Statement of problem and rationale
In today's globalized world, proficiency in English is essential for success, making it a necessity rather than a mere priority This urgency has prompted researchers and educators to focus on enhancing the quality of English teaching and learning methods.
At Phuong Dong University (PDU), students, particularly first-year non-English majors, express significant concerns about their listening skills, citing factors such as limited vocabulary, low background knowledge, and lack of motivation Many students report insufficient exposure to listening activities during high school, leading to a lack of experience in this area upon entering university Additionally, some perceive listening lessons as challenging and unengaging Teachers at PDU also face difficulties in delivering effective listening lessons and motivating students, despite their efforts to enhance interest in the subject As a result, listening classes are often viewed as boring and ineffective, contributing to students' overall dissatisfaction with their learning experience.
Despite numerous studies on English teaching methods at PDU, there is a notable scarcity of research focused specifically on listening skills The majority of existing research has concentrated on speaking and reading, highlighting a significant gap in the exploration of listening within this educational context.
Inspired by the challenges faced in teaching listening skills, I conducted a research study focused on the experiences of first-year non-English major students at Phuong Dong University This study aims to identify the key problems encountered in listening comprehension and to propose effective solutions for enhancing their listening abilities.
Aims of the study
In general, the study is to investigate the current situation of teaching and learning listening skills to the first - year non – English major students at elementary level at PDU
Specifically, the study aims at:
- Identifying the problems that teachers and students encounter in listening course
- Finding out teachers‟ and students‟ solutions to these problems
- Providing some recommendations for the teachers and students to consult and apply in their teaching and learning listening skills.
Research questions
1 What problems do the teachers have in a listening lesson?
2 What solutions to the problems do the teachers suggest?
3 What problems do the students have in a listening lesson?
4 What solutions to the problems do the students suggest?
Scope of the study
The study investigates the challenges of teaching and learning listening skills among first-year non-English major students at Phuong Dong University, focusing on those with elementary English proficiency Conducted with a limited timeframe, the research involved surveys and interviews with 100 learners and teachers from the Faculty of Biotechnology, utilizing the "New Headway Elementary-Third Edition" textbook by Liz and John Soars, published by Oxford University Press The objective is to identify the difficulties faced in the listening course and propose effective solutions to enhance the learning experience.
Significance of the study
Listening is often regarded as the most challenging skill for students, being "more demanding than talking" (Green, 2006, p.44) According to Rost (1994, p.141), listening is crucial in the language classroom as it provides essential input for learners; without comprehensible input at an appropriate level, effective learning cannot commence Consequently, it is imperative for English language teachers to understand the significance of fostering interest and progress in listening comprehension.
This study is significant as it identifies the challenges faced by teachers and first-year non-major students in enhancing listening skills, while also providing suggestions for effective motivational techniques By enriching the methodology of teaching listening skills, the findings will not only improve current practices but also offer valuable insights for future research in this area.
Design of the study
The thesis consists of seven chapters:
Chapter one introduces the study by outlining the problem statement and rationale, defining the study's aims, presenting the research questions, and detailing the scope and significance of the study, along with its design.
Chapter two focuses on the basic theoretical background from the literature review on listening skills
Chapter three presents the research methodology which describes how the research was carried out
Chapter four is on data analysis
Chapter five presents and discusses the finding of the surveys In other words, it helps to find the answers for the four research questions
Chapter six provides some recommendations for the development of teaching and learning listening to the first year non English majors at PDU
Chapter seven is the conclusion which summarizes the thesis and makes some suggestions for further study
Definition of listening
There appear many different points of view on the definition of listening:
Underwood (1989, p.1) describes listening in a simple and easily understandable way:
“Listening is the activity of paying attention to and trying to get meaning from something you hear”
To succeed in listening, it's essential for listeners to go beyond merely understanding the spoken words; they must also uncover the deeper meaning that lies within them.
Buck (2001, p.3) asserts listening in communicative approach:
Listening comprehension involves the interaction of various information sources, such as acoustic input, linguistic knowledge, contextual details, and general world knowledge Listeners draw on the information they possess or find relevant to effectively interpret a speaker's message.
Buck emphasizes the active role of learners as negotiators and integrators in the listening process, where they utilize both linguistic cues and nonlinguistic knowledge to derive meaning Listening involves the dynamic interaction of new information and the listener's prior knowledge and experiences This perspective is crucial for developing a listening syllabus focused on enhancing learners' communicative competence in listening lessons.
To conclude, listening demands many skills It is an active process in which learners use their prior knowledge to infer the message of the listening text.
Types of listening process
There are two ways of processing a text: top-down processing and bottom-up processing
In the bottom-up listening process, learners decode the meaning of spoken language by analyzing acoustic cues and leveraging their linguistic knowledge According to Hedge (2000), this involves segmenting speech into recognizable sounds and structuring these into words, phrases, and sentences while using available clues to infer meaning Similarly, Buck (2001) characterizes the bottom-up process as a "one-way street," emphasizing its linear nature in understanding spoken language.
Language comprehension involves progressing through consecutive stages, where the output of each stage serves as the input for the next In top-down processing, learners utilize their existing knowledge and contextual cues to derive meaning from listening texts To understand the spoken message, they connect it with various types of prior knowledge stored in their minds (Hedge, 2000, p.232).
Top-down and bottom-up listening strategies are not opposing forces; rather, they work independently yet complementarily Effective listening involves an interactive process where linguistic information, contextual cues, and prior knowledge converge to enhance comprehension (Hedge, 2000, p 234) To achieve success in listening, learners must flexibly integrate both extensive and intensive listening techniques.
Common methods of teaching listening skill
Historically, the grammar-translation and direct methods were prevalent in teaching listening skills However, contemporary research emphasizes the audio-lingual method and task-based approach, as highlighted by Larsen-Freeman (2000, pp 35-145).
The audio-lingual method emphasizes the use of dialogues and drills, such as backward build-up, chain, substitution, transformation, and question-and-answer techniques, to teach new vocabulary and grammatical structures Learners acquire language skills through imitation and repetition, gaining a natural understanding of grammar from teacher-provided examples Cultural knowledge is integrated into the dialogues or conveyed by the teacher, who acts as an "orchestra leader," directing and controlling students' language behavior while providing a strong model for imitation In this approach, students are encouraged to accurately and quickly respond to the teacher's guidance, functioning as imitators of the presented language model.
The task-based method provides learners with a natural context for listening, fostering interaction that activates language acquisition As students engage with one another, they are exposed to language that may exceed their current abilities, allowing them to assimilate this knowledge for future use Importantly, the language practiced in the classroom is not predetermined; it emerges organically from the specific projects chosen by the students.
Teaching listening in the view of task – based approach
Based on task-based approach, there are commonly 3 stages in a listening lesson: Pre- listening, While-listening and Post-listening
The pre-listening stage is crucial for preparing learners by providing them with an understanding of the theme and language they will encounter, as noted by Davies and Pearse (2000, p.77) Teachers should focus on establishing necessary background knowledge and clarifying the purpose of the listening task rather than simply playing the audio material Llurda (2006, p.76) emphasizes that pre-listening activities also serve to reduce anxiety associated with listening tasks.
Underwood (1989, p.31) introduces a range of activities for pre-listening including:
- the teacher giving background information;
- the students reading something relevant;
- the students looking at the pictures;
- discussion of the topic/situation;
- consideration of how the while-listening activity will be done
During the while-listening stage, students engage in activities designed to enhance their comprehension of spoken language This phase aims not only to assess learners' understanding but also to cultivate their ability to extract meaning from auditory information, as emphasized by Underwood.
1989, p.45) and to “motivate students to want to listen” (Underwood, 1989, p.44)
Davies and Pearse (2000, p.78) suggest some activities for while-listening stage:
- identify the exact topic, or an aspect of it;
- note two or four pieces of information;
- complete a table, map or picture
The post – listening stage includes tasks which are carried out when the listening gets done Davies and Parse (2000, p.78) present some activities for post-listening stage:
All in all, these stages are mutually dependent In listening lessons, the three stages cooperate with each others through various activities to build up a united listening lesson
Recognizing the significance of the task-based approach, teachers in PDU increasingly implement task-based syllabi in listening lessons This strategy aims to engage elementary-level students in a communicative and active learning experience, enhancing their listening skills effectively.
Teachers and students’ problems and solutions in teaching and learning listening……………………………………………………………………………………… 7 1 Situational problems
Problems from student factors
Low student motivation poses a significant challenge in listening lessons, as disinterest and fatigue hinder their success in this area White (1998) emphasizes that effective listening requires both motivation and concentration To address this issue, researchers like Ur (1996) recommend breaking listening passages into manageable "chunks" to maintain engagement, while Hedge (2000) highlights the importance of creating a purpose for listening to encourage student participation By providing realistic tasks that relate to real-life situations, teachers can enhance students' motivation (Underwood, 1989) Additionally, acknowledging students' successes during tasks can boost their confidence and motivation (Hedge, 2000; Ur, 1984) Tuyet (2007) advises against treating activities as tests, suggesting that providing background knowledge and using visual aids can further stimulate interest Finally, students can enhance their listening skills through English songs, movies, and collaborative activities in class.
+ Students’ low level of proficiency
Teaching listening skills to intermediate and advanced students presents challenges, but for beginners, the task is even more complex Their limited exposure to listening experiences, coupled with a lack of linguistic and cultural knowledge, makes it difficult for them to comprehend and infer meaning from audio input.
(2001, p.47) approves the use of visual aids in teaching listening to low competent learners This will help the students feel more exciting in acquiring the lesson Davies and Pearse
According to (2000, p.79), incorporating parallel texts in listening instruction allows teachers to create modified versions of texts that facilitate learner practice This method mirrors how infants repeatedly hear their mothers use the same words and phrases For beginners, it's essential to provide simple listening tasks initially, as they are more engaged with easier content before progressing to more complex material Students should also practice basic listening exercises at home, as mastering foundational skills is crucial for their development.
The feeling of anxiety always appears among beginners who are worried about the difficulties and the failure encountered during the lesson Rixon (1986, p.79) and Hedge
To help students manage anxiety during listening tasks, teachers can implement several strategies: contextualize the text to make it relatable, activate prior knowledge to build confidence, and ensure that the pace and length of listening activities are manageable Additionally, responses should be kept simple, and listening lessons should be framed as training sessions rather than tests, fostering a supportive environment Lastly, providing students with a sense of autonomy can further reduce anxiety and enhance their learning experience.
To enhance their English language skills, students should immerse themselves in the language through songs, movies, and stories, while also engaging in conversations with native speakers Additionally, reading about the culture and history of the country whose language they are learning can significantly boost their confidence in understanding listening texts.
+ Students’ limited vocabulary and structures
Wood (1989) highlights that encountering an unknown word can abruptly halt comprehension, leading listeners to miss subsequent speech To address this, teachers can guide students in identifying key vocabulary, encourage them to infer meanings from context, and introduce essential words and structures prior to listening activities Rixon (1986) suggests that students utilize dictionaries, seek clarification from teachers, and embrace uncertainty by holding onto unclear sections of speech, anticipating that understanding will emerge later.
+ Students’ lack of background knowledge
Lack of background knowledge can lead to misinterpretations of listening texts, as our understanding relies on the expectations set by our prior experiences (Buck, 2001) To address this issue, Lingzhu (2003) suggests that teachers should introduce the listening topic beforehand and encourage students to jot down relevant words and phrases Additionally, providing students with related questions can help activate their prior knowledge, enhancing comprehension and engagement with the material.
Examining images is an engaging method for students to acquire background knowledge It's crucial for students to actively seek assistance from teachers during listening lessons if they lack prior knowledge.
The setting of the study
The study was conducted at the non-major English Faculty of Biotechnology (FOB), where students undergo a 4-year training program that includes compulsory English courses In the first two years, students focus on General English using the textbook "New Headway – Third Edition" by Liz and John Soars, published by Oxford University Press In the final two years leading up to graduation, the curriculum shifts to English for Specific Purposes.
Upon entering PDU, students exhibited varying levels of English proficiency, necessitating a placement test Based on the test results, the English Faculty grouped students with similar competency levels into classes However, the effectiveness of these placement tests was limited, as they focused solely on grammar, leading to the continuation of multi-level classes and presenting challenges for teachers.
Participants
The study was conducted with the participation of 10 teachers and 100 non-English major students from the Faculty of Biotechnology, PDU, and Hanoi
The Faculty of Biotechnology employs 10 English teachers, comprising 9 females and 1 male, all of whom graduated from Hanoi University of Language and International Studies, Vietnam National University Among them, five hold M.A degrees in English, three are pursuing postgraduate studies in the CFL, and two have B.A degrees in English The group includes two teachers nearly forty years old with over 15 years of experience, four in their early thirties with 7 years of experience, and four younger teachers aged 24 to 26 with 2 years of experience These ten educators will participate in the initial questionnaire and interview to identify their challenges and potential solutions in teaching listening skills.
A study was conducted involving 100 first-year English non-major students from the FOB, comprising both males and females aged 18 to 20, all with an elementary level of English proficiency Their backgrounds in English vary significantly; approximately 65% have studied the language for seven years, 25% for three years, and 10% have no formal English education Since their primary focus is not on English, many students did not prioritize their English studies during high school.
The data collection methods and procedures
This study utilizes both quantitative and qualitative methods, employing survey questionnaires for teachers and students In addition to the questionnaires, follow-up interviews are conducted to verify the findings obtained from the surveys.
A survey was conducted with 10 teachers to gather insights on the current learning environment, the challenges they face, and their suggestions for enhancing students' listening skills Additionally, a separate survey targeted 100 non-English major students to identify their difficulties and potential solutions in learning listening Out of 110 distributed questionnaires, 100 were returned, with 30 completed in person and 70 via email To ensure clarity, the student questionnaires were translated into Vietnamese.
The two questionnaires are divided into three sections: the first section gathers general information about the participants, the second identifies the challenges faced by both teachers and students, and the third seeks to uncover the solutions proposed by teachers and students to address these challenges.
The exploitation of survey questionnaire is good for this study because it is suitable for the large sample of 10 teachers and 100 students
Following the analysis of the questionnaire, the study conducted two follow-up interviews with teachers and students to gather deeper insights that support the findings The author utilized interviews to enhance the reliability of the survey results, ensuring a thorough verification of the questionnaire findings while obtaining additional information for the research.
The author conducted direct interviews with four teachers and telephone interviews with eight students, all recorded in Vietnamese These interviews, lasting approximately 10 minutes each, focused on the challenges and solutions related to teaching and learning listening skills.
Data analysis
The statistical data gathered from the questionnaires will be presented as percentages, complemented by qualitative insights from interviews In the survey, both teachers and students were allowed to select multiple responses, which is why the results are displayed as the percentage of chosen options.
This section of the paper presents the results derived from questionnaires and interviews, organized into four key themes aligned with the research questions: the challenges teachers face in teaching listening, the strategies they employ to address these challenges, the difficulties students encounter in learning listening, and the solutions students devise to overcome their obstacles.
Teachers’ problems in teaching listening
0 20 40 60 80 100 a b c d a Background noise b Large class c Multi-level class d Poor teaching equipments
Teachers face significant challenges when teaching listening skills, with 90% identifying multi-level classes as a major issue In PDU, English class sizes range from 31 to 35 students, leading 60% of teachers to report difficulties in managing listening lessons in large groups The noise levels in these classes, noted by 60% of the educators, further complicate the teaching process Additionally, half of the teachers expressed dissatisfaction with the available teaching equipment.
The interview results closely align with the survey findings, revealing that nearly all participants teach listening skills in large classes Teachers acknowledged the challenge, stating, "I often have many students in my English class, with a maximum of 34, and typically around 30 or 31 when some are absent."
In a recent survey, it was found that class sizes typically range from 31 to 35 students, with 2 out of 4 teachers reporting issues related to noise from neighboring classrooms and student conversations Additionally, these teachers faced challenges in managing multi-level classes, where some students excel due to attending extra evening classes, while others struggle with listening skills This disparity often leads to noise as more competent students engage in discussions after completing their tasks Furthermore, 2 teachers expressed dissatisfaction with inadequate teaching equipment, highlighting the reliance on outdated cassette players instead of necessary CD players, and lamenting the lack of action from the department despite their complaints about large class sizes and insufficient resources.
Chart 2: Teachers’ problems from listening materials
0 20 40 60 80 100 a b c d a Unfamiliar topics to students b Different accents to students c Speed of speech d Unfamiliar sounds to students
A significant 80% of teachers reported encountering challenges with listening materials due to the fast speed of speech Additionally, 60% of educators highlighted that unfamiliar sounds pose a considerable problem, particularly since most students are beginners with limited pronunciation skills Furthermore, 60% of respondents attributed difficulties to varying accents, while only 30% noted that unfamiliar topics in listening texts were an issue for students.
According to interviews conducted with teachers, 50% reported that speakers often talk too quickly for students to comprehend One teacher noted that many students struggle with listening skills, making it difficult for them to keep up with the pace of the speaker Additionally, another educator highlighted that listening texts containing unfamiliar sounds pose a significant challenge in teaching listening effectively.
Chart 3: Teachers’ problems from students
100 a b c d e a Students' low motivation b Students' low level of proficiency c Students' anxiety d Students' limited vocabulary and structures e Students' lack of background knowledge
Teachers face significant challenges in conducting listening tasks due to students' limited vocabulary and sentence structures A majority of educators (80%) express concern over low student motivation, which is crucial for engaging them in listening lessons Additionally, 60% of teachers report difficulties stemming from students' low proficiency levels and insufficient background knowledge Furthermore, some teachers noted that students' anxiety acts as a barrier to effective listening instruction.
In the interviews, 2 out of 4 teachers mentioned students‟ limited vocabulary and structures Students‟ low motivation is the problem of one participant in the interview
4.2 Teachers’ solutions to these problems
Chart 4: Teachers’ solutions to the problem of background noise in teaching listening
100 a b c a Use cassette, CD, VCD and DVD with good quality b Teach listening in the laboratory c Ask students to keep quiet during the listening lesson
To address the issue of background noise in listening classes, teachers primarily rely on high-quality audio devices such as cassettes, CDs, VCDs, and DVDs, along with encouraging students to maintain silence during lessons Notably, none of the educators opted to conduct classes in a laboratory setting.
The result from the interview stated that coping with background noise, teachers often asked their students to keep quiet and exploit pair-work and group-work
Chart 5: Teachers’ solutions to the problem of large class
100 a b c a Set up classroom rituals and routines b Exploit pair-work and group-work c Ask for smaller class
Teachers' strategies for managing large classes include a preference for pair-work and group-work, chosen by five educators Additionally, 66% of the teachers support the implementation of classroom rituals and routines to enhance learning Notably, only one out of six teachers requested the English faculty to create smaller class sizes.
Interviews revealed that teachers prefer using pair-work and group-work in large classes, particularly during pre-listening and while-listening activities One teacher noted, "During the lesson, I always stopped to ask my students to keep quiet, but this takes up too much time I also let my students engage in pair-work and group-work." This approach allows teachers to manage the classroom more effectively, as they can circulate among pairs and groups to provide assistance.
Chart 6: Teachers’ solutions to the problem of multi-level class
100 a b c a Exploit pair-work and group- work b Individualize the tasks by giving more competent students more difficult listening tasks and vice c Administer placement tests
Multi-level classes present significant challenges for teachers, making it difficult to manage the entire class and meet the diverse needs of all students A survey revealed that 80% of participating teachers found that utilizing pair-work and group-work effectively addressed these challenges Additionally, some teachers mitigated the negative impacts of multi-level classes by individualizing listening tasks, assigning more difficult tasks to more competent students and easier ones to those who needed additional support Notably, none of the teachers requested placement tests as a solution.
To address the challenges of multi-level classes, teachers have found that pair and group work are effective strategies Another approach involves teaching all students at a uniform pace while providing more advanced exercises for those who are more capable, ensuring that the diverse needs of all students are met.
Chart 7: Teachers’ solutions to the problem of poor teaching equipments
100 a b c d e a TV b CD player c VCD, DVD player d Computer e Projector
Most English non-major classes currently rely solely on cassette players for instruction Notably, all five teachers expressed a strong desire to teach with modern equipment, including televisions, CD players, VCD players, and DVD players Additionally, three teachers advocated for the use of computers in listening classes, while the same number requested projectors to enhance the learning experience.
The interviews revealed a consensus among teachers regarding the need for modern classroom facilities, including TVs, CD players, VCD players, and DVD players Many expressed frustration with the outdated reliance on cassette players and highlighted the absence of CD players Although there is a lab available, its poor quality discourages teachers from utilizing it for instruction.
Chart 8: Teachers’ solutions to the problem of unfamiliar topics to students
100 a b a Have students practice as much as they can on these topics b.Provide students with background knowledge
In a study involving three teachers, it was found that all of them emphasized the importance of providing background knowledge to students when encountering listening texts on unfamiliar topics Additionally, one teacher suggested encouraging students to practice these unfamiliar subjects at home to enhance their understanding and proficiency.
Chart 9: Teachers’ solution to the problem of texts having different accents
To enhance students' listening skills and exposure to diverse English accents, educators should implement several strategies First, students can listen to recorded materials featuring various accents at home Additionally, they should be encouraged to engage with a wide range of English audio resources Teachers can also collaborate to record listening exercises, presenting portions of the transcript in their own accents while designing accompanying tasks Facilitating conversations with native speakers will further enrich students' learning experiences, alongside in-class exposure to different accents.