INTRODUCTION
S TATEMENT OF THE PROBLEM AND RATIONALE FOR THE STUDY
In the past two decades, self-study has emerged as a crucial element of lifelong learning, particularly in educational settings where students are encouraged to take responsibility for their own learning As a participant in the fast-track program at FELTE, ULIS, VNU—designed for high-achieving students with a strong emphasis on learner autonomy—the researcher recognizes the vital importance of self-study in enhancing the academic development and success of fast-track students.
Listening is a crucial aspect of communication and significantly impacts people's lives According to Brown (2008), it is fundamental to language learning, yet it remains the least understood and researched skill in this field Unfortunately, the listening process is frequently overlooked by instructors teaching foreign and second languages.
In the Vietnamese educational context, the national entrance exam primarily emphasizes reading and writing, neglecting listening skills, which leads to insufficient practice in this area during university Consequently, students must prioritize self-study to enhance their listening proficiency for their language development As aural English teaching aims to develop students' abilities to understand authentic materials, the integration of authentic online resources (AOR) serves as a valuable supplementary tool to improve learners' listening skills.
The researcher is conducting a study on the use of authentic online resources (AOR) for self-study in listening skills among first-year fast-track students at FELTE, ULIS, VNU This study aims to provide insights into how students currently utilize AOR for their listening self-study, highlighting the effectiveness and challenges they face.
A IMS AND OBJECTIVES
This study aims to provide a comprehensive overview of first-year fast-track students' understanding and evaluation of AOR (Audio-Visual Resources) It will identify the most frequently used AOR by students, along with the benefits and challenges they face while using these resources for self-practice in listening skills Additionally, the research will explore how students utilize these resources for self-study in listening comprehension Finally, the study will gather feedback from both teachers and students regarding the educators' role in guiding students to effectively use these resources for independent listening practice.
In brief, the study would seek to answer the following questions:
1 How do first year fast-track students define authentic online resources?
2 What authentic online resources have first year fast-track students frequently used, how are these sources utilized, what are their advantages and disadvantages?
2.1 What authentic online resources have first year fast-track students frequently used for their self-study in learning listening?
2.2 What are the students’ ways of utilizing these sources for their self- study to develop listening proficiency?
2.3 What are the benefits and difficulties students encounter while exploiting these sources for their listening self-study?
3 In what ways have teachers of first year fast-track students oriented them to utilize authentic online resources for their self-study in learning listening?
S IGNIFICANCE OF THE STUDY
This study highlights the advantages of authentic online resources (AOR) in language teaching, focusing on their popularity for self-study in listening skills, students' understanding and usage of these resources, and the crucial role of teachers in guiding and motivating students It reflects students' learning experiences, empowering them to recognize their active role in achieving success and making informed future decisions Additionally, the findings serve as a valuable resource for teachers and policymakers, aiding them in making informed choices regarding syllabi, teaching methodologies, and materials to enhance the effective and meaningful use of AOR in education.
S COPE OF THE STUDY
The research title, “The use of authentic online resources for self-study in learning listening by first year fast-track students at FELTE, ULIS, VNU,” clearly outlines the focus of the study, emphasizing the role of genuine online materials in enhancing listening skills among first-year fast-track students at the Faculty of English Language Teacher Education, University of Languages and International Studies, Vietnam National University.
This research examines two key aspects: "authentic online resources" (AOR) and "students' listening self-study." It specifically explores how students utilize AOR for their listening practice, focusing on their understanding of authentic sources, commonly used AOR, and the methods they employ for self-study Additionally, the study evaluates students' perceptions of AOR, including the benefits and challenges they face when using these resources Furthermore, it highlights the crucial role of teachers in guiding and motivating students to effectively leverage AOR for enhancing their listening skills.
The study focuses exclusively on first-year fast-track students (FYFS) at FELTE, ULIS, VNU, meaning that the findings and generalizations are specific to this particular context.
A N OVERVIEW OF THE PAPER
The paper includes five chapters as follows:
Chapter 1 – Introduction – justifies the reasons for the study, presents research questions, aims, objectives, significance, scope of the study and an overview of the paper
Chapter 2 – Literature Review - provides the background of the study, including definition of key concepts, theories, current application and discussions of related study
Chapter 3 – Methodology – describes the participants, data collection instruments, data collection procedures, data analysis methods and data analysis procedures
Chapter 4 – Results, discussions, implications and recommendations – presents, analyzes and discusses the collected data in order to answer the research questions Also, in this part, pedagogical implications and recommendations are presented
Chapter 5 – Conclusion – summarizes the main issues in the paper, the limitations of the research, suggestions for further studies and contributions of the study
Following Chapter 5 are References and Appendices
LITERATURE REVIEW
L ISTENING
Listening has been defined in various ways by scholars over the years One of the earliest and simplest definitions, offered by Howatt and Dakin in 1974, describes listening as "the ability to identify and understand what others are saying." They emphasize that the listening process involves comprehending the speaker's accent, pronunciation, grammar, vocabulary, and overall meaning This perspective is echoed by Rubin in 1990, highlighting the importance of these elements in effective listening.
Listening is an active process that involves processing information through visual and auditory cues to understand the speaker's message (p.6) In the 1980s, scholars like Ronald & Roskelly (1985) and Thomlison (1984) emphasized that listening requires empathetic understanding and essential skills such as prediction, hypothesizing, checking, revising, and generalizing (p.30) Gordon (1895) further noted that empathy is crucial to listening, going beyond mere politeness to genuinely grasp the speaker's perspective (p.206) Research from the 1990s onward highlights the interactive nature of listening, with Murphy (1991) describing it as an interpretive process where learners actively construct meaning (p.56).
6 and it involves four main components, which are linguistic knowledge, background knowledge, meaning construction and responding Thanajaro
In 2000, it was emphasized that the interaction between the speaker and listener is crucial, as listeners must interpret speech sounds to understand the speaker's intended message This understanding is essential for effective responses in oral communication.
2.1.2 The importance of listening skill in L2 teaching and learning
Listening is a crucial aspect of human interactions, as highlighted by Friedman (n.d.), who supports Nichols’ assertion in "The Lost Art of Listening" that attentive listening makes the speaker feel valued and validated This emphasizes the significant impact of listening skills on fostering strong relationships.
Friedman and Nichols emphasize the significance of listening within human relationships, whereas Thanajaro (2000) identifies it as one of the four essential components of communication skills and language development, alongside speaking, reading, and writing.
According to Rankin (1982), listening is the foundational language skill that should be developed first, preceding reading, speaking, and writing This highlights the critical role that listening ability plays in effective communication and language acquisition.
Listening is recognized as the most commonly used form of communication among humans, with significant statistics supporting its importance in both social and academic contexts Rankin (1928) found that adults spend 41.1% of their verbal communication time listening, compared to only 31.9% for speaking, 15% for reading, and 11% for writing In academic settings, students are expected to listen for 42% to 57.5% of their communication time in the classroom (Wolvin & Coakley, 1979, as cited in Jimmy, 2013).
7 short, it can be seen from the figures that listening takes up a larger percentage of human’s daily communication time in comparison with other forms of verbal communication
The significance of listening in second language acquisition gained recognition in the early 1970s, thanks to the contributions of researchers like Asher, Postovsky, Winitz, and Krashen, who identified it as a crucial factor in language learning (Feyten, 1991) According to Thanajaro (2000), children naturally listen and respond to language before they can speak, necessitating repeated exposure to words for recognition and pronunciation Additionally, theorists such as Cayer, Green, and Baker (1971) emphasize the interconnectedness of listening with other language skills, noting that comprehension and expression in reading and writing are closely tied to listening proficiency (as cited in Syam and Rahman, n.d.) Curtain and Pesola (1988) further assert that listening skills not only serve as the foundation for developing other language abilities but also act as the primary gateway for students to engage with the target language and its culture.
A UTHENTIC ONLINE RESOURCES IN LEARNING LISTENING
Authentic materials (AM) have garnered significant interest among scholars and theorists, leading to extensive research on their definitions and applications in language learning and teaching Most researchers agree that AM are not specifically created for educational purposes, highlighting their genuine context in real-world situations.
(1988) defines AM as any materials ―which have been produced for purposes
8 other than to teach language‖ (as cited in Azri & Al-Rashdi, 2014, p.249); or
―real-life texts, not written for pedagogic purposes‖ (Wallace, 1992, p.145) or materials ―for a non-pedagogical purpose‖ (Bacon & Finnemann, 1990, p.459) Secondly, there is also an agreement among researchers towards the subject of
Authentic materials (AM) are defined as unaltered texts created by native speakers for native speakers (Mousavi & Iravani, 2012) This aligns with Rogers and Medley's (1988) description of AM as the oral and written language utilized in everyday situations by native speakers of the target language These perspectives highlight that the use of the target language by its native speakers is crucial for ensuring authenticity in educational materials Additionally, some scholars consider AM to be "real," reinforcing the idea that such materials should be integrated into classroom settings (Jacobson et al., 2003).
Authentic materials are defined as real, attested instances of language use that reflect how language is utilized in everyday situations (Stubbs, 1996) According to Richards (2001), the language learners encounter in the classroom should mirror real-world usage This emphasis on genuine language contrasts with "artificial" or non-authentic materials, which possess distinct characteristics outlined by Adams.
1) They are specially designed for learning purposes;
2) The language used in them is artificial They contain well formed sentences all the time; and
3) They are useful for teaching grammar
Authentic materials are defined as resources created by native speakers for native speakers, serving non-pedagogical purposes These materials must accurately reflect the target language as it is used in real-life contexts.
2.2.1.2 The importance of authentic materials in L2 teaching and learning
In today's language teaching landscape, communicative language teaching (CLT) is increasingly favored, promoting the use of authentic materials that embody "realness." Crawford (1995) highlights three key reasons for integrating these materials in language classrooms, emphasizing their importance for both teachers and students.
In second language teaching and learning, understanding language as a "functional" and "contextualized" tool is crucial, as it emphasizes that true comprehension of interactions cannot be achieved without considering the context in which they occur.
The author highlights the importance of understanding participants and their social distance from events in language learning (p.39) She emphasizes that learners' motivation is driven by the purpose of language use, such as studying past tense structures to articulate past experiences, creating a "meaningful context" (p.39) Additionally, the author argues that language should be "realistic" to meet students' needs, as they seek materials that serve as "role models" for their future education (p.40) These points underscore the author's goal of promoting the use of authentic materials (AM) in language classrooms.
Regarding the merits of using authentic materials, Kilickaya (2004); Mcknight (1995); Wong, Kwok, and Choi (1995); Berado (2006) point out nine advantages of authentic materials namely:
Authentic materials have a positive effect on learner motivation
They provide authentic cultural information
They provide exposure to real language
They relate more closely to learners ' needs and interests
They support a more creative approach to teaching
They provide a wide variety of text types, language styles not easily found in conventional teaching materials
Unlike traditional teaching materials, authentic materials are continuously updated
They have a positive effect on comprehension and learner satisfaction
Martinez (2002) in her work Authentic Materials: An Overview also listed the following benefits of authentic materials
Students are exposed to real language
There is factual acquisition from most of them
Textbooks do not include inaccurate language
Authentic materials may be inspirational for some students
One piece of text may be used for various activities and tasks
There is a wide choice of styles, genres and formality in authentic texts
They can motivate students to read for pleasure
The advantages of using Authentic Materials (AM) include realness, accuracy, variety, recentness, motivation, and rich cultural content Scholars such as Guariento and Morley (2001), Wilcox and Oaks (1999), and Weyers have also categorized these benefits, emphasizing the significance of AM in enhancing learning experiences.
Authentic materials (AM) offer both linguistic and non-linguistic advantages, as highlighted by various authors The linguistic benefits include the realness, accuracy, variety, and recentness of the materials, while non-linguistic advantages encompass motivation and rich cultural content Sherman (2003) emphasizes that AM serves as "a window into culture," which is crucial for language learners Shanahan (1997) further asserts that cultural content exposes students to the living language they often lack, suggesting that culture should be viewed not merely as a set of facts to memorize, but as a vital tool that encourages learners to engage with the target language Thus, the cultural aspects embedded in authentic materials can significantly enhance learners' motivation during their language studies.
According to various researchers, the use of Assistive Materials (AM) plays a crucial role in language teaching, significantly enhancing the learning experience for students Dickinson (1987) emphasizes that AM serves as an essential resource for self-instructed learners, enabling them to effectively engage with and master a target language.
11 his needs accurately and economically and to choose materials that best suit their requirements
2.2.1.3 Problems when using authentic resources
The benefits of using authentic materials (AM) in second language teaching and learning are well acknowledged; however, the effective and appropriate use of these resources, particularly in listening activities, remains a challenge for many researchers and educators Scholars such as Guariento and Morley (2001), Martinez (2002), and Kim (2000) express concerns regarding the implementation of authentic materials, citing various reasons for their reservations.
Authentic materials often contain difficult language, unneeded vocabulary items and complex language structures, which causes a burden for the teacher in lower-level classes and demotivate low level students
Authentic materials can often carry cultural biases, as texts from one culture might mislead students from another unless they are contextualized properly Presenting these materials within an authentic context is essential to clarify their significance and ensure accurate understanding.
Many structures are mixed in such materials; causing lower levels have a hard time decoding the texts
The use of authentic materials is time consuming for the teachers
Authentic materials may not expose students to comprehensible input at the earliest stages of acquisition
Kilickaya (2004) argues that employing authentic materials (AM) with weak learners can lead to frustration and demotivation, as these students often lack the necessary skills and vocabulary to effectively engage with the presented texts This perspective is supported by Guariento and Morley, who express similar concerns regarding the challenges faced by weaker students when interacting with AM.
Using authentic texts at lower levels can hinder learners from engaging meaningfully, often resulting in feelings of frustration, confusion, and a lack of motivation.
Students must consider the challenges posed by language difficulty, unfamiliar cultural content, and complex language structures when engaging with authentic resources, as these factors can hinder motivation However, these obstacles can be overcome if learners recognize their own capabilities and align their resources with their proficiency levels.
S ELF - STUDY
2.3.1 The concept of self-study
Self-study has been extensively explored by various scholars, highlighting its relationship with related concepts for a clearer understanding Most researchers concur that the core of self-study lies in individuals taking responsibility for their own learning Dickinson (1987) defines self-study as a scenario where the learner is entirely accountable for all decisions related to their education and the execution of those choices.
Research links self-study to learner autonomy, with both concepts emphasizing the idea of "learning by oneself" (Teng, 1997) However, they differ in the level of support provided to learners Self-study involves learners taking responsibility for their learning process without direct teacher intervention, which requires them to develop their own methods and effectively utilize their learning conditions In contrast, learner autonomy, as defined by Scharle and Szabo (2000), entails recognizing available resources and understanding their potential benefits in various contexts This awareness enables autonomous learners to adapt their methods and strategies to achieve their educational goals.
Learner autonomy encompasses a broader concept than self-study, with the latter being a vital component of autonomous learning Essentially, self-study, when conducted with clear objectives and strategies, serves as a powerful means to enhance learner autonomy.
Self-study, closely linked to self-directed learning, is defined variably by researchers According to Brockett and Hiemstra (1991), self-direction in learning encompasses both the external aspects of the instructional process and the internal traits of the learner, with individuals taking primary responsibility for their learning experiences.
Self-directed learning, as defined by Kasworm (1983), encompasses a range of finite behaviors, serves as a belief system that develops from self-initiated learning experiences, and represents an ideal state of a mature, self-actualized learner.
Self-Directed Learning (SDL), as defined by Knowles (1975), is a proactive process where individuals take the initiative to assess their own learning needs, set educational goals, and locate resources, with or without external assistance.
17 learning, select and implement learning strategies, and evaluate learning outcomes (p.18)
Researchers suggest that self-study and self-directed learning both focus on individual learning, emphasizing the importance of setting personal goals and strategies However, self-study lacks the component of assessing learning outcomes, while self-directed learning is closely linked to learner autonomy Together, self-study and self-directed learning form the foundation of autonomous learning.
2.3.2 The importance of self-study in L2 teaching and learning
Over the past two decades, self-study has emerged as a crucial element in lifelong learning, particularly in educational contexts where students are encouraged to take greater responsibility for their learning Strategic study approaches make learning more engaging and motivate students, especially in acquiring a second language Dickinson (1987) emphasizes that language learning can occur outside the traditional classroom setting, highlighting the essential role of learners in the process Success in learning relies heavily on students' willingness to participate actively, as noted by Scharle and Szabo (2000), who assert that a responsible attitude is vital for achievement Similarly, Richards & Schmidt (2002) advocate for learners to take maximum responsibility for their learning journey Collectively, these insights underscore the significance of self-study in second language acquisition and its direct impact on overall student success.
This chapter establishes the theoretical foundation for the entire study by defining key terms, presenting significant theories, and reviewing relevant international and national research.
METHODOLOGY
S ELECTION OF SUBJECTS
The study involved 57 first-year students from three fast-track classes (15E1, 15E2, and 15E3) and three teachers who focused on enhancing listening skills in the Fast-track Division of FELTE during the second semester Data collection methods included survey questionnaires and semi-structured interviews, along with the observation of the listening-speaking course guide 2B*, which provided additional valuable insights.
R ESEARCH I NSTRUMENTS
A survey questionnaire comprising 26 closed-ended and open-ended questions was administered to 57 first-year fast-track students to gather insights on their understanding of authentic sources (AOR) for self-practice listening The research aimed to identify commonly used AOR, the methods students employ for listening self-study, and their evaluation of the advantages and disadvantages of these resources Additionally, the study sought to uncover the challenges students face when utilizing AOR for listening practice, as well as how teachers have guided them in effectively using these sources to enhance their listening skills To ensure ethical compliance, all participant information was kept confidential and anonymous.
Meanwhile, semi-structured interviews were conducted among teachers and particular students to provide a comprehensive insight of the matter
In a study focused on enhancing listening skills, three teachers from first-year fast-track classes were selected for interviews in the first semester The researcher aimed to understand the methods employed by these educators to effectively guide their students in developing listening competencies.
19 utilize these resources for self-study purpose to develop their listening skill and
2) to seek teachers’ responses on their role of orientating students to make use of these sources to self-practice listening effectively
In conducting student interviews, the researcher employed purposive/judgmental sampling to select a non-probability sample of four freshmen from fast track classes who achieved a minimum score of 8.0 in the listening section of the IELTS test, along with two students who scored at least 29 on the TOEFL IBT Test These high scores indicate a significant level of English proficiency, suggesting that the students have dedicated considerable effort to their English studies, particularly through self-study The research aims to explore three key areas: the sources these students have used for self-practice in listening, the methods they have implemented to enhance their listening skills using authentic online resources (AOR), and their considerations for selecting appropriate online resources for effective language learning.
Both teacher interviews and student interviews were conducted with open- ended questions to maximize the information collected through greater flexibility and control for the interviewers and interviewees
The researcher aimed to analyze how first-year fast-track students approached their listening assignments in the 2B* course, focusing on the application of AOR, which would also highlight the roles of teachers in this process.
P ROCEDURE OF DATA COLLECTION
To gather data on first-year fast-track students' use of AOR for self-study in listening, the researcher developed a questionnaire in English This questionnaire began with a concise overview of the research topic and a request for personal information Clear instructions were provided to encourage respondents to answer confidently Subsequently, a pilot test of the questionnaire was conducted with four volunteer students to assess its effectiveness.
20 ambiguous, repetitive items then make appropriate adjustments to the content and format of the questionnaire
After being piloted and edited, the questionnaires were sent directly to
57 students in their break-time For avoidance of misunderstanding, all of the participants were asked if they were in doubt about any questions
Semi-structured and open-ended interviews were conducted with three teachers and six students to gather additional insights and fill in gaps from the questionnaire These informal discussions aimed to explore their thoughts and expectations in greater depth All interviews were recorded with the respondents' consent, with teachers interviewed in English and students in Vietnamese to enhance mutual understanding.
The researcher examined the Listening-Speaking Course Guide 2B to identify key aspects of the listening project, focusing on how students utilize Authentic Online Resources (AOR) to enhance their performance The study explored the methods students employ to effectively use AOR in completing their assignments and highlighted the crucial role teachers play in facilitating this process.
P ROCEDURE OF DATA ANALYSIS
Qualitative questions in the student questionnaire were analyzed using descriptive statistics to summarize results, focusing on mean and standard deviation for each category Open-ended responses were distilled into quotations for deeper insights Data collected via questionnaires were entered into Google Forms for synthesis and visual representation through charts Additionally, content analysis included references to the listening assignment outlined in course guide 2B, incorporating recordings from both the teacher and students.
21 student interviews were transcribed to use for reference and support the results and findings
This chapter has validated the methodology used in this paper by detailing the research context and the participants in the data collection It also categorized the three data collection instruments employed, alongside the data analysis process These methodological justifications will pave the way for the discussions in the subsequent chapter.
FINDINGS, DISCUSSIONS, IMPLICATIONS AND
O VERVIEW OF THE BACKGROUND INFORMATION
4.1.1 First year fast-track students’ capability of English listening skill
According to Chart 1, the majority of participants demonstrate strong English listening skills, with 64.9% achieving scores between 8.5 and 10, and none scoring below 7.0 on their end-of-term listening test Additionally, 14 students scored at least 7.0 in IELTS listening, while two students excelled in the TOEFL IBT Listening test, scoring 29 and 30 out of 30 This high performance is likely attributed to the extensive exposure to English, as 51 out of 57 respondents reported studying the language for at least 8 years.
Chart 1: The result of first year fast-track students’ final scores of their end-of-term listening test last semester
4.1.2 First year fast-track students’ level of interest in learning listening
A significant 72% of respondents expressed a strong interest in improving their listening skills (see Chart 2) Notably, as illustrated in Chart 3 and Table 1, the majority of participants did not view listening as a challenging skill, ranking it third in difficulty, following speaking and writing, which were perceived as the most difficult language skills.
Chart 2: The extent to which first year fast-track students like learning listening
Chart 3: First year fast-track students’ attitudes towards the difficulty level of listening skill
Skill Mean Rank of difficulty level
Table 1: First year fast-track students’ attitudes towards the difficulty level of listening skill
4.1.3 First year fast-track students’ attitudes towards the importance of listening skill
A significant majority of participants emphasized the critical role of listening in both social and academic contexts, with 89% agreeing that effective listening is essential for successful real-life communication Students A, C, and E highlighted that comprehension of what others say is vital for appropriate responses From an academic standpoint, 82% of respondents acknowledged that listening enhances the learning of various language components, including structure and vocabulary, as well as key language skills such as speaking, writing, and reading This led to engaging discussions, with many interviewees noting that listening helps them acquire valuable background knowledge and vocabulary that improves their overall language performance One student even stated that listening was "the fastest way" to access information when she faced challenges with reading.
Chart 4: First year fast-track students’ attitudes towards the importance of listening skill
4.1.4 First year fast-track students’ attitudes towards the importance of their self-study of listening skill
Listening is recognized as a crucial language skill by first-year fast-track students, with 91% acknowledging the need for more self-practice Teachers also emphasize the importance of listening self-study, citing limited class time for dedicated listening activities One teacher pointed out that students only have about four periods for listening, which includes various warm-up activities, reducing the actual listening practice time Other educators describe listening as "an ongoing process" and encourage daily practice Despite this, a student questionnaire revealed that only 45% of participants engage in regular self-study listening, with the remainder practicing less frequently, either once a week or even once a month.
Chart 5: First year fast-track students’ frequency of self-practicing listening
4.2 Research Question 1 - How do first year fast-track students define authentic online resources
Research indicates that freshmen lack a comprehensive understanding of authentic materials (AM) Specifically, they struggle to identify credible sources, with only 2 out of 57 students successfully identifying four out of five authentic materials presented to them Notably, the sole non-authentic source among the options was the English textbook created by the Ministry.
Education- was chosen by up to nearly 40 percent of the participants (see Chart
6) On the other hand, English songs, supposed to be authentic, were regarded as authentic by only around one-fourth of the respondents
To clarify the matter, the surveyed group was also asked to select the characteristics of authentic materials In Chart 7, nearly 70% of the participants
Authentic materials (AM) are defined as oral or written language created by native speakers, characterized by their contextual richness and cultural relevance These sources, produced exclusively by native speakers, offer learners a glimpse into culture and provide exposure to the living language, as highlighted by Sherman (2003) and Shanahan (1997) Interestingly, only a small percentage of the population, specifically 12.3%, believed that AM did not fit this definition.
Many students perceive "authentic" materials as designed for teaching purposes, leading to a misunderstanding of their true nature This misinterpretation arises because students view these materials as "models" rather than genuine sources, resulting in a belief that they must always reflect real-life language use Additionally, nearly 30% of students think that authentic materials consistently contain well-formed sentences However, authentic sources are defined by their realness rather than grammatical correctness, often including ungrammatical features that do not adhere strictly to standard grammar rules.
An investigation into the frequently used academic online resources (AOR) by students reveals that many do not fully grasp the essential characteristics of authentic materials For instance, students cited educational websites and Facebook pages like Englishexams.com, Englishtips.org, IELTS Ngoc Bach, learningenglish.com, and IELTSlisteningtest.com While these platforms are designed to aid English learners and test-takers by providing various practice tests and strategies for improving listening skills, they do not qualify as authentic sources.
R ESEARCH Q UESTION 2: W HAT AUTHENTIC ONLINE RESOURCES HAVE
4.3.1 Research Question 2.1: What authentic online resources have first year fast-track students frequently used for their self-study in learning listening?
Students increasingly utilize online authentic sources to enhance their listening skills, with movies being the most popular choice among 80% of participants Subscribing to channels like HBO or Star Movies allows them to enjoy films while improving their comprehension Additionally, 75% of students engage in self-practice through talks and talk shows, such as TED Talks and The Ellen Show News from reputable broadcasters, including BBC, CNN, and National Geographic, is favored by 65% of the surveyed group for staying informed and exploring interests Lastly, 35% of students prefer audiobooks and podcasts, often downloaded to mobile devices, for convenient listening experiences.
Video blogs have gained significant popularity among respondents, with 20% of those surveyed expressing admiration for well-known video bloggers like Tyler Oakley, Ryan Higa, and The Fine Brothers, highlighting their appeal as a compelling source of entertainment.
4.3.2 Research Question 2.2: What are the students’ ways of utilizing these sources for their self-study to develop listening proficiency?
This section of the research examines two key components: first, the Listening Course Guide 2B* for FYFS, focusing on how students utilize the Assessment of Record (AOR) to complete assignments according to specified criteria and teacher guidance Second, it analyzes the findings from a student survey questionnaire that explores how students independently apply AOR without teacher assistance.
The 2B* course guide emphasizes that students are the focal point of all educational activities, encouraging them to take greater responsibility for their own learning Assignments serve as assessment tools, highlighting the significance of self-study in developing listening skills Students must actively participate in in-class tasks and complete supplementary listening exercises at home By examining the 2B* listening and speaking course guide for first-year fast-track students, the researcher aims to understand how students are motivated or required to utilize AOR to complete their assignments, ultimately providing them with opportunities for self-practice to enhance their listening abilities.
In semester 2, first-year fast-track students must complete a crucial project known as the Forum, which accounts for 30% of their overall course grade This project integrates listening and speaking skills, requiring students to deliver a presentation and engage in discussions that demonstrate their proficiency in the formal language used in meetings on specific topics.
19) In order to do that, in their groups, they have to ―find at least four reliable news videos/audios and other sources which must be relevant to the forum
In this project, the listening task serves as a valuable opportunity for students to gather input for their upcoming speaking practice Students are required to work independently and utilize trustworthy, authentic sources for their assignments Specifically, they must listen attentively, take notes on key information and new vocabulary, and document the sources of the videos or audios they engage with.
The researcher asserts that this assignment is advantageous for students, as it encourages them to explore a variety of authentic sources This task provides a clear purpose aligned with specific requirements, motivating students to access a range of resources for self-study, ultimately enhancing their listening skills.
4.3.2.2 Students’ own ways of exploiting authentic online resources for listening self-study
A survey conducted on the most frequently used Authentic Online Resources (AOR) by FYFS revealed how students engage with these sources for self-practice in listening According to the findings presented in Chart 8, the participants predominantly utilize authentic resources to enhance their listening skills.
A recent survey revealed that nearly 90% of participants prefer watching movies and TV programs, including reality shows, either with or without English subtitles, while taking notes on interesting vocabulary or ideas Following this, listening to English songs and completing missing lyrics, as well as transcribing or taking notes from online lectures, ranked third and fourth in popularity, engaging over one-third of respondents Conversely, only 24% favored doing exercises from websites designed to enhance English listening skills These findings suggest that students are generally more attracted to entertaining content, such as films and shows, for their language learning.
Chart 8: First year fast-track students’ ways to utilize AOR to self-practice listening skill Along with the questionnaire, in the interview with 6 students who achieved high score in IELTS listening test or TOEFL IBT listening test, the researcher found out that the interviewees got access to authentic sources on a daily basis This frequent exposure to English may explain why they have a good listening proficiency and got such high scores in their internationally standardized listening test In terms of their techniques to exploit AOR to self-practice listening, in general, most of the interviewees listened naturally without subtitles for the first time to get used to the speed of the speakers
Before listening: Two students read the background information if he/she did not know much about the content (student B and student F)
When it comes to note-taking while listening, the approach varies based on the source type Four out of six interviewees indicated that they did not take notes for entertainment purposes In contrast, during lectures, students focused on jotting down "only new words" they struggled to understand (students A, B, and D) or key ideas and the overall organization of lengthy lectures (student E, App.8).
A study revealed that all interviewees preferred not to listen to recordings a second time if they comprehended the key points during the first listen They typically replayed the audio only once or twice, focusing on sections where they struggled to catch certain words or where the speakers spoke rapidly Additionally, when transcripts or subtitles were available, they revisited the content to verify their understanding and identify any missed words.
A recent study gathered insights from students and teachers regarding the effectiveness of dictation as a listening practice technique, with only 35% of participants favoring it This method appeared unpopular among those with advanced listening skills For instance, Student A expressed a preference for grasping overall ideas rather than focusing on individual words, noting that lengthy lectures leave little time for writing.
Teacher B noted that dictation is generally less favored by upper-intermediate or higher-level students, as they typically possess strong listening skills that make such exercises unnecessary.
4.3.3 Research Question 2.3: What are the benefits and difficulties students encounter while exploiting these sources for their listening self-study?
4.3.3.1 The popularity of authentic online resources for listening self-study among first year fast-track students
A recent investigation into the use of Internet-based authentic listening materials for self-studying listening skills has shown that these resources are highly favored among first-year students at the Faculty of English Language Teacher Education (FELTE) According to Chart 9, nearly 70% of participants indicated that they regularly utilize online authentic sources for self-practice, making them the most popular option for developing listening skills This trend highlights the preference for digital resources over traditional printed materials, such as books and in-class resources.
R ESEARCH Q UESTION 3: I N WHAT WAYS HAVE TEACHERS OF FIRST YEAR
In this part, the researcher wants to shed light on the role of teachers and students’ expectations from teachers while exploiting AOR for their listening self-study
4.4.1 Teachers’ different kinds of support
According to Chart 11, first-year freshmen teachers provide three types of support, with options A and C being the most popular, chosen by approximately 72% and 79% of respondents, respectively Option C requires students to complete a forum as part of their coursework, where they gather authentic resources such as reliable news videos and audios, followed by presentations and discussions in class Teachers guide students in adhering to the guidelines to successfully complete this task (Student A, App.4) In the Teacher Interview, Teacher A elaborated on option A, which garnered nearly 80% support from respondents.
―fast-track lecturers always recommend to students reliable and useful websites‖ Teacher C also indicated that these recommendations were
At the beginning of the course, teachers typically present the course guide and recommend useful websites, books, and ebooks to enhance students' listening skills However, all interviewed teachers concurred that students must take a more proactive approach in seeking out appropriate resources for self-practice.
46 sources] for themselves‖ (Teacher A, App 10) because teachers did not have
Teachers should regularly assess whether students are engaging in self-practice with provided resources, and at times, they may inquire about the extent of students' work with those materials.
In option B, which accounts for 31.6%, Teacher C noted that the format is somewhat unique; rather than directly introducing materials to her students, she employs a different approach to facilitate learning.
By observing her teaching methods, she discovered that incorporating TED talks into her lessons captivated her students' interest As a result, many students opted to use these engaging resources for their projects This approach demonstrated that students truly benefited from the tasks and materials the teacher presented in class.
Teachers provided various strategies to help students effectively utilize AOR for improving listening skills Teacher B emphasized the importance of listening and taking notes on key ideas or vocabulary during self-practice, and she recommended using transcripts to check comprehension afterward Teacher C highlighted the necessity for students to revisit in-class materials at home, with or without transcripts, until they could fully understand the content Teacher B noted that her advice varied based on individual learning styles; for some students who prefer to enhance their memory, she suggested listening without taking notes, while for those who enjoy writing, note-taking was encouraged Both teachers aimed to tailor their approaches to meet the diverse needs of their students.
A and Teacher C emphasized that in a self-study environment, students are primarily responsible for their own learning, with teachers serving only as a support system when needed As Teacher C noted, "the rest is the students’ work," highlighting the importance of student initiative in the learning process.
47 themselves Teachers cannot force them‖ to follow exactly what the teachers told (Teacher A, App 9)
4.4.2 Students’ expectations of Teachers’ Support
Chart 12: Students’ level of satisfaction towards teachers’ support for their exploiting authentic online resources to self-practice listening
It can be seen from Chart 12 that more than 80% of the students agreed that teacher support was helpful for their exploitation of authentic online
Many students express a desire for teachers to recommend more authentic listening resources that align with their interests, as traditional suggestions like CNN or BBC often do not resonate with them This disconnect highlights a gap between teacher recommendations and student preferences, leading some students to seek out their own sources for self-practice Additionally, students appreciate when teachers provide explanations and support, particularly regarding challenging aspects such as ungrammatical features in listening materials.
AM for her (Student E, App 8)
The researcher discovered that students prefer autonomy in their learning, indicating they do not require teachers to direct their use of sources or intervene in their learning processes.
Every learner possesses a unique learning style that caters to their individual needs and preferences, as highlighted by Students A, B, and C Student D emphasized the importance of personalizing learning, stating that she would disregard teachers' recommendations on learning techniques if they did not align with her own style.
In conclusion, students primarily seek teachers' recommendations for reliable sources and clear explanations when they require assistance It is essential that these suggestions align with their specific needs and objectives.
4.4.3 Teachers’ roles in orientating students to make use of authentic online sources to self-practice listening effectively
The research highlights that teachers play a crucial role in orienting students to effectively utilize resources for self-practice in listening It identifies "guiding" and "motivating" as two interconnected factors essential for fostering this skill among learners.
Teachers have 49 key responsibilities, one of which is to guide students in navigating the vast amount of information available online As Teacher A noted, this includes providing suggestions for reliable sources and offering support when needed Teacher B emphasized the importance of guidance in helping students discern which websites are credible and how to effectively utilize these resources Additionally, teachers serve as motivators by introducing interesting topics and encouraging students to seek background knowledge, as highlighted by Teacher C By using authentic sources in their lessons, teachers not only model effective research practices but also inspire students to enhance their listening skills through independent exploration Furthermore, events like Consultation Day, where teachers offer targeted assistance, exemplify their commitment to supporting students' learning journeys.
Teachers play a crucial role in helping students effectively utilize AOR for their listening studies by guiding and motivating them The way students engage with these resources varies based on their individual learning styles Ultimately, students are responsible for their self-study and must discover the most effective methods to leverage AOR to enhance their listening skills independently.
P EDAGOGICAL IMPLICATIONS AND R ECOMMENDATIONS
Research indicates that FYFS lack a comprehensive understanding of AM, highlighting the need for teachers to carefully explain the core characteristics of these sources.
50 done in the Orientation session where students can see the whole picture of authentic materials with their advantages and difficulties they may encounter when exploiting these sources
Students often gravitate towards authentic sources for entertainment, making it crucial for educators to emphasize the dual importance of enjoyment and knowledge acquisition in enhancing language skills While students may resist academic sources recommended by teachers, it is the educators' responsibility to motivate and guide learners throughout their educational journey During orientation and beyond, teachers should encourage students to extract valuable language insights, such as idiomatic expressions and phrasal verbs, from entertainment sources For academic materials like news and lectures, it’s essential to highlight not only linguistic features but also the knowledge students can gain Clear course objectives and project guidelines will help students remain focused on their learning goals and criteria when selecting various authentic materials for self-study in listening.
First-year students often lack experience with authentic online resources, so it is essential for teachers to provide them with a diverse selection of materials This should include various formats such as talks, movies, reality shows, video blogs, news articles, lectures, and audiobooks to meet their different needs, purposes, and preferences.
Fourth, in terms of the techniques to exploit AOR for listening self- study, it is advisable that students try to figure out their best ways of studying
The researcher emphasizes the importance of aligning teaching methods with students' learning styles while recognizing the need for student autonomy To address this, three solutions are proposed First, teachers should act as role models by incorporating diverse authentic materials in their lessons and demonstrating effective usage, such as taking notes on interesting vocabulary and key ideas through mind mapping during a live show Second, the curriculum should include a variety of tasks and projects that encourage students to engage with authentic resources (AOR), such as dubbing films or creating weather forecasts based on original online videos This approach not only enhances students' listening skills but also provides them with opportunities to explore AOR in meaningful ways.
On Consultation Day, students can engage in informal discussions about the resources they frequently use and how they utilize them This collaborative sharing allows peers to exchange valuable sources, learn from each other, and adapt their learning strategies as necessary.
This chapter presents the findings and discussions derived from the collected data, addressing each research question Additionally, it offers pedagogical implications and recommendations based on the results.