THUONGMAI UNIVERSITY ENGLISH FACULTY GRADUATION PAPER TOPIC IMPROVING ENILISH LISTENING SKILL FOR ENGLISH MAJORED FRESHMEN AT THUONGMAI UNIVERSITY BÀN VỀ PHƯƠNG PHÁP THÚC ĐẨY KHẢ NĂNG NGHE CHO SINH VIÊN NĂM NHẤT ĐẠI HỌC THƯƠNG MẠI
INTRODUCTION
Rationale
In today's global landscape, English stands out as the most widely spoken language Historically, mastering a foreign language focused primarily on vocabulary and grammar However, recent trends emphasize the importance of listening and speaking skills, which are crucial for effective communication.
Each region has its own language, but the increasing global integration has highlighted the need for a common language to foster communication across cultures English has emerged as the universal language, playing a crucial role in today's globalization movement Its influence permeates various aspects of life, including economics, education, culture, and society, making it an essential tool for interaction and exploration in our interconnected world.
English is a prominent language in daily life and education across both native and non-native English-speaking countries For learners of English as a second language (ESL), listening comprehension is crucial, particularly in understanding lectures and television programs.
Despite its crucial role in learning English, listening skills have been largely neglected in Vietnamese education, which prioritizes exam preparation with a strong emphasis on grammar, reading, and vocabulary Consequently, while listening is part of the curriculum at various educational levels, it often receives insufficient attention from teachers This oversight leads to many Vietnamese students, even those excelling in grammar tests, struggling to communicate effectively with foreigners in everyday situations.
(2008), is the inability to understand what native speakers say due to a failure in listening comprehension
In Vietnam, students in rural areas primarily rely on classroom instruction for their English exposure, with teachers' voices being the main source of listening practice The low quality of cassettes and audio equipment exacerbates their listening difficulties, leading to significant challenges when they transition to university-level listening tasks Despite existing literature on this topic, there is a lack of practical solutions to address these issues Studies conducted at Thuongmai University highlight the specific listening challenges faced by first-year students This research aims to enhance students' understanding of the importance of listening in English learning and to identify their listening difficulties, ultimately providing valuable insights and pedagogical strategies for both educators and learners.
Previous studies
There have been numerous studies on how to improve one's listening skills the author quote and comment on some of the following studies:
In today's global landscape, English has emerged as the most widely spoken language Traditionally, learning a foreign language focused primarily on vocabulary and grammar However, recent trends emphasize the importance of listening and speaking skills, which are crucial for effective communication.
As globalization continues to expand, the need for a common language has become essential for fostering communication and cultural exchange among diverse populations English has emerged as the universal language, playing a pivotal role in various sectors, including economics, education, culture, and society Its significance in today's interconnected world cannot be overstated, as it facilitates collaboration and understanding across borders.
English is extensively utilized as a primary language in daily life and education across both native and non-native English-speaking countries For English as a Second Language (ESL) students, listening comprehension and the ability to understand lectures and television content are becoming increasingly vital for effective language learning.
Despite its crucial role in learning English, listening skills have been largely neglected in the Vietnamese education system, which prioritizes exam preparation, grammar, reading, and vocabulary Consequently, while listening is present in course materials, it often receives insufficient attention from teachers This oversight leads to many Vietnamese students excelling in grammar tests yet struggling to communicate effectively with foreigners in real-life situations.
(2008), is the inability to understand what native speakers say due to a failure in listening comprehension
In Vietnam, countryside students primarily rely on classroom instruction for English exposure, with teachers' voices serving as the main auditory resource The poor quality of cassette players and recordings significantly hampers listening practice, leading to challenges for students, especially in rural and mountainous regions, when they transition to university-level listening tasks Despite existing literature on this topic, there is a lack of practical solutions to address these issues Research conducted at Thuongmai University highlights the listening difficulties faced by first-year students and aims to enhance their understanding of the importance of listening skills in English learning This study also provides valuable insights and pedagogical recommendations for both educators and learners to improve listening proficiency.
In her 2012 study, Le Thi Hong Loan identifies various challenges faced by first-year students at Vietnam Maritime University in developing their listening skills To address these difficulties, she proposes several effective solutions, including enhancing vocabulary, managing sounds, stress, and intonation, and familiarizing students with diverse accents Additionally, her recommendations focus on creating positive expectations and overcoming psychological barriers By implementing these strategies, freshmen can significantly improve their listening abilities, setting a solid foundation for their academic success.
Aim of the study
This study attempts to investigate the difficulties that the students faced when learning listening English
The factors bringing about difficulties for the first – year students of English major
The solutions to help the students overcome the difficulties in order to improve their listening effectively.
Research subjects
The author discovered that listening is the most challenging skill for first-year students, particularly those from rural and remote areas, who often find listening comprehension to be a daunting task This study aims to enhance listening abilities and explore students' perceptions of the effectiveness of various listening strategies.
The research seeks the answers to the following questions:
What are some main listening difficulties perceived faced by first-year English students of Thuongmai University?
Which listening strategies should be applied?
Scope of the study
K57 students from the English faculty at Thuongmai University, hailing from various provinces, are organized into multi-level classes for their coursework This diverse setup leads to a range of English proficiency levels among students, with some excelling in the language while others face challenges.
Research methodology
The data was collected by both quantitative and qualitative methods from
This study utilizes a quantitative approach, gathering data through survey questionnaires and interview questions from first-year English majors at TMU By combining these two methods, the research aims to ensure the accuracy of the findings Additionally, a thorough analysis of relevant references, websites, and documents related to English listening skills was conducted to enhance the study's comprehensiveness.
The data gathered from the questionnaires were analyzed using calculation and synthesis tools to convert the results into percentages The researcher then presented these findings in tables and charts Additionally, the responses to the interview questions were analyzed qualitatively to provide deeper insights.
Organization
This study is divided into four main chapters in order to get insights into different aspects of the problem
Chapter 1: Overview of the study includes the rationale for the study, on previous research, study objectives, research subjects, the extent of the study, statistical methods and organization of the study
Chapter 2: The aim of the literature review is to provide specific data on the conceptual framework for English listening skills
Chapter 3: The research findings collected from the questionnaires and interviews would be briefly presented
Chapter 4: Reports and discusses the findings obtained from the data Some suggested solutions are also provided to help students overcome their difficulties in learning listening skill This part includes the lesson drawn from the study, limitations as well as recommendations for further research
Conclusion: A brief summary of overall findings and the researchers’ experiences will be indicated.
LITERATURE REVIEW
Overview of listening skill
The ability to listen is essential for all forms of effective communication Messages are easily misunderstood when people lack the ability to listen effectively
As a result, communication breaks down, and the message's sender may become frustrated or irritated
Linguists have provided some definitions, including the following:
Vishwanath Bite emphasizes that effective listening is crucial for accurately receiving messages, as it involves not only hearing the words spoken but also forming a psychological connection with the speaker.
• According to Johnson (1951) and Hampleman (1958), listening skill is the communication process, while it is to distinguish words from recognizing other words
• According to Herbert J Walberg, listening skills are essential for learning because they allow students to gain insights and information while also communicating effectively with others
Listening is a fundamental human ability, yet not everyone can effectively listen to English, with proficiency often limited to native speakers or those engaged in extensive language-learning activities Listening skills involve actively comprehending the information conveyed by the speaker and providing feedback, such as asking relevant questions, to confirm understanding of the message.
2.1.2 The importance of listening skill in improving English competence
The saying "We have two ears but only one mouth" highlights the importance of listening in communication, especially for students who often engage in focused listening in class Effective listening is crucial; when listeners fail to comprehend speakers, communication falters (Underwood, 1989) Additionally, strong listening skills in English enhance students' access to diverse knowledge beyond the classroom Therefore, listening serves as a foundational skill in language learning.
Listening ability is crucial for developing language skills in any classroom, as it not only helps internalize language rules but also fosters the growth of other skills (Vandergriff, 1997) Effective listening allows students to accurately pronounce and recognize words, requiring them to hear new vocabulary multiple times for proper recognition It serves as the most comprehensive source for understanding and learning a new language, with studies indicating that aural input is vital for language and cognitive development Krashen (1985) asserts that grasping linguistic information is essential for language acquisition, while Barker (1971) notes that increased listening correlates with enhanced vocabulary, proficiency, and language use Stevenson (2010) further supports these findings, highlighting the importance of listening for ESL learners.
Listening plays a crucial role for English learners as it enhances their understanding of vocabulary, grammar, pronunciation, and the structure of spoken language Additionally, exposure to various accents, voice tones, and pitch variations can significantly influence their comprehension of spoken messages.
Listening plays a crucial role in second language (L2) acquisition, as it not only facilitates access to new knowledge but also helps learners grasp essential linguistic patterns.
Previous studies on Difficulties in improving English listening as discussed in
Listening in one's native language is generally effortless, whereas understanding a second language poses greater challenges This difficulty arises from various factors, including the listener's skills, the speaker's delivery, the nature of the listening material, and the classroom environment.
Many students face real-life scenarios that demand strong English listening skills, leading them to recognize previously unnoticed challenges.
2.2.1 Difficulties related to the speakers
The accents of the speakers
Many foreign language learners often struggle to understand speakers with unfamiliar accents, such as those from India, Russia, Japan, or Korea, as they are more accustomed to their teachers' accents This difficulty in comprehension is linked to the unique characteristics of each speaker's pronunciation, which can hinder accurate understanding (Underwood, 1989) Research indicates that unfamiliar accents can decrease listeners' accuracy and increase the effort needed to grasp specific words within a message (Ikeno & Hansen, cited in Bloomfield et al., 2010; Floccia et al., 2009) While students in academic settings may have some exposure to native English speakers, they often find it challenging to understand speakers from non-native English-speaking countries, leading to communication breakdowns.
The speed of the speakers
The speed at which native speakers communicate poses a significant challenge for learners of English, as it prevents them from processing information effectively Unlike written texts that can be revisited at any time, spoken language often eludes students, causing them to miss critical parts of the conversation Research indicates that many foreign language students perceive native speakers as speaking too quickly, which complicates their ability to follow along (Brown & Yule, 1983) Similarly, Butt (2010) highlights the detrimental impact of rapid speech on listening comprehension This aligns with the findings of Flowerdew and Miller (1992), who identified the speed of delivery as a major obstacle to understanding In contrast, students benefit from the opportunity to replay recorded materials until they grasp the content fully.
The use of slang and colloquial words
Colloquial language is a special challenge In the case of editable listened documents based on the conversations in practice, they may contain a lot of colloquial words and expressions
My friend floated on cloud nine, higher than a kite
If your friend makes another boo-boo like that, he won't have a job
Does she have a buck he can borrow?
Her boyfriend promised to bring two bottles of booze to the party
Students accustomed to formal or bookish English may struggle with colloquial expressions According to Brown (1992), ESL learners familiar with standard written English and "textbook" language often find informal language surprising and challenging to understand.
Hasan (2000) highlights that hesitations and pauses during spontaneous speech can lead to noncognitive challenges and comprehension difficulties for non-native speakers In natural conversation, individuals often pause, self-correct, and make grammatical errors, which can either aid or hinder communication based on the speaker's proficiency level.
2.2.2 Difficulties related to the content
The density of information is likely to become an obsession for ESL learners, particularly those who are new to English The dense passage is long (Rost,
2006) and contains a lot of information Again, greater information density is thought to place higher cognitive demands on L2 listeners, potentially increasing the effort required for listening comprehension (Gilmore, 2004)
The complexity of the discourse
Research by Cervantes and Gainer (1992) reveals that listeners exposed to simpler text structures tend to perform better than those who encounter more complex texts This suggests that if a student struggles to outline the text clearly, it may indicate a lack of effective understanding of the material.
The reduced form, elision and assimilation
Speakers aim to convey their messages clearly when articulating clauses, often leading to the slurring or omission of less significant words while emphasizing key terms (Brown, 1977) Madsen and Bowen (1978) identify three key characteristics of sandhi-variation that are essential in distinguishing spoken English.
Reduction: could /kʊd/ is reduced to /kəd/ in the sentence you could go to the movie theater to night
Assimilation: /hieɪtʃərləntʃ/ for ‘He ate your lunch’
English is characterized by its use of stress and intonation, which serve to emphasize content words and convey meaning Many students struggle to distinguish between content and function words, and they often do not realize that words in continuous speech may not receive the same emphasis as when spoken in isolation (Underwood, 1989) This can lead to difficulties in recognizing familiar words and understanding grammar points while listening, particularly for foreign students.
English is characterized by its use of stress and intonation, which play a crucial role in emphasizing content words to convey meaning Without proper stress and intonation, individuals may struggle to differentiate between content and functional words Additionally, words in continuous spoken speech often receive different emphasis compared to those spoken in isolation This lack of emphasis can make it challenging for students, particularly foreign learners, to recognize key grammar points while listening.
In addition to the challenges previously discussed, a significant barrier for learners is their inability to recognize signal words used by speakers These discourse markers help indicate transitions in ideas, provide examples, or reiterate previous points (Underwood, 1989) When students fail to grasp these essential cues, their listening comprehension can be severely disrupted, particularly during lengthy speeches.
2.2.3 Difficulties related to the learners
Lack of vocabulary and background knowledge
A lack of socio-cultural, factual, and contextual knowledge of a target language can hinder comprehension, as language is a reflection of culture (Anderson & Lynch, 1988) Effective understanding of messages relies on familiarity with key concepts, making extensive knowledge crucial for grasping ideas When students encounter unfamiliar topics, they may experience panic and confusion, leading to difficulties in listening and comprehension.
Students often struggle with comprehensive listening due to insufficient background knowledge and a limited vocabulary Yagang (1993) highlights that a lack of familiarity with collocations and slang hinders students' ability to predict and infer content, resulting in difficulties with understanding missing words and phrases.
Good pronunciation plays a crucial role in enhancing listening skills and aids students in accurately identifying and writing words Developing a habit of checking vocabulary is an effective method for improving pronunciation According to Gilakjani (2012), learners with strong English pronunciation are more likely to be understood, even if they make mistakes in other aspects, while those with poor pronunciation may struggle to be understood, despite having correct grammar.
In listening lessons, students often rely on audio recordings, which can make it challenging to grasp specific information, especially when encountering unfamiliar terms In contrast, video serves as a valuable resource that enhances learning by providing visual context, as highlighted by Hemei (1997, cited in Akir, 2006) Videos effectively illustrate relationships and meanings that words alone cannot convey, reinforcing the idea that a picture is worth a thousand words This aligns with the findings of Yagang (1994) and Harmer (2001), which indicate that the absence of visual cues, such as the speaker's gestures and facial expressions, complicates the understanding of their intended message.
Furthermore, unclear sounds caused by insufficient equipment can hamper the listener's comprehension
Last but not least, in a crowded classroom, students sitting at the back of the room may not be able to hear the lessons clearly According to Chetchumlong
Chapter summary
This chapter reviews existing literature on listening difficulties, aiming to gather relevant insights for the author's research However, much of the literature focuses on foreign contexts, which may not be applicable to Vietnamese students To address this gap, the researcher will provide personal observations and in-depth analyses in the subsequent chapters.
METHODOLOGY AND RESEARCH
Population and participant’s selection methods
This study at the English department of TMU aimed to investigate the challenges faced by freshmen in enhancing their listening skills The focus was specifically on first-year students who had taken listening as a core subject, highlighting the unique difficulties encountered by this group in their academic journey.
Firstly, the students who have just graduated from high school already have a certain level of English
Second, at the time this study took place, the first-year students had a period of familiarization with specialized English subjects
In high school, students primarily concentrated on grammar and reading, which may pose challenges in adapting to new learning methods Additionally, children can enhance their listening skills by engaging in various exercises and activities.
In short, it is extremely urgent to find and deal with these problems in the first steps of their English acquisition
This research aims to examine the listening skills of freshmen in formal teacher training from K57N1 to K57N5 at TMU Involving 150 students from five different grades, the study encompasses participants from various regions of Vietnam, each with distinct levels of listening proficiency The data collected was analyzed quantitatively to present the survey findings effectively.
The study included 150 students from five classes within the English Department at TMU, utilizing a convenience sampling strategy From these classes, 30 students were randomly selected for participation, as detailed in the accompanying table.
Table 3.1: Participants in the study
In addition, some basic information of the survey participants below will be very useful in the analysis process:
Data collection methods
In the study, questionnaires were selected as the primary data collection method due to their numerous advantages, including ease of construction, versatility, and the ability to gather substantial information quickly This method not only saves time but also minimizes the researcher's efforts and financial resources According to Dornyei (2003), questionnaires can efficiently collect extensive data in under an hour Additionally, modern computer software enhances the efficiency of data processing, making questionnaires the most suitable choice for this research.
Questionnaires, while useful, have inherent limitations that can result in unreliable and invalid data if poorly constructed Key shortcomings include their simplistic and superficial nature (Moser & Kalton, 1971), the potential for untrustworthy and unmotivated respondents (Hopkins, Stanley, & Hopkins, 1990), social desirability bias (Oppenheim, 1992), and the halo effect To address these issues, it is essential to design questionnaires in a methodical and scientific manner to mitigate these flaws effectively.
A self-reporting questionnaire was created to gather data on listening difficulties and potential solutions, comprising a total of forty-two questions The first three questions aim to assess students' overall perceptions of their learning and listening abilities Additionally, questions four through thirty-one utilize a numerical rating scale from one to five, facilitating quicker and easier analysis of the results for the researcher.
The study includes twenty-eight items in the questionnaires designed to assess the frequency of listening difficulties experienced by freshmen, rated on a scale from 1 to 5, where 1 indicates the least frequency and 5 the most Additionally, the researcher aims to evaluate the difficulty level of these obstacles using the same 1 to 5 scale Specifically, questions #33 to #42 in part B utilize two scales—1 to 5 for frequency of use and 1 to 3 for the usefulness of learning listening strategies.
The questionnaire plays a crucial role in the implementation of my research, but its effectiveness is significantly enhanced by the participation of students from K57 at Thuongmai University.
Procedure of delivering the questionnaires
A questionnaire is developed for participants to assess listening abilities and challenges faced by freshmen in their first semester The author identifies four main issues affecting listening skills: the speaker, the listener, the material, and the actual context Additionally, the study aims to explore students' perceptions of potential solutions to these challenges.
To identify ambiguous areas in the questionnaire that needed correction or enhancement, it was distributed to 3-4 respondents Following their review of the items, the author solicited their comments and suggestions Ultimately, the survey questionnaire was finalized based on this feedback.
The researcher engaged directly with respondents by distributing 150 survey questionnaires across five classrooms To ensure clarity, the author provided a brief explanation of the survey's format and length before students began filling it out, reducing the risk of misunderstandings Furthermore, the author incorporated oral instructions in Vietnamese to further assist respondents and eliminate any potential ambiguities.
Justification of the use of interview
To address the limitations of questionnaires, researchers often turn to qualitative interviews, which provide deeper insights into participants' attitudes, thoughts, and behaviors (2000) Interviews are a versatile data collection method that leverages both verbal and non-verbal communication, allowing for a rich understanding of personal feelings and perceptions This approach not only encourages participants to express themselves in their own words but also enhances the credibility and face validity of the findings, while minimizing ambiguity However, the time and cost associated with conducting interviews can be significant, as researchers must invest effort in setting up the environment, conducting the interviews, and analyzing the data To mitigate these challenges, it is essential to meticulously prepare interview questions and settings in advance.
The time for each interview lasted approximately 20-25 minutes and all interviews were audio-taped Also, notes were used in order to record key pieces of information
The interviews were conducted with two first-year students The background information of participants is presented as follows:
S1, a first-year student at TMU, struggled with her listening skills final test during the first semester of the 2020-2021 academic year Hailing from a rural area where the significance of teaching and learning listening skills has been overlooked, she faced challenges in this essential area of her education.
S2, a first-year student at TMU, shared insights on listening skills that closely aligned with S1's previous observations Despite being from the city and facing conditional requirements to enhance his listening abilities, S2 successfully improved his skills, achieving an impressive score.
The interview transcripts are enclosed in the Appendix
A semi-structured interview question list aims to gather insights into the listening strategies employed by first-year students Comprising seven targeted questions, the interview seeks to explore the methods these students utilize to enhance their listening skills The flexible nature of the semi-structured format allows the author to adjust the questions as needed to better meet the research objectives.
Following the distribution and collection of survey questionnaires, the author developed interview questions aimed at gathering more detailed insights These questions are designed to align with the themes of the survey, ensuring a cohesive data collection process.
To expedite the interview process and ensure accurate insights, the author opted to conduct interviews in Vietnamese Given the inability to meet in person, the interviews were held online using Google Meet This virtual format allowed the K57 students to feel more at ease and adaptable during the discussions.
Based on survey responses and final exam results, the author plans to interview two participants to gain deeper insights into specific questions from the questionnaire This case study focuses on one high-scoring student and one low-scoring student to explore their experiences and perspectives.
Data analysis
Statistical analysis was conducted to generate accurate statistics, which were subsequently organized into tables and graphs to enhance clarity and scientific rigor in the study.
The data transcription was checked carefully and the incorrect or incomplete ones are eliminated to make the collected data reliable enough All survey tables were correctly completed
The author has categorized the primary data in terms of the research questions The researcher
Decide variables in your dataset From there, conduct data analysis to answer research objectives
Make graphics/tables to show the relationships for comparisons and contrasts
Decide the appropriate statistical analysis techniques Then, produce descriptive statistics (means, modes, ranges, standard deviations, etc.)
3.3.6 Step 6: Interpreting the results and draw conclusions
Relate the results back to the research question In other words, respond to the search questions
The author recognizes the value of content analysis in conjunction with interview data, as it facilitates a comprehensive understanding of interviewees' perceptions Given that the desired responses are qualitative rather than quantitative, representing this information through tables and graphs is challenging Additionally, to enhance the reliability and accuracy of the findings, the research frequently references interviewees' insights to substantiate key points.
Research question 1: What are some main listening difficulties perceived by
perceived by TMU first year English-majored students
In Chapter 2 of the literature review, the initial three questions focus on understanding freshmen's general perceptions of listening difficulties and their proficiency in developing listening skills The findings related to these perceptions are illustrated in the accompanying table and chart.
Chart 3.1: The most difficult skill
Question items Mean Standard deviation
2: The level of difficulty in listening 3.80 0.69
Table 3.3: Students’ general perception of listening skills
In a survey assessing the difficulty of various language skills, 59% of students identified listening as the most challenging skill, highlighting its perceived complexity compared to reading and speaking, which were noted as difficult by only 17% and 15% of respondents, respectively This suggests that the quality and effectiveness of teaching and learning listening skills may not meet expectations.
A significant 65% of students self-assessed their listening proficiency as either "average" or "bad," with only 5% considering their skills to be good Additionally, 10% rated their listening performance as very poor, and notably, none of the students believed their listening skills were excellent or very good.
Chart 3.2: Student’s self-rating of listening proficiency
Very Bad Bad Average Good
This might be the cause of their previous failures or unhappy experiences in dealing with English because they had not received sufficient training in the first place
Students often face listening comprehension challenges due to multiple factors, such as individual learner issues, speaker characteristics, the quality of listening materials, and the surrounding physical environment This article will provide a detailed analysis of these contributing elements in the subsequent sections.
3.4.1 Listening problems related to the speakers
Listening problems Frequency Levels of difficulty Mean St.D Mean St.D
6 The number of the speakers 3.10 0.98 3.34 0.80
8 Reduced forms (elision and assimilation) 3.47 0.93 3.00 1.31
11 Using colloquial words and slangs 2.94 1.31 2.98 1.31
Table 3.4: Listening problems from the speakers
The table highlights that signal words are the most frequently encountered by students in listening comprehension, achieving a mean score of 3.55, followed by noise and redundancy with a mean of 3.15 This indicates that signal words play a crucial role in recordings, making their recognition essential Additionally, the data reveals that reduced forms have the lowest standard deviation of 0.93, suggesting that students consistently face challenges with this aspect.
Gilakjani (2011) highlights that less skilled listeners often overlook signal words, which are crucial for understanding spoken discourse Inexperienced participants in listening skills tend to miss cues that signify transitions between points, examples, or repetitions, leading to potential misunderstandings in communication.
The data indicates that issues related to colloquial language and slang are the least common, with a mean score of 2.94 This may be attributed to the predominance of academic language in the listening materials, making them easier to comprehend.
As a result, the students did not catch them on a regular basis
Students perceive the level of difficulty in listening tasks with the fast speed of speech receiving the highest mean score of 3.57, followed by the number of speakers at 3.34 In contrast, signal words are seen as the least difficult, with a mean score of 2.8, but exhibit a high standard deviation of 1.28, indicating significant variability in student assessments While the number of speakers has a relatively high mean, its lower standard deviation of 0.80 suggests more consistent perceptions among students Overall, the findings highlight that students find fast speech to be the most challenging aspect of listening tasks.
Not only the fast speed but the reduce form is also a factor that needs attention In order to help readers can better understand, the author shows in chart 3.4
Difficutly Level 1 Difficutly Level 2 Difficutly Level 3 Difficutly Level 4 Difficutly Level 5
Difficulty Level 1 Difficulty Level 2 Difficulty Level 3 Difficulty Level 4 Difficulty Level 5
Research by Flowerdew and Miller (1992) highlights that students often struggle with the pace at which they receive assignments Additionally, studies by Lin (2000) and Bloomfield (2011) identify significant challenges faced by students, including difficulty in keeping up with the rapid delivery of speakers, a lack of effective listening strategies to enhance understanding, and challenges in maintaining concentration.
The interviewee emphasized that negative termination significantly impacts information transmission, reflected in a mean score of 3.3 This issue may stem from poor pronunciation, as speakers often neglect ending sounds like /t/, /s/, /z/, and /k/ Consequently, listeners may unintentionally overlook these sounds during comprehension Ur (1984) notes that if a word is pronounced differently from its learned form, the listener may fail to recognize it or may even miss it altogether.
3.4.2 Listening problems related to the learners
In the literature chapter, the author categorizes the participants' perceived difficulties with listening skills into four distinct groups, highlighting the impact of these challenges on students' listening abilities The following table provides detailed insights into these categories.
Listening problems Frequency Levels of difficulty Mean St.D Mean St.D
14 Lack of social and background knowledge 3.26 1.14 3.39 1.03
15 Psychological/ physical factors (stress, 3.33 1.23 3.23 1.09 worry, tiredness, etc)
17 Inability to predict about the content 3.32 1.09 3.25 1.10
19 Ineffective listening habits (try to understand every single words) 3.25 1.07 3.37 1.12
Table 3.5: Listening problems from the listeners
The summarized statistics reveal potential challenges faced by learners, particularly highlighting pronunciation issues, which received the highest mean score of 3.37 and a standard deviation of 1.15 This indicates that students frequently perceive difficulties with pronunciation, although responses varied, suggesting that some students possess good pronunciation skills Pronunciation is ranked third in terms of difficulty, significantly impacting students' listening performance Additionally, psychological factors, including homework stress and examination concerns, ranked second with a mean of 3.33, affecting listening effectiveness by influencing student interests and emotions Interestingly, the inability to concentrate while listening received the lowest mean score of 3.15, indicating that participants do not regularly face this issue.
The study highlights that the lack of social and background knowledge is the primary difficulty faced by respondents, with a mean score of 3.39 This indicates that participants view foundational knowledge as essential for comprehending future information They believe that a strong understanding of subjects like economics, culture, and society facilitates better inference of new data The low standard deviation of 1.03 suggests a consensus among respondents regarding the importance of background knowledge These findings align with Nuttall's (1996) observation that discrepancies between learners' experiences and what they hear can lead to difficulties Additionally, Hasan (2000) emphasizes that students' ability to connect new information with their existing knowledge significantly aids in understanding listening passages.
A mean score of 3.62 highlights that a lack of vocabulary significantly hampers students' listening skills Even with correct pronunciation and extensive background knowledge, students face challenges if they do not grasp the meanings of the words they hear This finding aligns with Underwood's (1989) theory, which asserts that limited vocabulary is a major obstacle to listening comprehension for many learners.
Listeners face various challenges, including psychological factors, difficulty concentrating, and poor listening habits, which are perceived as moderately to highly difficult.
3.4.3 Listening problems related to the materials
Research question 2: What are the listening strategies applied by the students? 35 3.6 Chapter summary
The second question seeks to gather insights into the listening strategies employed by participants As previously mentioned, the researcher will analyze the data collected from survey questionnaires and interviews to provide comprehensive information In the Methodology section, it was noted that semi-structured interviews were conducted with two volunteer students to enhance the understanding of listening comprehension challenges and opportunities, drawing on the data from the survey questionnaires.
Frequency Usefulness Mean St.D Mean St.D
33 Listening to different accents 3.01 1.12 2.92 1.09 34.Making prediction about what the speakers are talking about 2.97 1.06 2.46 1.14
35 Taking notes of the main ideas and key words 3.04 1.17 3.03 1.20
36 Underlining key words before listening 3.12 1.24 3.01 1.13
37 Broadening vocabulary by reading newspapers and books 3.11 1.23 2.89 1.15
41 Listening to different kinds of inputs
(songs, TV series, films, lectures, etc) 3.03 1.09 3.06 1.14
The survey questionnaire findings demonstrate that the majority of the above strategies are being used by students in their learning
Students believe that daily English listening offers significant benefits, reflecting a high mean score of 3.22 in usefulness There is a consensus among participants regarding the effectiveness of this practice Haynes (2005) supports this notion, stating that the initial phase of language acquisition involves a silent period, suggesting that daily listening can help learners acquire English similarly to their native language However, when asked about their listening habits at home, one student (S1) admitted to not dedicating much time to it, aligning with the questionnaire results that showed a low mean frequency of 3.07 In reality, only a small percentage of students engage in daily listening practice S1 further notes that the majority of her listening occurs during limited time frames.
To improve her English skills at home, she focuses on completing her homework and sometimes listens to English songs or watches films with Vietnamese subtitles However, she finds listening to English challenging and somewhat tedious, expressing a preference for learning reading and speaking, which she considers more engaging.
S2 listens to English on a daily basis, which is unsurprising ‘Whenever I have free time, I'll listen to English, she says ‘I recurrently listen to English songs,
Listening to English through TV, radio news, or recommended online exercises can significantly enhance language skills One learner shares her experience of casually engaging with English media, stating, "I play the media player and listen to some English I just need to listen to decompress." She emphasizes that daily exposure to English, even without active exercises, is an effective strategy for improving listening comprehension and familiarizing oneself with the language.
Daily practice of English offers significant advantages for learners, mirroring the natural process through which babies acquire their first language by listening and imitating.
Recent reports indicate that the most common method of enhancing listening skills involves engaging with a variety of audio materials, including songs, news reports, films, and lectures, with an average rating of 3.15 This trend can be linked to the Internet's evolution, which provides listeners with diverse content options For instance, students often choose to listen to English songs, watch films in English with or without subtitles, or tune into BBC news One student mentioned relying primarily on textbooks for listening practice but occasionally supplements her studies with VOA news or movies In contrast, another student embraces a broader array of resources, such as BBC news, CNN student news, ABC radio, and esl-lab.com, emphasizing that exploring different sources not only enhances learning but also adds excitement by exposing listeners to various topics and accents.
Students tend to overlook the negative aspects of speakers during listening exercises, primarily because academic materials dominate their listening practice However, they acknowledge that engaging with a variety of topics enhances their listening skills For instance, while S1 typically encounters themes like education, entertainment, and sports in textbooks, S2 diversifies her listening by including economic news, television programs, and environmental content S2 recognizes the significant advantages of this approach, such as becoming familiar with diverse accents, including American English, and expanding her vocabulary across different fields She emphasizes that this strategy helps listeners feel more comfortable when faced with unfamiliar subjects.
To effectively handle unfamiliar accents and topics, students should diversify their listening sources This approach will help them reduce shock and stress, enhancing their overall learning experience.
The table highlights that students prioritize improving their pronunciation to accurately understand spoken English S1 expresses frustration with her pronunciation skills, often mispronouncing new words, which complicates her listening experience She admits, "I'm always perplexed when I hear a new word or hear a strange pronunciation I can't figure out how to write it." In contrast, S2 feels confident in her pronunciation, stating, "Whenever I catch a new word, I look up the Cambridge dictionary for the correct pronunciation, which is a good habit."
According to Vandergift (1999), students frequently struggle with understanding accurate meanings while simultaneously learning to pronounce words correctly Therefore, it is beneficial for them to engage with an English dictionary to explore both the definitions and pronunciations of words effectively.
Participants frequently use keyword underlining strategies, showing a standard deviation of 1.24, indicating consistent responses Conversely, making predictions about speakers' content has the lowest standard deviation of 1.06, suggesting that most respondents do not view it as an effective technique To reduce anxiety and prepare for discussions, students should focus on identifying key content and important words Additionally, Jones and Kimborough (1987) recommend preliminary discussions among students to collaboratively explore the topic.
Participants tend to underestimate the significance of note-taking skills, with an average usefulness rating of 3.03 While Student S2 actively employs extensive note-taking, Student S1 prefers to listen to questions and respond without taking notes, leading her to occasionally forget the information she has just heard.
Obviously, the importance of taking notes has been widely acknowledged in a variety of related literature Kiewra (1989) indicates that the notes taken serve as
Note-taking serves as an external repository of information that facilitates later revision and review for specific tasks It enhances learners' attention to auditory input and actively engages their cognitive processes, allowing them to code, integrate, synthesize, and transform received information into personal meaning Research by Liu (2001) aligns with Kiewra (1989), highlighting a positive correlation between note-taking and the subsequent review of notes among Chinese EFL students This study indicates that effective note-taking and review significantly improve comprehension and the ability to apply acquired knowledge to future tasks.
When faced with missing information during listening exercises, many learners, like S1, often skip over points and continue, though this can lead to missing critical details S1 acknowledges that while skipping helps, it can become exhausting if important points are overlooked S2 echoes this sentiment, sharing that her teachers recommended skipping missing information to keep up with subsequent content This reflects a common challenge among English learners, who frequently strive to grasp every word without distinguishing between main and supporting ideas Butt (2010) highlights that this approach is both unnecessary and impractical for foreign language learners.
S1 enjoys reading English short stories to enhance her vocabulary and reads newspapers to gain a better understanding of the world and learn new language structures In contrast, S2 dislikes reading and prefers watching movies with English subtitles to expand her vocabulary, believing that familiarity with written words helps listeners grasp their pronunciation more easily.
Summary of the study
The analysis of data gathered from the survey questionnaire and semi-structured interviews provided insights to address the two primary research questions posed at the study's outset The key findings are summarized below.
4.1.1 The difficulties faced by students
The purpose of this paper was to conduct an investigation into students' perceptions of listening difficulties while studying listening English comprehension
First-year students identified speech rate and reduced forms as significant challenges in developing their listening skills They commonly faced difficulties with ending sounds and signal words, while psychological factors and incorrect pronunciation also emerged as frequent obstacles A consensus among students highlighted that a lack of background knowledge and limited vocabulary were the primary barriers to effective listening Additionally, unfamiliar topics and dense information in recordings were viewed as major listening challenges, alongside complex grammatical structures Interestingly, students noted that their seating position in class did not routinely affect their ability to convey messages, but classroom facilities played a crucial role in enhancing their listening performance.
4.1.2 The strategies applied by students
Semi-structured interview collected some suggestions of students to overcome their possible difficulties as follow
To enhance their English skills, students engage with diverse topics and sources, exposing themselves to various accents, including non-standard ones like Indian and French This practice not only broadens their vocabulary through reading newspapers, books, and watching films but also improves their pronunciation Students find that consulting an English dictionary for new words is crucial to avoid mispronunciation, while regular exposure to English through movies and news enhances their listening skills Additionally, taking notes and focusing on key points helps learners stay aligned with the speakers, facilitating a more effective learning experience.
Pedagogical implications from the findings
Based on the findings, literature, and interviews with participants, the researcher makes some recommendations for teachers and students who are having difficulty learning listening skills
Teachers play a crucial role in helping students recognize the importance of listening in second language (L2) learning By selecting relevant topics and activities, educators can enhance classroom experiences and offer additional exercises from various sources Furthermore, teachers can suggest valuable websites to aid students in improving their listening skills effectively.
To reduce the negative impact of incorrect pronunciation, teachers should promptly correct students' mistakes Additionally, integrating pronunciation practice into the teaching of speaking, reading, and writing is considered an effective strategy for mastering this crucial aspect of language.
Pre-teaching vocabulary by encouraging students to underline key words and infer the meanings of new terms helps them engage with the topic, activates their prior knowledge, and boosts their confidence in learning.
Enhancing students' understanding of the advantages of note-taking and its specific strategies is essential Providing clear instructions on effective note-taking methods can significantly improve their learning outcomes.
To enhance listening skills, students must cultivate a high level of autonomy by creating a structured plan for home practice Expanding vocabulary is essential, as many students face challenges due to limited word knowledge Effective strategies include reading English newspapers and magazines and watching educational programs in English Additionally, students can improve their learning efficiency by regularly consulting an English dictionary for new words from the beginning of their studies It is advisable for students to keep pace with speakers by guessing unfamiliar words, underlining key terms in advance, and taking notes on main ideas.
Limitations of the study and suggestions for further studies
Despite the researcher's dedication and the supervisor's enthusiastic backing, this paper has notable limitations Firstly, time constraints prevented the inclusion of additional relevant books, documents, and studies Secondly, the small sample size of interviewees restricts the applicability of the findings to the broader population.
For future research, it is recommended to interview a diverse group of students to enhance the understanding of listening techniques Additionally, conducting observations of listening lessons and interviewing teachers would provide valuable insights into the challenges students face and the strategies they employ.
Students at Thuongmai University face numerous challenges in enhancing their English listening skills, primarily due to difficulties in comprehending listening texts filled with unfamiliar vocabulary Additionally, many struggle to grasp the importance of sentence stress and intonation in understanding spoken language Fast speech and informal language further complicate their listening experience Moreover, factors such as fatigue, low self-confidence, and the tendency to focus on every detail in the texts hinder their progress.
Students often face challenges in enhancing their English listening skills due to several key factors A limited vocabulary, inadequate pronunciation, and unfamiliarity with the nuances of spoken language significantly hinder their progress Additionally, inexperience in listening and the development of poor listening habits contribute to the difficulties encountered during listening lessons.
To enhance listening skills in students, teachers must refine their teaching methods by incorporating pre-listening activities that effectively prepare learners for listening tasks Additionally, boosting students' English proficiency is crucial, as it plays a significant role in improving listening comprehension Furthermore, encouraging students to engage in independent study outside of the classroom can greatly contribute to their listening skill development.
This study aims to engage students and teachers of English at Thuongmai University, as well as others facing similar challenges in their educational journey.
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