation and a lack of background knowledge on the topic Inadequate pronunciation hinders their ability to recognize even familiar words, leading to challenges in understanding the text This difficulty arises because students often prioritize meaning over pronunciation when learning vocabulary, which exacerbates their listening anxiety and negatively impacts their listening skills Additionally, insufficient background knowledge creates feelings of embarrassment and tension, further obstructing their listening comprehension.
Ineffective use of listening strategies is the third leading cause of anxiety among students during the listening process Many students struggle to apply effective listening techniques, which hampers their comprehension Their inability to predict incoming information, identify key signals, and grasp main ideas contributes to their anxiety This inefficient application of listening strategies leads to confusion and ultimately undermines their listening skills.
Complex structures, limited memory, negative psychological states, and environmental distractions significantly contribute to student anxiety during the listening process, ultimately hindering their comprehension of the text.
Students at VNU-UET experience various anxiety-inducing factors that negatively impact their listening comprehension skills These factors include elements related to input, the listener, and the physical environment To address these challenges, several solutions are suggested for students, educators, and the university to enhance listening proficiency.
Students play a crucial role in overcoming listening anxiety, and self-study is essential for managing this state of anxiety To reduce anxiety during listening, students must enhance their linguistic and non-linguistic knowledge through consistent practice, both in and out of the classroom Insufficient practice often leads to increased anxiety, making it vital for students to refine their skills To improve linguistic proficiency, they should engage with textbooks and utilize online resources, as well as develop pronunciation through reputable channels like BBC and VOA Accessing authentic materials, such as TV shows, radio programs, and music, not only serves as entertainment but also as effective practice methods Increased listening practice helps students build vocabulary, improve pronunciation, and acclimate to different speech rates and accents, thereby enhancing their overall linguistic knowledge Utilizing vocabulary lists, graded readers, and monolingual dictionaries can further expand their lexis, instilling confidence and reducing anxiety in the listening process.
To enhance non-linguistic knowledge, learners should utilize their free time by reading favorite books, newspapers, or magazines, which helps them gain background knowledge relevant to their major or interests Additionally, mastering listening skills requires students to develop effective listening strategies By establishing personal rules after listening exercises, they can refine their techniques Seeking guidance from teachers on English listening strategies can also help alleviate any anxiety related to their approach.
3.3.2.2 Recommendations for the teachers and the university
To address students' anxiety, it is essential to implement solutions based on their perceptions of its causes Proposed strategies for teachers and the university aim to alleviate this issue and create a more supportive learning environment.
Teachers should provide clear and understandable inputs to help students achieve small successes, which in turn builds their confidence and improves their listening skills It is essential to choose accessible texts that reduce students' anxiety and enhance their listening comprehension.
Selecting appropriate listening materials for learners is crucial, as texts that are too advanced can cause anxiety and hinder listening comprehension It's important to ensure that the listening content aligns with students' abilities to facilitate effective learning.
To enhance student accessibility to listening texts, it is crucial to present relevant background and linguistic knowledge This includes providing context about the topic and situation, as well as introducing essential linguistic elements such as new vocabulary with phonetic symbols, the syntactic structure of the target language, and pronunciation guidelines before the listening activity.
Incorporating visual aids is essential, as they effectively reinforce students' existing knowledge and language skills while actively encouraging them to engage in guessing and imaginative thinking.
Make listening purposeful for the students
Teachers should make listening activities purposeful by aligning them with students' interests and needs in the target language While English textbooks may be well-structured, it's essential for teachers to incorporate realistic tasks and activities that connect classroom learning to real-life situations To enhance students' listening skills, teachers are encouraged to design targeted listening activities that help students gather information with specific objectives By creating a sense of purpose and achievement in their listening exercises, teachers can significantly improve their students' engagement and effectiveness in learning.
Expose students to various types of listening materials
Insufficient exposure to native speakers and natural speech patterns, including linking rules, stress, assimilation, and elision, significantly impacts students' listening proficiency To enhance listening skills beyond textbooks, teachers should utilize a diverse array of authentic materials such as stories, everyday conversations, talk shows, films, and songs, which present both formal and informal language at varying speeds It is essential to provide students with listening materials covering a wide range of topics, including health, food, culture, and society Additionally, incorporating various accents from English-speaking countries—such as British, American, and Australian English—is crucial, as today's English is characterized by international and intercultural communication.
Effective listening strategies are vital for enhancing students' listening competence, as successful listening largely depends on the efficient application of these strategies Many students experience anxiety due to their inability to utilize appropriate techniques during the listening process Commonly overlooked strategies include prediction, time-processing, recognition of signal phrases, and identifying key words and main ideas To address this issue, it is essential for teachers to introduce these listening techniques to students A combination of bottom-up and top-down processing methods is believed to significantly improve students' listening performance.
Recapitulation
Recognizing the importance of listening comprehension in foreign language acquisition and the negative impact of anxiety on students at VNU-EUT, the researcher conducted a study aimed at helping students overcome anxiety and improve their listening skills After reviewing relevant theories, a survey questionnaire was developed and administered to 100 GE2 students across five classes to identify anxiety-inducing factors Following the questionnaire, interviews were conducted with 10 students to delve deeper into the reasons behind their anxiety The results from both the questionnaire and interviews highlighted the sources of anxiety during the listening process Additionally, several recommendations were provided to alleviate listening anxiety, ultimately enhancing students' listening performance.
Conclusion
Students’ anxiety significantly impacts their listening comprehension proficiency, stemming from factors such as unfamiliar vocabulary, complex sentence structures, unengaging topics, and a lack of visual aids Additionally, listeners' limitations—including restricted vocabulary, inadequate background knowledge, ineffective strategies, negative physical states, and poor pronunciation—further exacerbate their anxiety Environmental distractions also contribute to feelings of embarrassment and tension among students.
To help students alleviate anxiety and enhance their listening skills, it is essential for them to engage in self-study and practice both inside and outside the classroom This includes focusing on vocabulary, structures, pronunciation, and effective listening techniques Teachers play a crucial role by providing comprehensible input, making listening activities purposeful, exposing students to diverse listening materials, introducing effective listening strategies, and expanding learners' vocabulary.
This study aims to reduce students' anxiety during the listening process, ultimately enhancing their listening skills and improving overall foreign language acquisition.
Limitation and suggestions for further study
This study has notable limitations, primarily focusing on the causes of listening anxiety among non-major pre-intermediate students at the University of Engineering and Technology, rather than exploring potential solutions Additionally, the findings may not be applicable to other proficiency levels or to all universities within Hanoi National University, Vietnam The research solely concentrated on listening skills, which may limit its relevance to other language skills Lastly, the absence of teacher participation means that the data was exclusively gathered from students, potentially narrowing the scope of the findings.
Further research is essential to investigate the causes of listening anxiety among students at various educational levels Additionally, studies should examine the relationship between listening anxiety and students' listening performance, as well as the impact of such anxieties on other language skills, including speaking, reading, and writing.
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We are conducting a research project to identify the causes of students' listening anxiety in English This questionnaire aims to understand the factors that contribute to your nervousness while listening Please answer all questions honestly, as your responses will be kept confidential and used solely for research purposes without any assessment or grading.
Thank you for your cooperation
PART I FREQUENCY OF STUDENTS’ ANXIETY IN LEARNING LISTENING COMPREHENSION
1 Students’ perception of the causes of listening anxiety (Put a tick(√) in the most appropriate column for you )
No Causes of students’ listening anxiety Never Seldom Sometimes Often Always
1 It frightens me when the listening text includes many unfamiliar words
2 The spoken text with complicated structures worries me
3 I am afraid of the text which is not of my interest It makes me fatigued
Listening to the text in the absence of visual aids (pictures, diagrams, video…) bothers me
I get nervous and confused to listen to varied and unfamiliar accents in the listening text
I get worried when listening to the text with full of natural speech such as assimilation, ellipsis, linking, intonation, etc
7 I panic to listen to the listening input at very fast delivery of speech
Due to my limited knowledge of vocabulary, I am often nervous during listening for fear of not catching the idea of the text
9 I often get confused when I fail to memorize what I have just listened
It embarrasses me when I cannot recognize the familiar words because of my poor pronunciation
I panic at the time of listening when meeting unfamiliar topics due to insufficient background knowledge
I feel anxious while listening because of lack of practice at home and at school
When I am tense and confused, I am prone to lose concentration and miss key words
At the time of listening, I panic in case of inability to predict what is coming next
It frightens me when I fail to recognize the signals moving from one point to another
I feel worried as having little time to look over the questions of the listening text
I become nervous when I fail to catch the main ideas from the first time listening to the text
18 Large classroom makes it harder to listen to the recorded materials, which confuses me
19 I feel nervous when poor teaching equipment leads to unclear sounds
It bothers me about background noise resulting in poor sounds and affect quality of my listening
II SOLUTIONS TO STUDENTS’ LISTENING ANXIETY
1 Put a tick(√) in the most appropriate column for you as measure you take to reduce listening anxiety
No Your solutions to alleviate listening anxiety Never Rarely Sometimes Often Always
1 Enrich vocabulary to develop listening abilities
Expose to authentic sources such as movies, video or reality shows in
English with various topics and different accent
3 Take breathing exercises or do meditation to reduce listening anxiety
4 Practice pronunciation by listening to spoken text then imitate
Learn more about listening skills and strategies to improve listening performance
6 Refine cultural and social knowledge to improve listening performance
2 Put a tick(√) into the square for which you expect your teacher or university should do to facilitate you to overcome listening anxiety
The students’ expectation toward the teachers and university Your choice
1 Present unfamiliar vocabularies and structures before listening, probably through games to help students remember more easily
2 Take advantage of pictures or video related to the listening text to attract students’ attention
Encourage students to collaborate in pairs or groups to explore the topic and related vocabulary before listening to the text This approach enhances their understanding and prepares them for the content they are about to engage with.
4 Introduce rules of pronunciation elements such as linking, intonation assimilation, ellipsis, etc
5 Allocate classrooms if they are close to building under construction
6 Teach students listening strategies before and after listening
7 Provide extra listening texts with interesting topics
8 Offer tasks enabling student to boost memorizing ability
9 Encourage students to practice and imitate pronunciation in pair and group through home assignment
10 Convey listening text in a more relaxing and enjoyable manner to avoid fatigue, boredom and tension
Expose students to many sources of authentic materials to familiarize themselves with varied accent and fast delivery of speech
12 Provide good material facilities and high quality equipment
APPENDIX 2 BẢNG CÂU HỎI KHẢO SÁT
Các sinh viên thân mến,
Chúng tôi đang tiến hành nghiên cứu nguyên nhân gây lo lắng khi nghe của sinh viên Bảng câu hỏi này được thiết kế để thu thập thông tin phục vụ cho nghiên cứu về những yếu tố gây lo lắng trong quá trình học kỹ năng nghe Rất mong nhận được sự hợp tác và giúp đỡ của các bạn bằng cách trả lời các câu hỏi một cách thành thật và đầy đủ Sự tham gia của các bạn là rất quan trọng cho sự thành công của đề tài.
Những nguyên nhân gây lo lắng Không bao giờ
1 Tôi lo sợ khi gặp bài nghe chứa nhiều từ mới
2 Bài nghe chứa những cấu trúc khó khiến tôi lo lắng
Tôi sợ phải nghe những bài nghe không phải là sở thích của tôi Nó khiến tôi cảm thấy mệt
4 Khi nghe mà không có sự hỗ trợ của hình ảnh khiến tôi bối rối
5 Tôi thấy lo lắng và căng thẳng khi nghe những bài có các giọng nói lạ
6 Tôi lo lắng khi bài nghe có nhiều sự nuốt âm, nối âm, ngữ điệu, v.v
7 Tôi sợ bài nghe với tốc độ rất nhanh
Vì vốn từ vựng của tôi còn kém nên khiến tôi thường cảm thấy lo lắng khi nghe vì sợ không nắm được ý của bài
9 Tôi thường cảm thấy bối rối khi không nhớ được thông tin vừa mới nghe
Tôi thường bấn loạn khi không thể nhận ra ngay cả những từ quen thuộc vì phát âm kém của mình
Khi nghe những chủ đề không quen, tôi thường thấy lo lắng vì không đủ kiến thức nền
Tôi cảm thấy lo sợ trong khi nghe vì không thực hành nghe nhiều ở nhà và cả ở trường
Khi bị căng thẳng, tôi thường mất tập trung và bị lỡ những từ khóa, ý chính của bài
14 Trong khi nghe, tôi sợ nếu mình không thể đoán được cái mình sắp nghe
15 Tôi thường sợ khi không thể nhận ra được dấu hiệu chuyển ý
16 Tôi lo lắng khi không có đủ thời gian nhìn qua các câu hỏi trước khi nghe
17 Tôi sẽ bị căng thẳng nếu không nắm được ý chính ngay lần nghe đầu tiên
18 Phòng học rộng khiến tôi nghe khó Điều này làm tôi bối rối
19 Tôi cảm thấy căng thẳng khi thiết bị nghe kém dẫn đến âm thanh không rõ
Tiếng ồn bên ngoài làm tôi khó chịu, và ảnh hưởng chất lượng bài nghe
21 Các nguyên nhân khác (vui lòng nêu rõ ) ………
II NHỮNG GIẢI PHÁP CHO VẤN ĐỀ LO LẮNG KHI NGHE CỦA SINH VIÊN
1 Đánh dấu () vào cột đúng nhất với bạn mà bạn áp dụng để giảm lo lắng khi nghe
Những biện pháp mà bạn áp dụng để giảm lo lắng khi nghe
1 Trau rồi vốn từ vựng để cải thiện khả năng nghe
2 Nghe nhiều nguốn thực tế như phim ảnh, các chương trình thực tế với nhiều chủ đề và giọng nói khác nhau
3 Tập hít thở, hoặc ngồi thiền để giảm cẳng thẳng
4 Bắt trước cách phát âm bằng việc nghe và nhắc lại theo
5 Học thêm các kĩ năng và chiến lược nghe để cải thiện khả năng nghe hiểu
6 Trau rồi kiến thức văn hóa và xã hội để cải thiện khả năng nghe
7 Các nguyên nhân khác (vui lòng nêu rõ ) ………
2 Đánh dấu () vào những điều đúng nhất với mong muốn của bạn về phía giáo viên và nhà trường để tạo điều kiện cho bạn khắc phục cảm giác lo lắng khi nghe
Kì vọng của sinh viên về phía giáo viên và nhà trường Lựa chọn của bạn
1 Giới thiệu những từ hoặc cấu trúc mới trước khi nghe, có thể thông qua các trò chơi để nhớ dễ hơn
2 Dùng tranh ảnh hoặc video liên quan đến bài học để sinh viên chú ý và tập trung hơn
3 Trước khi nghe, cho sinh viên làm theo nhóm hoặc theo cặp để tìm ra chủ đề hoặc các từ mới liên quan đến bài
4 Giới thiệu các quy tắc phát âm như nối âm, ngữ điệu, nuốt âm…
5 Luân chuyển lớp học nếu gần tòa nhà đang xây dựng
6 Dạy chiến lược nghe ở giai đoạn trước và sau khi nghe
7 Cung cấp thêm những bài tập với các chủ đề thú vị
8 Cung cấp thêm những bài tập giúp phát triển khả năng nhớ thông tin
9 Khuyến khích sinh viên thực hành và bắt chước phát âm theo nhóm hoặc theo cặp thông qua bài tập về nhà
10 Truyền tải bài nghe theo cách thú vị để tránh sự nhàm chán, mệt mỏi và căng thẳng
11 Cho sinh viên tiếp xúc với nhiều nguồn nghe từ thực tế để quen giọng và tốc độ nghe
12 Cung cấp các cơ sở vật chất tốt và thiết bị nghe chất lượng cao
APPENDIX 3 INTERVIEW QUESTIONS FOR STUDENTS
1 Have you ever become anxious and confused in English listening lesson? Can you describe your feeling?
2 Which following listening problems renders you nervous in in English listening lesson, could you please propose your solutions if you encounter that problem
2.1 Listen to unfamiliar words, complicated structures or have limited knowledge of vocabulary You cannot guess their meanings during listening
2.2 Fail to recognize familiar or known words due to the poor pronunciation or insufficient listening practice
2.3 Have no idea of employing appropriate listening strategies/ skills (for example prediction for incoming data, recognition of signal for point change, listening for main ideas, etc.)
……… 2.4 Quickly forget what you have just listened heard
……… 2.5 Have negative psychological states such as tension, fatigue, uneasiness, etc
……… 2.6 Listen to unfamiliar accents or at a very fast rate of speech
……… 2.7 Listen to unfamiliar topics or unappealing topics
2.8 Have no support of visual aids
……… 2.9 Be influenced by environmental factors such as background noise, poor- quality sounds
……… 2.9 Please propose other solutions your implement to overcome state of anxiety (if any)
APPENDIX 4 CÂU HỎI PHỎNG VẤN CHO SINH VIÊN
1 Em có bao giờ cảm thấy căng thẳng hoặc lo lắng trong giờ học nghe không? Em có thể miêu tả cảm giác đó không?
2 Những khó khăn nào sau đây khiến em cảm thấy lo lắng trong giờ học nghe và em hãy nêu giải pháp cho từng khó khắn( nếu em gặp phải khó khăn đó)
2.1 Khi nghe thấy những từ mới mà em không biết nghĩa, những cấu trúc khó hoặc do vốn từ của em còn có hạn Em không đoán được nghĩa của những từ này
2.2 Không thể nhận ra từ mình biết hoặc từ quen thuộc vì phát âm còn kém hoặc do thiếu thực hành nghe
2.3 Không biết áp dụng các kĩ năng/ chiến lược nghe hiệu quả ( ví dụ như kĩ năng đoán trước thông tin, nhận biết dấu hiện chuyển ý, nghe ý chính…)
……… 2.4 Nhanh chóng quên thông tin vừa nghe được
……… 2.5 Tâm lý không tốt như căng thẳng, mệt mỏi, khó chịu …
……… 2.6 Nghe giọng không quen hoặc tốc độ nói rất nhanh
……… 2.7 Nghe chủ đề không quên hoặc không thú vị
……… 2.8 Khi nghe mà không có sự hỗ trợ của hình ảnh
……… 2.8 Bị ảnh hưởng bởi yếu tố môi trường như tiếng ồn, âm thanh chất lượng kém Giải pháp của em
