INTRODUCTION
Rationale
The importance of the English language has grown significantly worldwide, establishing it as the international language used across various fields such as business, politics, science, and tourism With over 350 million native speakers, the demand for English learning is rising in countries like Vietnam, where it is now a compulsory subject at all educational levels Despite this, many learners struggle with listening skills, which are essential for effective communication Factors affecting listening acquisition make it a challenging task for students, leading to a lack of confidence and understanding in listening tasks These challenges have motivated further research into improving listening skills among learners.
“Difficulties of learning listening comprehension faced by first-year students of Foreign Languages Department at Hai Phong University”
Research objectives
The study is aimed at the following goals:
1) To find out the most common difficulties in learning listening comprehension faced by the HPU first-year English major
2) To identify the causes of the problems of listening comprehension faced by theHPU first-year English major
3) To find out and give some solutions to minimize the difficulties and improve efficiency in listening comprehension.
Research scope
This study investigates the challenges faced by first-year English major students at Hai Phong Private University, focusing on their listening abilities The research involves a population of 40 students from the 21st course in the Foreign Languages Department The aim is to identify common difficulties and propose strategies to enhance their listening skills.
Research tasks
The study involves fulfilling the following tasks:
1) To study the definition, types of listening, process of listening comprehension, factors making listening comprehension difficult
2) To investigate the most common difficulties in listening comprehension encountered by the first-year English majors students and causes of it
3) Based on the major findings, possible suggestions to the problems are proposed to minimize the difficulties and enhance effectiveness in listening comprehension.
Research method
I have gathered and reviewed various documents from library books and online sources to enhance my study Additionally, several documents recommended by my supervisor have proven to be extremely valuable for my research.
The questionnaire serves as an effective tool for researchers to gather data, offering convenience, cost-effectiveness, and ease of response for first-year foreign language students Its anonymous nature promotes honesty, making it a reliable method for assessing students' attitudes towards their listening skills, the challenges they face in understanding English, and their expectations from teachers As first-year students often encounter these difficulties, it is crucial to equip them with various techniques early on to enhance their listening abilities By implementing appropriate strategies, students can develop their listening skills over time.
After collecting the questionnaire responses, I employed a data analysis method to interpret the results By examining the statistical data, I identified the current situation, challenges, and underlying causes, which enabled me to propose practical and effective solutions to address the issues.
Design of the research work
The research work has three main parts, namely: Introduction, Development and Conclusion The part “Development” consists three chapters.
Chapter 1 is entitled “Theoretical basis of the study” It includes 4 sections The section one is about definition of listening, the next section argued about the significance of listening, then the section 3 is about the types of listening and the last one is about factors make listening comprehension difficult and it is also the most important part of this chapter
Chapter 2 is named “An investigation into the first-year students of foreign languages department difficulties in listening comprehension” It has three sections Section one is devoted to the survey which focuses on the methods used to gather and analyze data and describes the current situation of students at HPU The second section presents data analysis based on the collected results of the survey The last section makes discussion of some common problems faced by students and possible causes of these problems
Chapter 3 is entitled: “Recommendations to improve listening comprehension skill of students” It provides some recommendations for improvement of the listening comprehension.
THEORETICAL BASIS OF THE STUDY
Introduction
This chapter, titled "Theoretical Basis of the Study," establishes a foundational understanding of listening skills, offering readers a comprehensive overview of the topic It encompasses key elements such as the definition of listening, its significance, various types of listening, and the factors that can make listening challenging.
Definition of listening
Listening comprehension encompasses various definitions, with Semiotician Roland Barthes emphasizing the distinction between hearing and listening Hearing is a physiological phenomenon that occurs subconsciously, while listening is an active psychological process aimed at interpreting and making meaning from sound waves This process involves three levels: alerting, deciphering, and understanding the production and impact of sound on the listener Effective listening requires the ability to identify and comprehend a speaker's accent, grammar, vocabulary, and overall meaning, which can be achieved simultaneously by skilled listeners In simpler terms, listening is the activity of receiving, evaluating, and understanding auditory information.
Successful listening involves active participation from the listener, as emphasized by Anderson and Lynch (1988), who stated that understanding is not solely based on the speaker's words but requires the listener to engage with their own knowledge To be effective listeners, individuals must analyze and interpret the messages conveyed, apply appropriate strategies and skills to derive meaning, and respond thoughtfully based on the content, theme, and purpose of the conversation Furthermore, listening is closely tied to understanding thoughts, emotions, and intentions.
In summary, effective listening involves actively identifying and comprehending a speaker's pronunciation, grammar, and vocabulary It is essential for listeners to engage in this process actively, rather than perceiving listening as a passive activity.
Significance of listening
Listening is the most essential language skill, playing a crucial role not only in the classroom but also in everyday life For students, effective listening is foundational at all stages of learning, as it requires concentration and quick comprehension amidst various challenges such as context, theme, content, and body language A lack of developed listening skills directly impacts speaking abilities, highlighting its significance Lundsteen emphasized that listening is the first skill to emerge in language acquisition, making it the key to understanding language input Furthermore, listening creates the necessary conditions for the development of other language skills.
Types of listening
Listening skills including of two main types are casual and focused listening going together, up to the aim of listening (Nguyen Thi Van Lam and Ngo Dinh Phuong, 2006)
Casual listening refers to listening without a specific purpose or focus, often resulting in minimal attention to the information being conveyed This type of listening frequently occurs in everyday situations, such as enjoying music or tuning into news broadcasts while engaging in household chores or socializing with friends As a result, we often struggle to recall the content we have just heard, highlighting the transient nature of casual listening experiences.
Focused listening is a concentrated form of listening that differs from casual listening It involves actively engaging with the material to gather specific information This type of listening is commonly employed in educational settings, meetings, and seminars, particularly when discussing topics of interest.
Listening process
Listening process divides into five periods:
Chart 1.1 Five periods in listening process Receiving - Understanding - Remembering - Evaluating - Responding
It refers to the response caused by sound waves to the ear of listener It is the physical response
At this stage, you learn what the speaker means through the thoughts and emotional tone It is crucially important to communication process and exists in all speech
Remembering is needed for maintaining conversation because it means that a message has not only been delivered and interpreted but also added to the listener mind’s storage bank
Human morality and selective attention influence how we process information during conversations, leading to the retention of only certain details in our memory As a result, our recollections may significantly differ from the original information we encountered.
This stage is mostly executed by conscious awareness, consists of judging the messages in some way Meanwhile, you might try to penetrate the speaker’s underlying intentions or motives
In effective communication, it is essential for listeners to provide feedback—either verbally or nonverbally—to confirm that the message has been understood This feedback is crucial for maintaining the flow of the conversation and ensuring that both parties remain engaged.
In conclusion, listening is the psychological process of receiving, attending to, constructing meaning from, and responding to spoken or nonverbal messages (Syed Arif Ali Shah - Published on Jul 5, 2010).
Factors make listening di ffi cult
Listening in English learning can be challenging due to the intricate relationship between reading and listening skills (Lund, 1991; Osada, 2004) Research has predominantly focused on reading, as it is easier to study and assess (Osada, 2004) Notably, listeners tend to have poorer memory retention for spoken information compared to readers with written material (Lund, 1991) Additionally, individual characteristics of the listener affect both listening and reading performance in distinct ways (Park, 2004).
Factors prevent listening process relating to both listener and passage delivered
Working memory refers to the sensible system that is significant to the processing, storage, and output of information in memory (Baddeley and Hitch,
Working memory consists of a storage component and a central executive control component The central executive is essential for managing and coordinating the processes involved in working memory, highlighting its irreplaceable role in cognitive functioning.
Working memory plays a crucial role in language comprehension, as it is closely linked to the processes of decoding and identifying words During the analysis of information, key sentences and words are retained and organized by memory Individuals with high working memory capacity are better equipped to analyze complex sentences and retain information until it is clearly presented Research indicates that working memory is essential not only for reading comprehension but also for higher-level cognitive processes, such as explaining concepts and multitasking effectively.
2.6 1.2 Proficient level to the second language
A significant factor affecting comprehension is the disparity between a listener's vocabulary knowledge and the vocabulary used in the message For instance, if the content discusses a topic outside the listener's expertise or familiarity, they may struggle to fully grasp the information, potentially leading to only partial understanding.
The vocabulary used in conversations between doctors differs significantly from that of business discussions, and listeners who lack familiarity with specialized terminology may struggle to understand the information being conveyed.
A study by Goh (2000) involving 40 language students revealed that when faced with unfamiliar English words, students often resort to pronouncing them using their native language phonetics The ability of listeners to evaluate and respond to information is influenced by their pronunciation and grammar skills For instance, listeners with limited grammar proficiency struggle to comprehend and respond accurately to complex sentences Furthermore, mispronunciation can hinder understanding, making it difficult to recognize the intended words in conversation.
Background knowledge of the topic, content, and culture
Listeners' prior knowledge significantly influences their comprehension of spoken content For instance, during a conference, an individual lacking foundational knowledge on the topic may struggle to grasp the speaker's intended message Similarly, when traveling to a foreign country, unfamiliarity with local terminology can lead to misunderstandings in conversations.
2.6.2 Factors relating to passage and listening materials
Listening comprehension is significantly affected by the length of the passage, as longer segments can overwhelm listeners and hinder their understanding (Alderson et al., 2006; Bejar et al., 2000) Unlike reading, listening does not allow for the opportunity to revisit missed information, resulting in listeners losing track of subsequent details that rely on prior context (Goh, 2000) The limitations of working memory further exacerbate this issue, as longer passages increase the likelihood of comprehension interruptions (Henning, 1990) Additionally, listeners with lower proficiency levels often struggle with word-by-word understanding, which consumes valuable time and prevents them from grasping the overall message (Field, 2004; Vandergrift, 2003) Ultimately, the interplay between passage length and listener capability plays a crucial role in effective listening comprehension.
Measuring the complexity of a passage relies on various structural elements of phrases and sentences, including sentence structure, the use of negatives, dependent clauses, and referential elements A common question arises: “Should I simplify sentence structures to enhance comprehension?” Research on this topic is mixed, and there is no definitive answer regarding whether complex syntax hinders understanding compared to simpler structures Blau (1990) found that the impact of sentence structure on listening comprehension is minimal, particularly among students with high English proficiency, suggesting that simplifying syntax does not significantly improve second language listening skills Conversely, Nissan et al (1996) indicated that sentences containing two or more negatives increase difficulty, making comprehension more challenging for listeners.
The presence of infrequent words in a text can significantly increase its complexity and hinder listening comprehension, as listeners may struggle with unfamiliar low-frequency terms, requiring extra time to infer their meanings or potentially ignoring them altogether (Nissan et al 1995) Conversely, when listening materials feature familiar vocabulary, students can easily grasp the information, enhancing their interest and motivation, which positively influences their listening comprehension skills Additionally, many words possess multiple meanings, and improper usage in context can lead to confusion among students.
Culturally specific vocabulary and idioms
Kostin (2004) investigated how idioms and culturally specific vocabulary impact listening comprehension According to the American Heritage Dictionary (2000), an idiom is defined as a multi-word expression whose meaning cannot be inferred from the individual words For instance, the phrase "it rains cats and dogs" illustrates this concept, as its meaning remains unclear even if one understands the words "rain," "cat," and "dog."
Understanding the cultural context of a language is crucial for learners, as it significantly impacts their comprehension When listening tasks incorporate unfamiliar cultural elements, students may struggle to grasp the content effectively Therefore, it is essential for teachers to provide background knowledge related to the listening activities beforehand to enhance learners' understanding.
The efficiency of listening comprehension can be significantly influenced by the topic of the passages Research by Sadighi-Zare (2006) and Tyler (2001) indicates that listeners tend to find familiar topics easier to understand compared to unfamiliar ones Additionally, the distinction between academic and non-academic topics plays a crucial role; passages discussing everyday issues typically use simpler, more common vocabulary, making them more accessible In contrast, academic topics may present challenges for listeners lacking specialized knowledge, resulting in greater difficulty in comprehension.
Different types of passages, such as lectures and recorded conversations, have distinct structures During a lecture, listeners encounter long stretches of uninterrupted speech without the ability to pause or rewind, making it essential to quickly identify relevant information (Flowerdew, 1994) Lectures often involve specialized knowledge and do not require understanding of implied speech (Flowerdew, 1994) Additionally, the complexity of lecture sentences, which may include that clauses, subordinate clauses, and various pronouns, can pose challenges for listeners (Tyler, Jeffries, and Davies, 1988) To navigate these complexities, listeners need to invest time in researching relevant references.
Research indicates that the organization of a passage significantly influences listening comprehension by affecting working memory Well-structured information is easier to encode and retain (Anderson, 2004; Baddeley et al., 1984) Additionally, the impact of working memory capacity on reading comprehension and recognition tasks varies based on the familiarity of the topic (Leeser, 2007) These findings suggest that both the organization of the passage and the familiarity of its content play crucial roles in listening comprehension, with unfamiliar or poorly organized topics leading to greater challenges in understanding.
2.6.2.4 Auditory features of the passage
RESEARCH METHOD
Research design
This study employs a descriptive quantitative research design to investigate the challenges faced by freshmen in the Foreign Languages Department at Hai Phong Private University regarding their listening skills.
Population and sample
To conduct the research effectively, a specific group of participants known as the study population is required In this case, the population consists of freshmen from the Foreign Languages Department at Hai Phong Private University, totaling 40 students for the academic year 2017-2018 The research sample is comprised of all 40 students from the NA2101 class.
Many students have studied English for a total of seven years—four years in secondary school and three years in high school However, their English proficiency is largely similar due to the outdated high school curriculum, which offered limited opportunities for practical language use As a result, upon entering HPU, these students often find their English skills lacking and encounter significant challenges in their studies They have become aware of their difficulties, needs, and achievements, particularly concerning listening activities.
Data collection instruments
The researcher designed a questionnaire consisting of 14 questions tailored for first-year students in the Foreign Languages Department at HPU, specifically targeting the three research questions This survey was administered to 40 students from the NA2101 major, facilitating the effective summarization and analysis of the collected data.
The survey consists of 14 questions, with questions 4 to 8 focused on gathering opinions about studying listening skills Meanwhile, questions 9 to 11 in Part II are intended to identify the factors influencing English listening proficiency.
14 of part III mainly seek for activities for improving English listening skill for first-year students of NA2101 in Foreign Languages Department, HPU
To ensure the reliability and validity of the samples, questionnaires were distributed directly to NA2101 learners during their class break and collected immediately, allowing students to focus on their recent experiences The researcher explained the study's purpose and significance and clarified any potential misunderstandings about the survey questions In addition to written instructions, oral explanations were provided in Vietnamese to eliminate ambiguity Ultimately, 15 students participated in the survey, contributing valuable responses.
Data collection
This section outlines the processes involved in gathering information to identify solutions for the stated problems The steps for data collection in this study are detailed as follows:
Explaining about the questionnaires to the students The researcher explains the items clearly to avoid misunderstanding
Giving instruction to the students to fill out the questionnaires
Data analysis
The next step after the researcher collects the data is analyzing the data There are some steps in analyzing the data They are presented as follows:
Reading and identifying the questionnaires that had been answered
Classifying the result of the questions
Composing tables to classify students’ problems and strategies used based on the questionnaires
Calculating the result taken from the students’ answer based on the tables.
Going to conclusion based on the data analysis.
Conclusion
Almost 40 copies of the questionnaire delivered to the learners The data are analyzed in this part of the study in the below tables and charts which show the responses for the questions in the questionnaires Besides, the second question the questionnaires bring a result that according to students’ opinion, listening skill is very difficult.
FINDINGS AND DISCUSSIONS
Findings
4.1.1 Student’s real situations of learning English listening skill.
Many students from rural areas face challenges in developing their English communication skills due to limited practice opportunities during high school While they often focus on reading and writing to prepare for university and graduation exams, this emphasis does not translate into effective spoken communication Despite studying English for 7 to 9 years and achieving high scores on tests, many students struggle with listening skills and are unable to engage in conversations in English.
The article outlines a survey consisting of 10 questions aimed at gathering insights on English listening skills among first-year students of NA2101 in the Foreign Languages Department at HPU Questions 1 to 3 focus on students' opinions regarding the importance of studying listening skills, while questions 4 and 5 explore the factors that impact their listening abilities Finally, questions 6 to 10 are designed to identify effective activities that can enhance English listening skills for these students.
The 40 copies of the questionnaire delivered to the learners The data are analyzed in this part of the study in the below tables and charts which show the responses for the questions in the questionnaires Besides, the second question the questionnaires bring a result that according to students’ opinion, listening skill is very difficult
Chart 2.1: The students' assessment of learning listening skill
Very DifficultDifficultNormalEasy
The chart clearly indicates that listening skills pose a significant challenge for learners, with 55% of students finding it difficult A notable 23% of learners believe that mastering listening skills is very hard, while 20% consider it a normal challenge, and only 2% find it easy Observations reveal that those who perceive listening skills as easy are often top-performing students, typically from urban areas with access to English Centers or international schools Overall, the survey supports the notion that learning to listen in English is a considerable difficulty for many students.
4.1.1.2 The importance of listening skill
The third question in the questionnaire aims to gather insights from teachers and students in the Foreign Languages Department at HPU regarding their views on the significance of listening skills in language learning.
Chart 2.2.Students’ attitudes towards the importance of English listening skill
According to Table 2.2, a significant 83% of students at the Foreign Languages Department of HPU believe that developing listening skills is crucial for learning English In contrast, only 4% consider it to be somewhat important This data highlights the consensus among students regarding the vital role of English listening skills in various aspects of life.
In summary, listening skills are essential for effective communication in everyday life, and they are increasingly vital for mastering the English language.
Very importantImportantQuite importantNot important
4.1.2 Causes of difficulties in English listening skill
4.1.2.1 Some problems in learning English listening skill
The fourth question of the questionnaire aims to gather insights into the challenges students encounter with their listening skills, and the findings are illustrated in the chart below.
I find it difficult to guess the meaning of unknown words by linking them to
I find it difficult to use the context to guess those parts of a listening text that I cannot hear clearly
I find it difficult to understand listening texts in which there are too many unfamiliar words
I find it difficult to understand the meaning of words which are not pronounced clearly
I find it difficult to understand listening texts which have difficult grammatical structures
I find it difficult to understand well when speakers speak too fast 77%
I find it difficult to understand the listening text when speakers speak with varied accents
I find it difficult to really concentrate on listening 25%
I find it difficult to reduce my anxiety before doing the listening task 35%
Unclear sounds resulting from a poor-quality CD-player interfere with my listening comprehension
Table2.1 The problems of students having in learning English listening skill
Statistics from Table 2.3 reveal significant challenges students encounter when learning listening skills Notably, 77% of students struggle to comprehend speech when speakers talk too quickly Furthermore, 62% find it challenging to understand listening texts due to an abundance of unfamiliar vocabulary and unclear sounds caused by poor-quality CD players, which negatively impact their listening comprehension In contrast, only 25% report difficulty in managing anxiety before listening tasks Overall, these findings indicate that students consistently face difficulties in English listening skills, highlighting an urgent need for improvement.
4.1.2.2.The difficulties are often encountered by students when learning English listening skill
To enhance listening skills among first-year English major students at HPU, the researcher aims to identify the challenges that hinder their English listening comprehension The fifth question in the questionnaires specifically targets these obstacles, revealing common factors that students frequently encounter in their learning process.
Poor qualities CDs and CD players
Below is the chart of the difficulties in students’ listening skill.
Chart 2.3.Difficulties in students’ listening
Poor qualities CDs and CD players
The chart reveals that the poor quality of CDs and CD players is not a significant issue, with only 8% of learners citing it as a barrier to listening In contrast, 24% of students attribute their listening difficulties to unfamiliar content in transcripts The majority, 53%, identify limited practice time in class as the primary challenge Additionally, 10% of learners find the speaking speed too fast, while 5% mention other factors impacting their listening, such as teaching methods, background knowledge, and pronunciation practice.
In short, most of students agree that the difficult of students often have in English listening skill is that they don’t recognize words that they know
4.1.3.1.The kinds of listening text which students expect to practice more
The question sixth of questionnaire for students mentioned to the kinds of listening text which students expect to practice more
The collected data has shown in the below chart:
Chart 2.4.Students’ interest in extra listening activities
The bar chart indicates that a significant majority of students, 42%, prefer listening to films or stories, making it their favorite activity, while only 2% show no interest in this genre Conversely, listening to news, speeches, or lectures is less appealing, with 51% of students expressing boredom, and only 6% finding these monologues engaging Interestingly, while 30% of students enjoy listening to songs, 12% are not enthusiastic about them Additionally, 20% of students consider watching films or listening to dialogues, conversations, or interviews as their favorite activities, with 11% ranking them as their top choice In summary, the data reveals that the majority of students favor listening to dialogues and conversations.
4.1.3.2.The factors affecting to the interest in English listening skill
A questionnaire was conducted to identify the factors influencing students' interest in English listening skills, specifically through question 7 The results revealed four key factors that significantly impact students' engagement with this skill.
Chart 2.5.Factors motivating students’ learning listening skill
The chart clearly indicates that effective teaching methods are the most significant factor influencing student motivation, with 50% of students affirming their impact Additionally, 16% believe these methods are somewhat influential, emphasizing the importance of teaching strategies across all skills, not just listening Listening activities also play a crucial role, as 30% of learners find them highly motivating, while 44% view them as influential Conversely, only 7% believe these activities have no effect Furthermore, 11% of students consider interesting listening topics the most motivating factor, with 35% acknowledging their influence, while 25% feel the topics do not affect their listening Lastly, equipment is noted as the least influential factor among the four.
A significant 54% of learners believe that having adequate and modern equipment does not impact their ability to develop listening skills This statistic highlights the importance of such equipment in the learning process.
4.1.3.3 The activities students like most in listening English class
Discussion
4.2.1 Opinions of students about English listening skill.
Data analysis reveals that both teachers and students face significant challenges in teaching and learning listening skills A majority of first-year students in the Foreign Languages Department at HPU find English listening to be difficult, with 55% rating it as challenging and 23% considering it very difficult.
4.2.2 Current situation in learning English listening skill
First-year students in the Foreign Languages Department identify several key factors impacting their English listening skills, including poor-quality CDs and CD players, unfamiliar listening content, and limited practice time in class Additionally, a significant subjective challenge arises as 77% of students report that focusing on every word hinders their ability to keep up with the speed of speech.
Students prefer engaging in activities like ticking off items they hear (40%) and selecting correct answers (19%) during class Many agree that effective strategies for enhancing English listening skills include pre-teaching relevant vocabulary and predicting content before listening, as well as taking notes while listening to the material presented by the teacher.
In conclusion, in order to get the maximum benefits of offered technique, some recommendations are proposed to the major first-year students in Foreign Languages Department
4.2.3 Suggestions for improving English listening skill
4.2.3.1 Solutions for factors relating to listener
To facilitate listening tasks and improve the learners' listening skills in process of learning listening, the learners should:
Listening for the speaker's purpose;
Looking for the signals of what is to come;
Looking for summaries of what has gone before;
Looking for non-verbal clues
To enhance their English listening skills, students must actively work to change ineffective listening habits and expand their background knowledge Daily practice, such as listening to short English news segments for 5 to 10 minutes, is essential Many students struggle with listening because they focus on understanding every word, leading to frustration and guesswork in comprehension tasks Instead, learners should concentrate on grasping the overall message, summarizing ideas, and taking notes It is advisable not to translate the text into their native language but to understand it in English Additionally, outside of class, students should engage with English media, such as songs, VOA broadcasts, and foreign films, to familiarize themselves with native accents and improve comprehension Furthermore, enriching their knowledge of English-speaking cultures and social contexts is crucial for overall language proficiency.
4.2.3.2 Solution for factors relating to passage and listening materials
While not all tips can be implemented and some challenges may persist, teachers still have the ability to enhance the listening experience for students By providing appropriate listening materials, relevant background knowledge, and fostering a conducive classroom environment, educators can equip students with essential skills and effective listening strategies Here are some valuable suggestions to consider.
When selecting listening materials for students, it is essential to match them to the students' proficiency levels while prioritizing authentic resources over idealized samples Although natural speech can be challenging to assess and may present difficulties for students in recognizing various voices and managing overlapping dialogue, using real-world materials enhances their listening skills.
To enhance students' listening skills, create task-oriented exercises that capture their interest and promote subconscious learning Effective listening activities should focus on tasks that involve expressing agreement or disagreement, taking notes, following instructions to mark a picture or diagram, and answering questions.
To enhance listening skills, educators should expose students to a variety of audio inputs, including lectures, news broadcasts, films, and everyday conversations For lower-level learners, it's effective to use short and simple listening materials, while advanced students benefit from more complex and authentic content that includes redundancy Additionally, providing necessary background knowledge and linguistic insights, such as complex sentence structures and colloquial expressions, is essential for facilitating comprehension and engagement.
In a single lesson, a teacher can take on various roles, such as a psychologist, actor, or singer, highlighting the versatility required in education Teaching songs is not only enjoyable but also enhances learning effectiveness To improve comprehension, it is essential for teachers to adapt their approaches and engage students in diverse ways.
to prepare the learners before they listen to anything;
to show them pictures of characters from the song;
Incorporating actions alongside songs encourages listener participation, which not only boosts their confidence but also provides additional context to help them understand the meaning of the lyrics.
Repetitively listening to the same song can significantly enhance language learning by boosting learners' confidence at every stage Familiarity with the lyrics not only motivates students but also reinforces their language skills Additionally, enjoying a favorite song creates a positive and engaging listening experience, making the learning process more effective.
Incorporating songs and chants into classroom activities allows students to actively listen and replicate the language, enhancing their understanding of sounds, rhythm, and intonation This approach provides them with the opportunity to sound more natural in their speech.
Songs serve as an effective introductory tool for language learning, paving the way for more complex materials that incorporate hesitations, rephrasing, and diverse accents By carefully selecting tasks, educators can ensure that the language remains understandable while also adjusting the level of difficulty to suit learners' needs (Yagang, 1994).
Incorporating authentic materials like workplace training videos, real audio exchanges, and TV or radio broadcasts significantly enhances listening skills It's essential to provide opportunities for developing both top-down and bottom-up processing skills Top-down activities encourage learners to engage with their prior knowledge of a topic, while bottom-up practice builds confidence in accurately hearing and understanding language components, including sounds, words, intonation, and grammatical structures.
CONCLUSION AND RECOMMENDATIONS
Summary of the study
This study is structured into five distinct chapters, each serving a specific purpose The first chapter provides an overview of relevant theories, while the second chapter lays the theoretical foundation for developing English listening skills The third chapter details the research methodology, utilizing questionnaires and interviews to explore listening approaches within the English Department The fourth chapter addresses the three research questions outlined in the introduction Finally, the last chapter offers recommendations and suggestions aimed at enhancing English listening skills at HPU.
Contribution and recommendation of the study
The study finds out new problems in process of listening of listeners with English and provides additionally useful solutions for improving listening skill
A recent study identified several challenges faced by freshmen in the Foreign Languages Department at Hai Phong Private University regarding their listening skills These issues pertain to the students' listening abilities, the quality of listening materials, and the availability of supporting equipment Through a thorough analysis of the collected data, the study highlights these problems and offers targeted solutions aimed at enhancing the English listening skills of freshmen in this department.
To enhance long-term listening skills, students should engage in daily practice by listening to short news segments or dialogues, taking notes, and repeating the content Expanding vocabulary is essential, along with completing various grammar exercises Additionally, reading diverse materials and watching videos on social media can help students gain knowledge about local culture and improve their overall comprehension.
Teachers play a crucial role in enhancing students' listening skills by evaluating listening materials, creating task-oriented exercises, and offering diverse types of input These strategies are essential for improving students' listening efficiency.
Limitation of the study
While the study boasts strengths like effective data collection methods and student survey questionnaires, it also faces several shortcomings due to constraints such as limited time, insufficient resources, the researcher's capabilities, and unforeseen factors.
Due to time constraints and limited experience, the researcher was unable to implement additional methods, such as classroom observation, which could have enhanced the reliability of the findings.
The study is limited in scope, focusing solely on first-year students from the Faculty of Foreign Languages at Hai Phong Private University, which represents a small segment of the student population in the foreign languages department Consequently, the findings cannot be generalized, and the researcher was unable to address all aspects of the difficulties faced by these students.
In addition, the techniques suggested in this research are selected from different reliable but limited sources
Despite the noted limitations, this exploratory research aims to enhance the teaching and learning of English listening skills within the Foreign Languages Department at HPU.
Suggestions for the further study
This study has limitations, focusing solely on the challenges faced by first-year students in the foreign languages department to enhance their listening skills Future research should involve a larger participant pool and diversify data collection methods In addition to surveys and interviews, incorporating observations will yield more convincing conclusions.
In conclusion, while the study has addressed its limitations, it has been conducted with the guidance of a supervisor and considerable personal effort Constructive feedback and criticism are welcome to enhance future research endeavors.
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41 Syed Arif Ali Shah – Published on Jul 5, 2010
This survey questionnaire is designed for my graduation paper namely:
First-year students in the Foreign Languages Department at HPU encounter significant challenges in English listening comprehension To better understand these difficulties, please respond to the questions by circling the appropriate letter, checking items on a checklist, or filling in the blanks Rest assured, all personal information and responses will remain confidential and will not be used for any other purposes.
1 How long have you been learning English?
A 5 years B 6 years C 7 years D Over 7 years
2 In your opinion, English listening skill is………
A Very difficult B Difficult C Quite difficult D Not difficult E Others
3 What do you think about the importance of English listening skill?
A Very important B Important C Quite important D Not important E Others
4 What problems related to listening do you face up with? (Please tick in the right column and more than one choice)
I find it difficult to guess the meaning of unknown words by linking them to
I find it difficult to use the context to guess those parts of a listening text that I cannot hear clearly
I find it difficult to understand listening texts in which there are too many unfamiliar words
I find it difficult to understand the meaning of words which are not pronounced clearly
I find it difficult to understand listening texts which have difficult grammatical structures
I find it difficult to understand well when speakers speak too fast
I find it difficult to understand the listening text when speakers speak with varied accents
I find it difficult to really concentrate on listening
I find it difficult to reduce my anxiety before doing the listening task
Unclear sounds resulting from a poor-quality CD-player interfere with my listening comprehension
5 Which of the following reasons possibly make it difficult you to learn listening English?
A Poor –quality CDs and CD players
C Limited practice time at class
6 What kinds of listening texts do you expect to be introduced? (Put the tick (√) in your choice)
Kinds of listening texts The least favorable
7 What most motivate you to learn listening skill?
Items Most influential Influential Not influential
8 What listening activities do you like most?
A Tick off (phrases/ pictures/items)