Rationale
As English has become essential for job seekers, the demand for standardized English tests like TOEIC, IELTS, and TOEFL is rising TOEIC (Test of English for International Communication) is particularly popular among workplaces and educational institutions, with many universities designing English courses based on students' TOEIC scores Additionally, businesses often consider TOEIC scores when hiring new employees and promoting current staff.
Since 2010, Hanoi Law University (HLU) has utilized the TOEIC test as a standardized measure to assess students' English proficiency, ensuring proper class placement and tracking their learning progress To graduate, students must achieve a minimum score of 450 on the TOEIC exam.
The TOEIC test traditionally features two sections that assess candidates' listening and reading skills, with listening often regarded as the most challenging for both educators and learners This is particularly true for the TOEIC listening section, which includes a variety of task types and topics An exploratory study conducted at a university in Hanoi aims to uncover the difficulties faced by teachers and students in mastering TOEIC listening skills, with the goal of enhancing English teaching and learning at HLU.
Objectives of the study
This study aims to investigate the current state of teaching and learning TOEIC listening skills at HLU, focusing on addressing specific research questions related to this topic.
1 What difficulties do students encounter in learning TOEIC listening skill?
2 What difficulties do teachers encounter in teaching TOEIC listening skill?
3 What are some suggestions to improve the teaching and learning of TOEIC listening skill at HLU?
Significance of the study
This study explores the challenges encountered by teachers and students at HLU in the listening section of the TOEIC test The research aims to equip HLU students with insights to identify and address these challenges, ultimately enhancing their listening scores Additionally, the findings are intended to inform HLU teachers about common teaching obstacles, enabling them to implement effective strategies for improving listening skills.
Scope of the study
This study explores the teaching and learning of TOEIC listening skills at HLU, focusing on a small group of teachers and students involved in TOEIC courses The research is conducted as an exploratory study to gain insights into effective instructional strategies and student experiences in mastering TOEIC listening skills.
Methodology
This study employs a quantitative research method, utilizing two survey questionnaires to identify the challenges faced by teachers and students in mastering TOEIC listening skills at HLU By analyzing the collected data, the researcher investigates the root causes of these difficulties and proposes solutions to enhance the quality of TOEIC listening instruction and learning at HLU.
Organization
Part A Introduction presents the rationale, objectives, significance, scope, methodology and organization of the study
Part B Development is divided into two chapters:
Chapter 1 Theoretical Background lays the theoretical foundation for the research and reviews the previous studies
Chapter 2 The study deals with the subjects, research instruments, and procedure as well as results and discussions Some recommendations based on the findings are also provided in this chapter
Part C Conclusion summarizes the major findings of the study Limitations of the study and some suggestions for further research are mentioned as well
The Appendices where the survey questionnaires can be found come after the References
THEORETICAL BACKGROUND
Notions of listening
There have been numerous definitions of listening, which present different views of linguists towards the concept
Listening involves actively paying attention and interpreting the meaning behind what we hear (Underwood, 1989) To be an effective listener, it is essential to go beyond just understanding the words and grasp the deeper implications conveyed by the speaker.
Brown and Yule (1983) provide a definition that differentiates between the literal meaning of words and the intended meaning of the speaker They conclude that listening is the process through which a listener attains "a reasonable interpretation" of the speaker's intentions during communication.
In 1989, O’Malley and Chamot claim that listening is “an active and conscious process" in which the meaning is constructed from “contextual information” and
Listening is described as an "invisible mental process" where the listener engages in several complex tasks, including sound discrimination, vocabulary and grammar comprehension, and interpretation of stress and intention This process requires the listener to retain information and interpret it within both immediate and broader socio-cultural contexts (Field, 1998, p.38).
Listening is a process where the listener creates meaning from the information shared by the speaker This involves comprehending the speaker's accent, pronunciation, grammar, and vocabulary to fully understand their message As noted by Rost (1994), effective listening requires the integration of these elements to construct meaning accurately.
Listening is vital in the language classroom because it provides input for the learner Without understanding input at the right level, any learning simply cannot begin
Listening fosters the learning of a second language because it provides input for the learning process Thus, listening plays an important role in the acquisition of a language.
Process of listening
The listening process encompasses intricate physiological and cognitive functions, which can be divided into three key stages: perceptual processing, parsing, and utilization During perceptual processing, sounds are captured in echoic memory and organized into meaningful units based on the listener's linguistic knowledge In the parsing stage, meaning is constructed in short-term memory by comparing new information with existing knowledge Finally, utilization involves transferring this short-term information into long-term memory for future use (Underwood, 1989; O’Malley and Chamot, 1989).
Duzer (1997) outlines a comprehensive nine-stage listening process: first, listeners must establish a purpose for their listening; second, they capture the raw speech and create a mental image in their short-term memory; third, they organize the information by recognizing the speech event type and the message's function; fourth, they anticipate the information that should be included; fifth, they recall relevant background information to aid in interpretation; sixth, they assign meaning to the message; seventh, they verify their understanding of the message; eighth, they decide what information to retain in long-term memory; and finally, they discard the original form of the message stored in short-term memory.
In second language listening instruction, two critical approaches are recognized: bottom-up and top-down processes (Nunan, 1991) The bottom-up process involves constructing meaning by progressively combining larger units, starting from phonemes and advancing to discourse-level features Essentially, learners decode sounds to form words, then link those words into phrases and sentences, ultimately creating a complex text from which they derive meaning.
In the top-down process of comprehension, listeners leverage their existing contextual and prior knowledge to construct a conceptual framework, highlighting the importance of background knowledge in understanding spoken information A significant deficiency in this background knowledge can hinder comprehension of specific utterances Anderson and Lynch (1988) illustrate this by contrasting the bottom-up perspective, where listeners are likened to "tape recorders," with the top-down approach, which views listeners as "model builders." Effective comprehension requires listeners to integrate both bottom-up and top-down knowledge to fully grasp the meaning of spoken discourse.
Classification of listening
Listening can be classified based on various criteria, with Galvin (1985) identifying five key categories: (1) engaging in social rituals, (2) sharing information, (3) exercising control, (4) expressing emotions, and (5) seeking enjoyment.
Underwood (1989) presents a comprehensive classification of listening situations, which includes listening to live conversations without participation, listening to announcements, and listening to news and weather forecasts.
Engaging in various forms of entertainment can enhance our experiences, such as listening to the radio, enjoying live theater performances, or watching films in cinemas Additionally, we can learn and grow by following lessons and attending lectures, while also valuing communication through listening on the telephone or following instructions Public addresses also offer important insights, making listening a vital skill in both entertainment and education.
Nunan (1991) categorizes aural texts into monologues and dialogues, where monologues involve a single speaker and dialogues consist of two or more speakers Monologues can be structured or unplanned, while dialogues are further divided into interpersonal and transactional types Interpersonal dialogues focus on social interaction, whereas transactional dialogues aim to exchange information Additionally, interpersonal dialogues can be classified as familiar or unfamiliar, depending on whether the participants are acquaintances or strangers.
Figure 1: A classification of aural texts (extracted from Nunan, 1991, p.21)
Affective factors in listening
Numerous studies have explored the factors contributing to listening difficulties, identifying four key groups that influence the challenges associated with oral language tasks, as noted by Brown and Yule (1983).
Effective communication relies on several key factors: the speaker, including the number of speakers, their speaking speed, and accent; the listener, which encompasses their role, the demands of the listening task, and their interest in the topic; the content, which involves grammar, vocabulary, information structure, and relevant background knowledge; and the support provided through visual aids like pictures and diagrams.
This view is shared by Boyle (1984), who details the affective factors in listening as follows:
1 Experience/practice in listening to the target language: use of the media (cinema, TV, radio, etc.)
3 General background knowledge of the world
4 Physical and educational (age/sex, home background, size of family, educational background and type of school, physical health and alertness)
To effectively engage with a target language, one must possess a comprehensive understanding of its phonology, lexis, syntax, and cohesion This intellectual foundation enables individuals to analyze and select key information, distinguishing between main and supporting points Additionally, having a solid grasp of the specific topic at hand, coupled with both short-term and long-term memory capabilities, is essential for successful communication and comprehension.
Listening is influenced by several psychological factors, including the motivation and sense of purpose that listeners bring to the experience The listener's attitude towards both the speaker and the message plays a crucial role in determining engagement levels A listener's interest in the topic significantly affects their attention and concentration, which are essential for effective comprehension Understanding these dynamics can enhance communication and foster deeper connections between speakers and their audiences.
1 Language ability of the speaker: native speaker - beginner-level non-native speaker
2 Speaker’s production: pronunciation, accent, variation, voice, etc
4 Prestige and personality of the speaker
C FACTORS IN THE MATERIAL AND MEDIUM
1 The language used to convey the message: phonological features, including stress, intonation, weak forms (especially in conversation), lexis, syntax, cohesion, etc
2 Difficulty of content and concepts, especially if the material is abstract, abstruse, highly specialized or technical, esoteric, lengthy, or poorly organized
3 Acoustic environment: noise and interference
4 Amount of support provided by gestures, visuals, etc
Table 1: Affective factors in listening (extracted from Boyle (1984, p.35))
Byrnes (1986) identifies three key challenges in learning to listen effectively First, learners often have limited language experience, which forces beginner listeners to focus intensely on form, potentially hindering their understanding of meaning Second, learners are required to listen for extended periods, often longer than in real-life situations, which can lead to physical fatigue and boredom, as they are usually listening to fulfill a specific task rather than for varied purposes Lastly, learners are often disconnected from the context, missing out on non-verbal cues such as gestures, eye contact, and body language that aid in comprehension, making it significantly harder to grasp the intended meaning.
Anderson and Lynch (1988) identify three key affective factors in listening: language type, listening purpose, and context Their research revealed five influential elements that impact listening comprehension: information organization, topic familiarity, clarity and adequacy of information, the nature of referring expressions, and the relationships depicted in the text.
In 1989, Underwood identified several factors that make listening in English particularly challenging for foreign learners Firstly, the language features numerous unfamiliar sounds Secondly, English is characterized by its rhythmic intonation Additionally, spoken discourse tends to lack the organization found in written text, complicating comprehension for listeners Furthermore, the syntax and vocabulary used in spoken English are often simpler and less precise, with frequent use of incomplete sentences and interactive elements.
Listening difficulties can arise from the use of expressions, pauses, and fillers, which can confuse students Additionally, the prevalence of colloquial language poses challenges for those accustomed to the formal and academic language typically used in classroom settings.
Learners of English often face several challenges in developing their listening skills, as highlighted by Underwood (1989) These challenges include a lack of control over spoken language, the inability to request repetitions, a limited vocabulary, difficulties in recognizing contextual signals, problems with interpretation, a lack of concentration, and ingrained learning habits.
This study concentrates on key factors identified by Boyle (1984), specifically examining the most significant aspects of learning to listen The challenges encountered will be classified into three categories: the Listener factor, the Speaker factor, and the Material/Medium factor Each of these characteristics will be explored in detail in the following section.
1.4.1.1 Experience and practice in listening
To achieve proficiency in listening skills, consistent practice is essential In addition to formal lessons, learners should enhance their listening abilities by engaging with various media, such as movies, news broadcasts, radio programs, and music This regular exposure to the target language significantly contributes to language acquisition and fluency.
“train the ears” and bring about more experience to the learners in listening
Background knowledge significantly influences comprehension, as noted by Rubin (1994) Learners actively construct meaning by breaking down information into meaningful segments, aligning it with their prior knowledge, and making logical inferences to fill in any gaps Consequently, students with extensive background knowledge tend to be more effective listeners.
1.4.1.3 Knowledge of the target language
Effective listening in a target language involves understanding its phonology, vocabulary, grammar, and cohesion A skilled listener must identify sounds, convert them into words, comprehend grammatical connections, and recognize cohesive discourse signals Additionally, successful listening necessitates analytical skills to differentiate between main ideas and supporting details.
Psychological factors influencing learners include motivation, a sense of purpose, and the listener's attitude towards both the speaker and the message Additionally, the level of interest and the ability to maintain attention and concentration play crucial roles in the learning process.
The globalization of English has led to a wide variety of pronunciations and accents in recorded listening materials, including British, American, Indian, Canadian, and Australian versions This diversity can pose challenges for learners, particularly when they are accustomed to their teachers' accents and struggle to understand other speakers.
Stages of a listening lesson
The pre-listening stage is crucial for setting the context of the listening passage, explaining tasks, and offering support Various activities can enhance this stage, including reading relevant materials, examining pictures, discussing topics, answering questions, and engaging in written exercises These activities aim to activate students' prior knowledge and provide clues for the upcoming listening content The selection of pre-listening activities should consider factors such as available time, resources, class ability, student interests, teacher preferences, the learning environment, and the nature of the listening text.
During the listening phase, students engage with the passage and complete assigned tasks, often discussing their responses afterward Teachers may repeat the listening to help students fill in gaps or clarify misunderstandings Effective while-listening activities include ordering pictures, completing drawings, arranging items, following routes, filling grids and charts, labeling, determining True/False statements, answering multiple-choice questions, gap-filling, spotting errors, and making predictions It is crucial for teachers to provide immediate feedback on students' performance to enhance learning outcomes.
The post-listening stage is crucial for reinforcing learners' English skills by encouraging them to engage with the material they have just heard It is essential for students to act on the listening text to clarify meanings and deepen their understanding Well-structured post-listening activities are as vital as pre-listening and during-listening tasks, as they help to consolidate knowledge and promote skill integration.
TOEIC
Post-listening activities enhance comprehension and engagement by encouraging learners to summarize the speaker's presentation, reflect on the content, and apply the information for problem-solving and decision-making These activities also involve identifying relationships between speakers, analyzing the speaker's mood, attitude, and behavior, and engaging in role-play scenarios to deepen understanding and retention of the material.
The TOEIC, established by the Educational Testing System (ETS) in Japan in 1979, is an English proficiency test designed for non-native speakers It assesses the everyday English skills necessary for individuals working in international business, commerce, and industry.
The TOEIC is a traditional two-hour paper-and-pencil test featuring 200 multiple-choice questions divided into Listening and Reading sections Each section receives a separate scaled score, with part scores ranging from 5 to 495 and total scores from 10 to 990 The Listening section evaluates the test taker's comprehension of spoken English, while the Reading section assesses understanding of written English.
TOEIC Listening and Reading Test Listening Comprehension
Talks: 30 questions; 10 talks with 3 questions each
Single Passages: 28 questions Double Passages: 20 questions
Examples of the topics that examiners may find in the TOEIC test questions include the following:
Corporate Development: research, product development
Dining Out: business and informal lunches, banquets, receptions, restaurant reservations
Entertainment: cinema, theater, music, art, exhibitions, museums, media
Finance and Budgeting: banking, investments, taxes, accounting, billing
General Business: contracts, negotiations, mergers, marketing, sales, warranties, business planning, conferences, labor relations
Health: medical insurance, visiting doctors, dentists, clinics, hospitals
Housing/Corporate Property: construction, specifications, buying and renting, electric and gas services
Manufacturing: assembly lines, plant management, quality control
Offices: board meetings, committees, letters, memoranda, telephone, fax and e- mail messages, office equipment and furniture, office procedures
Personnel: recruiting, hiring, retiring, salaries, promotions, job applications, job advertisements, pensions, awards
Purchasing: shopping, ordering supplies, shipping, invoices
Technical Areas: electronics, technology, computers, laboratories and related equipment, technical specifications
Travel: trains, airplanes, taxis, buses, ships, ferries, tickets, schedules, station and airport announcements, car rentals, hotels, reservations, delays and cancellations
(Extracted from “TOEIC Examinees Handbook” (2008, p.3))
The entire listening test, which lasts approximately 45 minutes, is broken up into four main parts differing in the length and structure of the listening passage
In Part 1 of the assessment, candidates will view a photograph featuring either people or objects and listen to four descriptive statements about the image They must identify the statement that most accurately describes the picture The challenges in this section may arise from similar-sounding words, contextually misplaced terms, misleading details, and incorrect inferences.
(A) The girl is stretching (incorrect detail) (B) The girl is next to the dog (correct answer) (C) The girl is dancing (incorrect detail)
(D) The girl is under the dog (related words: girl, dog)
(Extracted from Taylor and Byrne, Very Easy TOEIC, p.46)
Part 2: Question-Response (approximately 15 minutes)
In Part 2 of the assessment, candidates will encounter 30 questions or statements related to time, people, opinions, choices, suggestions, reasons, or locations Each question comes with three possible responses, and candidates must select the most appropriate one The questions are primarily informative and can be categorized into three types: interrogative questions (utilizing words like Who, What, Where, When, How, and Why), non-interrogative questions (employing Be/Do and auxiliary verbs), and various other formats such as indirect questions, tag questions, negative questions, alternative questions, declarative sentences, and suggestions.
The choices in this part may be difficult and confusing due to (1) similar-sound words,
(2) repeated words, (3) words used in a different context, (4) incorrect verb tense or person, and (5) inappropriate response to the type of question
Mary is never late for her meetings
(A) He is always on time (incorrect person)
(B) Her meeting is running late
(words used in a different context) (correct answer)
In Part 3 of the exam, candidates will listen to 10 conversations set in various locations, such as offices, hotel receptions, restaurants, or over the phone Following each dialogue, they will answer three questions focused on the main ideas conveyed by the speakers These questions typically require candidates to identify activities, emotions, relationships, reasons, locations, or opinions Common pitfalls include confusing similar-sounding words, misinterpreting context or meanings, and falling for incorrect details or inferences, as well as being distracted by irrelevant information.
Speaker A: I’d like to book a flight to Santiago
Speaker B: Certainly When would you like to fly?
Speaker A: Next Monday Can you make a hotel reservation for me, also?
(correct answer) (incorrect inference) (incorrect detail)
In Part 4, candidates will listen to 10 talks from a single speaker and answer three questions for each The types of talks include airport announcements, news reports, book reviews, informal discussions, formal speeches, telephone messages, and introductions Questions may focus on the main idea, facts and details, inferences, or cause-and-effect relationships The listening challenges in this section are comparable to those found in Parts 2 and 3.
Next Tuesday marks Library Forgiveness Day, a special occasion where all overdue books and late fines are waived Bring your overdue books back to the library on this day, and you will not incur any late charges.
What are library users asked to do next Tuesday?
Give new books to the library
Charge the fines to their credit card
(incorrect detail) (correct answer) (sounds like correct answer) (incorrect detail)
Review of previous studies
Research conducted by candidates at the Faculty of Post-Graduate Studies at the University of Languages and International Studies, VNU, has focused on the teaching and learning of listening skills.
A study by Bui (2009) identified key challenges faced by Vietnamese learners in IELTS listening, highlighting six primary sources of difficulty These include unfamiliar topics in the listening texts, limited vocabulary and grammar, the speed and accent of speakers, time constraints during listening, cultural differences, and various types of listening tasks Notably, the unfamiliarity with listening topics emerged as the most significant challenge for IELTS candidates.
In her 2010 research, Nguyen examined the challenges faced by 10th grade students in a Hanoi high school regarding English listening skills She identified three primary issues: first, the assessment methods that prioritize grammar and vocabulary over listening comprehension; second, ineffective listening techniques, where students attempt to understand every word and struggle to match the pace of the audio; and third, the negative attitudes students exhibit during listening lessons.
In a study by Nhu (2012) at the Haiphong Foreign Language Center, common errors made by pre-intermediate students in the TOEIC listening test were examined The research identified three primary sources of these mistakes: confusion caused by similar-sounding words, challenges related to varying accents, stress, and intonation, and a lack of sufficient linguistic and contextual knowledge.
In summary, the literature reviewed provides a foundational understanding of listening and the various factors influencing listening comprehension Influential researchers such as Brown and Yule, Byrnes, Anderson and Lynch, and Underwood and Boyle have explored the challenges faced by ESL learners, identifying key sources of difficulty in their listening skills.
Previous studies on listening acquisition and comprehension have largely overlooked the specific factors related to the Vietnamese context of teaching and learning English While Vietnamese researchers have examined English listening skills, their focus has often been on different settings or perspectives To address this gap, the current research aims to conduct an exploratory study on the teaching and learning of TOEIC listening skills at a university in Hanoi.
Situation of teaching and learning TOEIC listening skill at HLU …
Since 2010, HLU has implemented TOEIC teaching and learning, requiring all students to take a placement test to determine their classification into three groups based on their results.
Group 1 includes those whose TOEIC stores are less than 200 These students cannot enroll into TOEIC classes They must continue studying at some foundation classes either at home or at private classes and re-take the placement test
Group 2 includes students whose TOEIC scores range from 200 to 450 They will be placed into the TOEIC course which lasts in two continuous semesters The core textbook used in the course are Longman Preparation Series for the New TOEIC Test – Introductory Course Teachers are English lecturers at the English Division of
HLU During the course, the students have to get five progress tests as the requirement of the attendance check and one final-term test
Students from group 3 are considered as having met the required English level They don’t need to attend classes in English
THE STUDY
Subjects
There are two groups of participants in the study:
A random selection of 50 second-year students from eight TOEIC classes at HLU was analyzed, consisting of 12 males and 38 females All participants completed a placement test, achieving TOEIC scores between 200 and under 450.
A group of 14 qualified female teachers, aged between 25 and 53, are currently teaching TOEIC classes at the English Division.
Data were collected using two questionnaires designed for teachers and students, as survey questionnaires effectively gather quantitative data in a structured manner (Verma and Mallick, 1999) They are particularly valuable for assessing the affective dimensions of teaching and learning, including beliefs, attitudes, motivations, and preferences (Bension and Voler, 1997) Additionally, Brown (1987) highlights that questionnaires promote uniformity in responses, reduce the likelihood of skipped questions due to complexity, and facilitate easier interpretation of the data.
The student survey questionnaire comprises 12 questions categorized into three key sections: general information about the students, common challenges faced in TOEIC listening, and specific difficulties encountered in different parts of the TOEIC listening test.
The survey for teachers has 8 questions which are categorized into teachers’ general information and teachers’ difficulties in teaching TOEIC listening
During the TOEIC listening courses at the university, students were asked to complete a questionnaire in a serious and objective manner within 10 minutes Prior to this, the researcher explained the study's purpose and addressed any questions from the students Data collection spanned a week due to varying class schedules For teachers, questionnaires were distributed during a meeting at the English Division, following the same procedure as with the students.
The data gathered from the questionnaires were organized according to the research questions and subsequently analyzed in detail The findings were presented through various tables and charts for clarity.
2.4.1 The teaching of TOEIC listening
The teachers vary greatly in terms of age Interestingly, the number of teachers aged 21-30 is equal to the number of those aged 50+ and the proportion of teachers aged 31-
40 is the same as that of those 41-50 As such, one half of the teachers are young and middle-aged (21-40) while the other half include the elder teachers (41-50+)
29% of teachers possess a Bachelor's degree in English Teaching, having transitioned from Russian teaching through retraining Half of the teaching staff holds a Master's degree, while the remaining 21% are currently pursuing their Master's in English Teaching.
Class lecturer Division Management Others
A significant portion of teachers, specifically 64.29%, focus solely on teaching classes, while 21.43% also engage in division management roles Additionally, teachers report various other responsibilities, including serving as executive members of the Trade Union, leading the Youth Union, and conducting private classes at home or part-time teaching at other universities and language centers.
Chart 1.4: Teachers’ length of time teaching TOEIC listening
Since its implementation at HLU in 2010, TOEIC listening has been taught for three years, with a majority of instructors (71.43%) possessing 3-5 years of teaching experience Meanwhile, 21.42% of the teachers are relatively new, having less than three years of experience, and only one teacher (7.14%) has over five years of experience from other foreign language centers This data suggests that most educators at HLU lack extensive experience in teaching TOEIC listening.
2.4.1.2 Teachers’ difficulties in teaching TOEIC listening
In the pre-listening stage, educators face several challenges, with 85.71% emphasizing the need to motivate learners to engage with the listening material Additionally, 57.14% of teachers recognize the importance of designing extra pre-listening activities, while 35.71% struggle with allocating sufficient time for these tasks However, there are significant gaps in providing context, explaining tasks, and offering vocabulary or grammar related to the listening passage, all at 0% Furthermore, the lack of strategies and techniques for students during this stage also stands at 0%, highlighting critical areas for improvement in pre-listening preparation.
Table 3.1: Teachers’ difficulties at pre-listening stage
A significant 85.71% of teachers reported that motivating students to learn poses a major challenge during the pre-listening stage Additionally, over half of the educators face difficulties in designing supplementary pre-listening activities.
28 activities Having enough time for pre-listening activities is another difficulty which accounts for 35.71% of the teachers
While-listening stage difficulties Percentage
Providing feedback on students’ mistakes 0%
Adjusting tasks to suit students’ ability and interest 42.86%
Offering help in case students cannot listen and get the message 0%
Varying the level of difficulty of the text 14.39%
Providing extra authentic listening texts 42.86%
Table 3.2: Teachers’ difficulties at while-listening stage
Teachers face significant challenges during the while-listening stage, with 71.43% struggling to design diverse tasks This difficulty arises from the TOEIC listening test's reliance on multiple-choice questions, which are hard to adapt into different task formats Additionally, 42.86% of educators report issues in modifying tasks to align with students' abilities and interests while also incorporating authentic listening materials Furthermore, 14.39% of teachers experience challenges in varying the difficulty levels of listening texts.
Post-listening stage difficulties Percentage
Having enough time for post-listening activities 64.29%
Involving all students into post-listening activities 50%
Desiging extra tasks and activities 35.71%
Working on form (vocabulary/grammar) 0%
Table 3.3: Teachers’ difficulties at post-listening stage
A significant challenge for teachers is the lack of time, affecting 64.29% of educators Additionally, 50% of teachers struggle to engage students in post-listening activities, while 35.71% face difficulties in designing extra tasks for these activities.
Noise in/outside the classroom 42.86%
Listening facilities (CD player, CDs) 0%
Teachers at HLU express dissatisfaction with large class sizes, which typically range from 35 to 40 students in English classes The use of lecture halls, designed for up to 150 students, exacerbates the challenges of teaching listening skills Additionally, 42.86% of teachers report that environmental noise negatively impacts their teaching effectiveness.
2.4.2 The learning of TOEIC listening
At HLU, the student body is predominantly female, comprising 76% of the total enrollment, while male students make up 24% This gender ratio is characteristic of institutions that focus on social subjects, and HLU aligns with this trend.
To fulfill the course requirement
To prepare for the future job
Chart 2.2: Reasons for studying TOEIC
Procedure
During the TOEIC listening courses at the university, students were asked to complete a questionnaire objectively and seriously within a 10-minute timeframe Prior to administering the questionnaire, the researcher explained the study's purpose and importance, addressing any questions from the learners Data collection took one week due to varying class schedules and locations Meanwhile, the questionnaires for teachers were distributed during a meeting at the English Division, where all teachers were present, following the same procedure as with the students.
The data gathered from the questionnaires were categorized according to the research questions and subsequently analyzed in detail The findings were presented using tables and charts for clarity.
Results and discussion
2.4.1 The teaching of TOEIC listening
The teachers vary greatly in terms of age Interestingly, the number of teachers aged 21-30 is equal to the number of those aged 50+ and the proportion of teachers aged 31-
40 is the same as that of those 41-50 As such, one half of the teachers are young and middle-aged (21-40) while the other half include the elder teachers (41-50+)
29% of teachers possess a Bachelor's degree in English Teaching, having transitioned from their previous roles as Russian teachers through retraining Additionally, half of the teaching staff hold a Master's degree, while the remaining 21% are currently pursuing their Master's in English Teaching.
Class lecturer Division Management Others
A significant 64.29% of teachers focus solely on teaching classes, while 21.43% take on additional roles in division management Other reported responsibilities include serving as executive members of the Trade Union, leading Youth Union activities, and providing private lessons or part-time teaching at other universities and language centers.
Chart 1.4: Teachers’ length of time teaching TOEIC listening
Since its introduction at HLU in 2010, TOEIC listening has been taught for three years, with 71.43% of teachers possessing 3-5 years of teaching experience Additionally, 21.42% of the instructors are relatively new, having less than three years of experience, while only one teacher (7.14%) has more than five years of experience in teaching TOEIC classes at other language centers This data suggests that the majority of teachers have limited experience in teaching TOEIC listening.
2.4.1.2 Teachers’ difficulties in teaching TOEIC listening
In the pre-listening stage, several challenges arise, including a lack of context for the listening passage (0%), insufficient explanation of tasks and instructions (0%), and inadequate vocabulary or grammar support related to the content (0%) However, designing additional pre-listening activities is crucial, with 57.14% of educators recognizing its importance Motivating learners to engage in listening activities is paramount, as highlighted by an 85.71% emphasis on this aspect Additionally, 35.71% of instructors face time constraints when conducting pre-listening activities, while there remains a significant gap in providing students with effective listening strategies and techniques (0%).
Table 3.1: Teachers’ difficulties at pre-listening stage
A significant challenge for teachers, with 85.71% reporting difficulties, is motivating students to engage in the pre-listening stage of learning Additionally, over half of the educators face obstacles in designing effective pre-listening activities.
28 activities Having enough time for pre-listening activities is another difficulty which accounts for 35.71% of the teachers
While-listening stage difficulties Percentage
Providing feedback on students’ mistakes 0%
Adjusting tasks to suit students’ ability and interest 42.86%
Offering help in case students cannot listen and get the message 0%
Varying the level of difficulty of the text 14.39%
Providing extra authentic listening texts 42.86%
Table 3.2: Teachers’ difficulties at while-listening stage
Teachers face significant challenges during the while-listening stage, with 71.43% struggling to design diverse tasks This difficulty arises primarily because the TOEIC listening test is composed solely of multiple-choice questions, making it hard to adapt them into different task formats Additionally, 42.86% of educators find it challenging to tailor tasks to match students’ abilities and interests while also incorporating authentic listening materials Furthermore, 14.39% of teachers report issues with varying the difficulty levels of the listening texts.
Post-listening stage difficulties Percentage
Having enough time for post-listening activities 64.29%
Involving all students into post-listening activities 50%
Desiging extra tasks and activities 35.71%
Working on form (vocabulary/grammar) 0%
Table 3.3: Teachers’ difficulties at post-listening stage
A significant challenge for teachers, affecting 64.29%, is the lack of time for effective instruction Additionally, 50% of educators struggle to engage students in post-listening activities, while 35.71% face difficulties in designing supplementary tasks for these activities.
Noise in/outside the classroom 42.86%
Listening facilities (CD player, CDs) 0%
Teachers at HLU express significant dissatisfaction with large class sizes, with English classes averaging 35-40 students The use of lecture halls, intended for up to 150 students, exacerbates the challenges of teaching listening skills Additionally, 42.86% of teachers report that environmental noise negatively impacts their teaching effectiveness.
2.4.2 The learning of TOEIC listening
At HLU, the student body is predominantly female, with 76% identifying as female and only 24% as male, reflecting the typical gender ratio found in institutions focused on social subjects.
To fulfill the course requirement
To prepare for the future job
Chart 2.2: Reasons for studying TOEIC
The chart indicates that students have specific motivations for enrolling in TOEIC classes, with 73% participating to fulfill graduation requirements, while 27% are preparing for future job opportunities Notably, none of the students cite personal interest or a desire to enhance their English skills as reasons for their studies.
Chart 2.3: Students’ length of time learning English
A significant 92% of students have studied English for 5 to 7 years, indicating that most have acquired their language skills during secondary and high school education Additionally, 8% of students have over 7 years of English learning experience.
Only learning at the university
Going to extra English classes
Getting access to the media
The data reveals that students' practice in language skills is significantly restricted, with a staggering 78% engaging solely in listening exercises within the classroom Additionally, only 24% of students participate in extra classes, and a mere 18% enhance their listening skills through media, such as television and radio Furthermore, a minimal 4% of students make an effort to converse with foreigners.
Table 4: Students’ feelings in learning TOEIC listening
A significant majority of students reported feelings of confusion (86%), nervousness (60%), and difficulty concentrating (56%) during listening lessons Despite these challenges, very few experienced extreme negative emotions like stress, de-motivation, or tiredness Interestingly, a small number of students remained confident, comfortable, and motivated while engaging in listening activities.
Chart 2.5: Students’ evaluation of the level of difficulty of TOEIC listening test
A significant 72% of students find the TOEIC listening test challenging, with 18% rating it as very difficult and 4% as extremely difficult In contrast, only 6% of students reported experiencing minimal difficulty with the TOEIC listening assessment.
Chart 2.6: Students’ evaluation of the most difficult part of TOEIC listening test
Among the four parts, part 4 is voted by most students (81%) as the most difficult
2.4.2.2 Students’ general difficulties in learning TOEIC listening
Difficulties related to Listener factor Percentage little experience of listening in English 86% lack of practice 78% limited background knowledge 42% limited linguistic knowledge 100% phonology 96% vocabulary 80%
35 grammar 34% cohesion 30% analyzing/selecting ideas 22% lack of motivation in listening 36% lack of purpose in listening 32% poor attention and concentration 18%
Table 5.1: Students’ difficulties related to Listener factor
All students acknowledge that their listening challenges stem from limited language knowledge, particularly in English phonology, which includes pronunciation, stress, and intonation, as well as a restricted vocabulary Additionally, 86% of students report that their inexperience with English listening contributes to these difficulties, while 78% indicate that a lack of practice further hinders their listening skills.
Difficulties related to Speaker factor Percentage pronouncing/recognizing sounds in English 26% different accents 98% stress/intonation in English 94% fast speed 100%
Table 5.2: Students’ difficulties related to Speaker factor
Recommendations
Based on the facts and figures, the researcher would like to give some suggested solutions to improve the teaching and learning of TOEIC listening skill at HLU
To enhance the effectiveness of listening lessons, it is essential for teachers to collaborate with authorities to reduce TOEIC class sizes, as smaller classes significantly improve student performance in foreign language learning Additionally, classrooms should be specifically designed for English learning, featuring appropriate space and soundproofing to create an optimal learning environment.
To effectively motivate students in listening activities, teachers should enhance their teaching techniques and curate listening materials that align with students' interests and abilities Research indicates that individuals only utilize about 25% of their listening potential, often ignoring or misunderstanding the remaining 75% Students' concentration can increase by 25% when they find the content relevant and engaging, although it rarely reaches full attention Therefore, educators should incorporate supplementary tasks and activities tailored to students' proficiency levels and personal interests, utilizing resources from the Internet, reference books, and authentic texts Additionally, teachers' flexibility in lesson organization can significantly reduce students' challenges and boost their engagement in listening exercises.
Different sections of the test focus on various listening skills, and it is recommended that teachers equip students with effective listening strategies tailored to each task type In part 1, students should analyze photos by asking questions like “Who?”, “What?”, and “Where?” In part 2, identifying the first word of the question is crucial, as it often indicates the expected answer For part 3, students need to be aware of distracting numbers, such as dates and quantities Lastly, in part 4, paying close attention to the introduction before the talk is essential, as it reveals the type of information that will be presented, whether it be a news report, advertisement, recorded message, or announcement.
To enhance their listening skills and foster learning autonomy, students should dedicate time daily to practice English through various formats akin to the TOEIC listening section, such as announcements, weather forecasts, news reports, advertisements, and telephone conversations This consistent practice will help them become more familiar with the language, different accents, and the nuances of English stress and intonation.
Moreover, it is necessary for students to improve their vocabulary An effective way is reading extensively, which helps widen vocabulary as well as background knowledge
To enhance vocabulary for the TOEIC exam, focus on topics like travel, news, office, and restaurants To address confusion between similar-sounding words, students should study homographs—such as "bear" (the animal) and "bear" (to stand)—and homophones like "aunt" and "ant." Additionally, learning minimal pairs, which are word pairs differing by only one phonological element, can significantly aid in distinguishing similar sounds Examples include "bag" versus "bad," "pit" versus "pet," and "pen" versus "pan." This targeted practice is particularly beneficial for avoiding mistakes in Parts 1 and 2 of the exam.
Last but not least, the learning of TOEIC listening skill will be much easier if students learn its sub-skills Among the sub-skills of listening are
(1) ability to follow the general trend of what is said
(2) ability to understand specific details
(3) ability to check a specific piece of pre-knowledge against what is said
(4) ability to understand the speaker’s intention (why did s/he say something?)
(5) ability to understand the speaker’s attitude (how s/he felt)
(Lewis & Hill, 1992:62) Therefore, it is advisable that students try to improve sub-skills in order to become an efficient listener
Summary of the study
TOEIC is a demanding exam, and there is no quick fix for achieving a higher score However, understanding the challenges of the TOEIC listening section and employing effective strategies can significantly enhance students' performance.
This study investigates the challenges faced in teaching and learning TOEIC listening skills at a university in Hanoi The difficulties identified by both teachers and students are interconnected, creating a cycle where one issue leads to another, ultimately hindering effective teaching and learning outcomes.
Teachers encounter various challenges when teaching TOEIC listening, which can be categorized into three stages of a lesson During the pre-listening stage, they struggle with motivating students, designing effective pre-listening activities, and managing time In the while-listening stage, difficulties arise from creating diverse listening tasks, tailoring them to students' abilities and interests, providing authentic listening materials, and adjusting text difficulty Lastly, in the post-listening stage, teachers face obstacles such as time constraints for activities, ensuring all students participate, and developing additional tasks Additional challenges include managing large class sizes and dealing with environmental noise.
To address the research question regarding students' challenges in mastering TOEIC listening skills, their difficulties can be categorized into three main factors: Listener factors, Speaker factors, and additional elements that influence the learning process.
The TOEIC Listening test presents various challenges categorized into material/medium, listener, and speaker factors From the listener's perspective, difficulties arise from limited English phonology and vocabulary knowledge, insufficient listening experience, and lack of practice Speaker-related issues include fast speech, diverse accents, and varying stress and intonation Material-related challenges are primarily due to specialized content and the absence of gestures and visuals Each of the four parts of the TOEIC Listening test features distinct text types and tasks, leading to unique difficulties; for instance, Part 1 involves confusion with similar-sounding words and contextually misleading terms, while understanding the speaker’s intention poses challenges in other sections.
Part 2 Part 3 is difficult due to incorrect inferences and details Lastly, unfamiliar topics, too long listening passage and following the organization of the talk are typical problems of Part 4
To address the research question 3, the researcher recommends solutions for both teachers and students based on common challenges faced in TOEIC preparation Teachers are encouraged to reduce class sizes, enhance their teaching techniques, and create engaging listening materials to better motivate students Additionally, providing learners with effective listening strategies and tips tailored to specific test sections is crucial For students, it is essential to focus on improving listening skills, expanding vocabulary, and mastering sub-skills related to listening comprehension.
Limitations of the study
Though the study has been carried out to the best of the researcher’s effort, there remains several shortcomings for a number of reasons
Firstly, the research only involves a small number of teachers and students at HLU Therefore, the results cannot be generalized to teachers and students in other educational contexts
The study's reliance solely on survey questionnaires may lead to incomplete or careless responses, suggesting that the findings could have been more reliable if additional research instruments were utilized.
Finally, since the researcher’s practical experience as well as professional knowledge in teaching TOEIC listening skill is limited, the recommendations are likely to be subjective and incomplete.
Suggestions for further study
This study highlights areas for future exploration, particularly the challenges in teaching and learning TOEIC reading, writing, and speaking skills Additionally, further research could focus on effective techniques and strategies for enhancing TOEIC listening skills.
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APPENDICES APPENDIX 1 DIFFICULTIES IN TEACHING TOEIC LISTENING SKILL
Nguyen Thu Trang, an English teacher at the English Division, is conducting an exploratory study on TOEIC listening skill teaching and learning at a university in Hanoi This questionnaire aims to gather data for her MA thesis Participants are encouraged to share their opinions based on their experiences, and all responses will be kept anonymous.
Thank you for your cooperation!
Please respond to the questions by putting a tick or fill in where appropriate You can tick more than once
2 Which of the following qualifications do you have? a B.A in English teaching b M.A in English teaching Others (please specify):
3 Do you have any extra responsibilities in the university? a Class lecturer b Division management Others (please specify):
4 How long have you been teaching TOEIC listening skill? a 1-3 years b 3-5 years c 5+ years Part 2: Teachers’ difficulties in teaching TOEIC listening
5 Which of the following do you find difficult in teaching at pre-listening stage? a providing the context of the listening passage b explaning tasks/giving instructions c providing vocabulary/grammar related to the passage d designing extra pre-listening activities e motivating learners to listen f having enough time for pre-listening activities g providing students with listening strategies and techniques
6 What are your problems in teaching at while-listening stage? a Designing various listeing tasks b Providing feedback on students’ mistakes c Adjusting tasks to suit students’ ability and interest d Offering help in case students cannot listen and get the message e Varying the level of difficulty of the text f Providing extra authentic listening texts
7 Which of the following difficulties do you face in teaching at post-listening stage? a Having enough time for post-listening activities b Involving all students into post-listening activities c Desiging extra tasks and activities d Working on form (vocabulary/grammar)
8 Have you got any difficulties related to………… ? a Noise in/outside the classroom b Big class size c Listening facilities (CD player, CDs) d Textbook
THANK YOU FOR YOUR COOPERATION!
APPENDIX 2 DIFFICULTIES IN LEARNING TOEIC LISTENING SKILL
Nguyen Thu Trang, an English teacher at the English Division, is conducting an exploratory study on the teaching and learning of TOEIC listening skills at a university in Hanoi This questionnaire aims to gather data for her MA thesis, and participants are encouraged to share their opinions based on their experiences All responses will be treated anonymously to ensure confidentiality.
Thank you for your cooperation!
Please respond to the questions by putting a tick or fill in where appropriate You can tick more than once
2 What are your reasons for learning TOEIC? c To fulfill the requirements of a training course d To be prepared for the future job e To improve English proficiency f To satisfy your interest Others (please specify):
3 How long have you been learning English?
V g Less than 3 years h 3-5 years i 5-7 years j 7+ years
4 How do you practice listening to English? k Only learn English at the university l Go to English extra classes in the evening m Get access to media in English n Talk to foreigners Others (please specify):
5 How do you often feel in TOEIC listening? a Confident b Stressed c Comfortable d De-motivated e Motivated f Unable to concentrate g Nervous h Tired i Confused
Part 2: Students’ common difficulties in TOEIC listening
6 In your opinion, the level of difficulty in the TOEIC listening test is……… a Little difficult b Difficult c Very difficult d Extremely difficult
7 Which TOEIC listening parts do you find the most difficult? a Part 1 (Photographs) b Part 2 (Question-Response) c Part 3 (Conversations)
8 Decide whether the following statements are True/False basing on your experience:
My challenges in listening stem from a few key factors I have limited experience and practice in listening to English, which affects my comprehension Additionally, my background knowledge and linguistic skills, including phonology, vocabulary, and grammar, are not well-developed I struggle with cohesion and analyzing or selecting ideas effectively Furthermore, a lack of motivation and purpose in my listening efforts, combined with poor attention and concentration, contribute to my difficulties.
I have problems with ……… True False pronouncing/recognizing sounds in English different accents stress/intonation in English fast speed
Listening can be challenging due to various factors such as overly colloquial or formal language styles, specialized content, lengthy passages, poorly organized discourse, background noise in recordings, environmental distractions, and a lack of gestures and visuals Are there any additional difficulties you encounter while learning to listen? Please share your thoughts.
Part 3: Students’ difficulties in separate parts of TOEIC listening test
9 What difficulties do you face in Part 1? a Unclear and invisible photograph b Similar-sound words c Words related to the correct answer d Words used in different context e Incorrect details f Incorrect inferences Others (please specify): ………
10 What difficulties do you face in Part 2? a Similar-sound words b Repeated words c Words used in different context d Incorrect verb tense or person e Inappropriate response to the type of question