INTRODUCTION
Background
The use of English in Vietnam is on the rise, driven by the influence of media and the internet Although it is not as advanced as in European countries or the Philippines, Vietnam's English proficiency surpasses that of France, the United Kingdom's closest neighbor.
The Vietnamese government recognizes the significance of the English language as a fundamental subject in education, making it compulsory at various levels for decades Students are also exposed to several international programs delivered in English.
Listening skills are essential for effectively recalling and understanding orally presented information This ability is crucial for acquiring knowledge, as we rely on listening to news broadcasts for updates on world affairs and learn new skills from teachers and supervisors Moreover, strong listening skills facilitate idea development and informed decision-making.
Active listening enhances the ability to accurately interpret responses, as tone of voice and speech rate reveal contrasting emotions like friendliness versus anger or concern versus sarcasm For instance, slow speech typically conveys confidence, while a louder, faster speaking style may indicate defensiveness.
Rationale
In today's globalized world, English has become increasingly vital in daily life, making it essential for students to equip themselves for interactions with foreigners Among the various language skills, listening stands out as the most crucial; without the ability to comprehend spoken English, effective communication with non-native speakers becomes challenging.
Prior to the survey, the researcher gathered insights from English program students across various universities regarding their English language proficiency It was observed that many Vietnamese students often feel uneasy when communicating with foreigners Despite not comprehending what is being said, they hesitate to ask for clarification due to a fear of making mistakes Consequently, this leads to misunderstandings, leaving foreigners or tourists without the responses they anticipated This situation suggests that some Thai students may struggle with listening skills.
Vietnamese students' speaking and listening skills in English are limited due to minimal opportunities for practice both in and out of the classroom Interaction is often restricted, as students typically respond only when prompted by the teacher, leading to an individualistic learning environment Additionally, English learning in Vietnam heavily relies on rote memorization of vocabulary and sentence structures, primarily focused on written exercises.
Second-year students often struggle with listening comprehension because they become preoccupied with deciphering the meaning of previous words This distraction can occur when they hear a partially remembered word, causing them to lose track of the ongoing conversation Additionally, students may grapple with words that sound similar to terms in their native language, attempt to infer meanings from context, or try to finally grasp the meanings of familiar words they've encountered multiple times.
Other reasons are problems with word stress, sentence stress, and sound changes when words are spoken together in natural speech such as weak forms
What all boils down to is that sometimes pronunciation work is the most important part of listening comprehension skills building.
Objective of the study
- The main objective of this research is as follows:
To investigate English listening problems and listening proficiency of students from the Second year students program at Hai Phong Private university
- The sub-objectives of this research are as follows:
+ To investigate the causes of misunderstanding and misinterpreting English messages
+ To obtain the suggestions from the students that would help them improving their English listening skill.
Scope of the study
- The subjects of this research are limited to second year students in English program, at Hai Phong Private University 30 students will be the sample of this survey
The survey utilizes a self-administered questionnaire, allowing participants to complete it independently This questionnaire features a mix of closed-ended and open-ended questions, enabling a comprehensive collection of responses.
Significance of the study
- To investigate English listening problems and listening proficiency of the students
- To forward the result of this study to the appropriate authorities
- To be a guideline for other people who are going to conduct further research on Listening comprehension at Hai Phong Private university.
Organization of the study
The study on students' listening comprehension in the English program at Hai Phong Private University is structured into five chapters Chapter 1 introduces the research, outlining the background, problem statement, objectives, key terms, significance, and organization of the study Chapter 2 reviews relevant theories, concepts, and literature The methodology, detailing subjects, materials, procedures, and data analysis, is presented in Chapter 3 Chapter 4 showcases the results and survey tables, while the final chapter offers conclusions, discussions, and recommendations for future research.
THEORETICAL BACKROUND
Definition of listening
In the eyes of many researchers and learners of English, listening is a complex and active mental process that involves perception, attention, cognition, and memory
Listening is defined as the ability to identify and comprehend spoken language, including aspects such as accent, pronunciation, grammar, vocabulary, and overall meaning (Howatt & Dakin, 1974) Effective listeners engage in an active process that mirrors the skills used in reading and writing, such as predicting, hypothesizing, checking, revising, and generalizing (Ronald & Roskelly, 1985).
Listening is an interactive skill that requires significant effort and practice from students It involves actively perceiving and constructing meaning from a continuous stream of sound To excel in listening, individuals must possess a solid understanding of the language being spoken.
According to Ma Lihua (2002), listening comprehension is a complex psychological process where listeners understand language through hearing This interactive process involves not only the decoding of messages but also the reconstruction of those messages into meaningful interpretations, integrating language knowledge and psychological activities.
Effective listening involves understanding another person's thoughts and feelings from their perspective, akin to stepping into their shoes This process requires active engagement rather than passive reception of information As noted by Anderson and Lynch (1988), successful listening hinges on the listener's role in interpreting and applying their knowledge to comprehend the speaker's message Underwood (1989) further simplifies the definition of listening, emphasizing its interactive nature.
Listening comprehension is defined as the ability to understand spoken language, requiring active engagement and the construction of meaning through contextual cues and prior knowledge (Mendelsohn, 1994; O'Malley et al., 1989) A competent listener must decipher the speaker's intention, process linguistic features like speech speed and fillers, and grasp the overall message without needing to understand every single word Additionally, listeners should recognize different genres and judge the illocutionary force of utterances, interpreting what is meant in specific contexts (Mendelsohn, 1994).
Listening is an active and dynamic process that involves attending, perceiving, interpreting, remembering, and responding to both verbal and nonverbal communication (Purdy, 1997) It requires the integration of linguistic and world knowledge to create a mental representation of the information received (Rost, 2002) Effective listening encompasses both bottom-up and top-down processes, enabling listeners to decode messages, negotiate meaning, and engage empathetically with speakers This interactive process demands that listeners actively engage, apply various strategies, and respond appropriately based on the communication's purpose (Shen et al., 2007) Ultimately, listening comprehension is recognized as a complex interaction rather than a simple reception of sounds (Brown).
2001) In the eight processes of comprehension (Clark & Clark, 1977; Brown,
In 2001, it was established that when a listener receives information, they first interpret the literal meaning of the utterance before considering its intended meaning A crucial aspect of effective human communication lies in the ability to align perceived meanings with the intended messages.
Listening, as defined by Thomlison (1984), is the skill of recognizing and comprehending spoken language This intricate process requires the listener to grasp the speaker's accent, pronunciation, grammar, vocabulary, and overall meaning A proficient listener effectively manages all these elements at once.
Definition of listening comprehension
Listening comprehension is a complex and interactive process where listeners actively construct meaning from spoken language This involves sound discrimination, knowledge of vocabulary and grammar, as well as understanding stress, intonation, and various linguistic, paralinguistic, and non-linguistic cues within the context of the utterance (Rost, 2002).
The growing significance of listening comprehension in language learning is primarily linked to the rise of the communicative language teaching approach, which aims to equip learners with skills applicable in real-life situations Over the last thirty years, there has been a notable transition from neglecting listening comprehension during the audio-lingual era to embracing a strategy-based approach to its teaching Historically, before World War II, reading received the most focus, while listening comprehension was often overlooked and poorly understood Even during the audio-lingual period of the 1960s and early 1970s, listening comprehension was not prioritized However, the shift towards communicative language teaching has led to increased research highlighting the critical role of listening comprehension in effective language acquisition.
Long, 1985) Listening comprehension has ever since received a lot more attention in language teaching
Technological advancements and heightened awareness of the significance of listening have amplified its role in communication (Mendelsohn, 1998) In today's globalized society, characterized by widespread access to radio, television, satellite broadcasts, and the internet, individuals are more than ever required to be adept at receiving information through listening and speaking (Dunkel, 1991; VandeBerg, 1993).
Proficiency in listening comprehension is essential for developing speaking and writing skills in a new language, as highlighted by research from 1981 The comprehension-based teaching approach advocates for allowing beginner students to remain silent until they feel confident to produce the target language This suggests that students typically engage in listening before they can effectively speak or write Therefore, it is crucial for second language instruction at the beginner level to prioritize the enhancement of learners’ listening comprehension abilities, as supported by various scholars in the field.
Listening is crucial in language learning as it serves as the essential input for learners to process Without a proper understanding of this input, the learning process cannot commence Moreover, challenges in listening comprehension of the target language act as a driving force for language acquisition and effective communication, rather than just a hindrance.
The growing recognition of listening comprehension's significance has led to a rise in listening activities within student textbooks and specialized methodology texts for teaching listening Research indicates that implementing effective pre-listening activities can enhance students' understanding of listening passages, thereby improving their listening proficiency and aiding in their mastery of the target language.
Type of listening
Wolvin and Coakly (1988, 1993) have introduced a categorization of listening They identified 5 types of listening:
Discriminative listening focuses on distinguishing sound and visual stimuli without considering their meaning, primarily emphasizing auditory elements In beginner classes, this may involve identifying the gender or number of speakers The goal is not comprehension but rather familiarization with sounds, akin to how children initially respond to auditory stimuli and later recognize their parents' voices among others As students progress, discriminative listening evolves from differentiating sounds to identifying specific words.
Comprehensive listening focuses on understanding the message, serving as the foundation for the subsequent types of listening However, challenges arise in the comprehension process, as various individual and social factors can lead students to interpret the same message differently Therefore, a significant portion of teaching listening in the classroom must concentrate on helping students enhance their comprehension skills.
Therapeutic listening is a form of listening where the listener acts as a sympathetic presence, providing minimal verbal responses This approach allows individuals to express their thoughts and emotions while working through problems By fostering an environment of understanding, therapeutic listening plays a crucial role in enhancing interpersonal relationships.
Critical listening is the fourth kind of listening, in which listeners have toevaluate the message Listeners have to critically respond to the message and give their opinion
Appreciative listening centers on the enjoyment derived from listening, as highlighted by students who find pleasure in English music despite not fully understanding the lyrics This challenges the idea that comprehensive listening is essential for other listening types In the language lab, students typically listen to songs once to grasp the lyrics before a second listen with the lyrics in hand They noted that their appreciation of the song increased during the second listen, illustrating the connection between understanding and enjoyment in listening experiences.
The exploration of the five types of listening proved to be both informative and thought-provoking, highlighting the adage that teaching fosters learning for all involved.
Listening is comprised of seven essential components: (1) volition, (2) focused attention, (3) perception, (4) interpretation, (5) remembering, (6) response, and
Listening is a dynamic and active process that involves seven essential components, making each listening experience unique Just as a jazz musician improvises, we must remain alert and adaptable to the changing elements of our social interactions Unlike passive listening, active listening requires conscious effort and engagement, as defined by Rogers and Farson in their classic article on the subject.
A listener holds a crucial responsibility in communication; rather than passively receiving spoken words, they actively engage with the speaker's message By striving to understand both the facts and emotions conveyed, the listener plays a vital role in assisting the speaker in navigating their challenges.
Effective listening begins with the desire to listen, highlighting the importance of volition in the process However, it often requires courage to engage fully, as doing so may challenge our existing beliefs Nichols and Stevens, in their 1957 book "Are You Listening?", emphasize that listening thoroughly exposes us to the possibility of reevaluating our own ideas, acknowledging the inherent difficulty in this transformative process.
Effective listening requires focused attention to avoid missing crucial information It involves perceiving the message, speaker, and context, and being open to different viewpoints When individuals are unwilling to listen due to biases, vital communication is hindered Additionally, interpreting messages relies on our personal experiences, making it a creative yet limited process For example, even a motivated listener may struggle to accurately interpret complex information, such as contemporary physics, if it exceeds their understanding.
Effective listening involves the ability to remember information, which can occur effortlessly at times However, in important listening scenarios, it's essential to actively apply listening techniques that aid in retaining the information heard The next chapter will explore fundamental skills to enhance memory retention.
An essential aspect of effective listening is the need for response, which completes the listening process This response can be internal, as we reflect on and integrate our understanding However, after grasping a complete thought, it's crucial to provide feedback to the speaker, allowing them to know how we have understood and interpreted their message.
The final key element in effective listening is the human aspect, which is crucial in both personal and professional contexts People are our most valuable resource, and listening should serve to validate and empower them, thereby strengthening relationships While we seek information through listening, it is essential to recognize that this information is influenced by the needs and concerns of both the listener and the speaker In various professions, such as education, healthcare, law, and law enforcement, effective management relies on accurate information, which is vital for organizational success Ultimately, all information gains significance when it is connected to human experiences and conditions.
Effective listening involves understanding both verbal and nonverbal messages, as significant meaning can be derived from what is spoken and what is left unsaid Research by Birdwhistell in the 1970s suggested that a substantial portion of communication is conveyed through nonverbal cues Therefore, listeners should pay attention not only to the content of the speech but also to factors such as tone, pitch, and context, which can influence interpretation Recognizing emotional undertones is crucial, as it reveals the speaker's motivations and adds depth to the message By being attuned to both verbal and nonverbal signals, listeners enhance their ability to comprehend the speaker's intent accurately.
Factors affect listening comprehension
Listening comprehension in learners can be influenced by multiple factors, as highlighted by Hayati (2010) and Flowerdew and Miller (1992) Research has identified both general and specific elements that affect listening skills Notable factors include speech rate, which has been extensively studied by researchers such as Conrad (1989), Blau (1990), Griffiths (1992), and Zhao (1997), as well as the complexity of lexis, as discussed by Rost.
Listener difficulties in language comprehension can stem from various factors, including phonological features, text structure, and personal issues like limited exposure to the target language and lack of motivation Brown (1995) emphasized that these challenges are also influenced by the cognitive demands of the text content Buck (2001) identified specific obstacles in listening tasks, such as unfamiliar vocabulary, unknown topics, rapid speech rates, and other complexities that learners may face.
In a study published in 2013, it was found that EFL students face significant challenges in listening comprehension, primarily due to a lack of interest and the expectation for comprehensive answers to questions Takeno and Takatsukay (2007) identified several factors impacting Japanese English learners' listening abilities, including grammar, reading comprehension, the ability to repeat English phrases, and the articulation speed of both Japanese and English words Similarly, Nguyen (2002) highlighted key issues affecting listening comprehension, such as difficulties in understanding proper names due to unfamiliarity and lack of background knowledge, as well as challenges posed by lengthy, unengaging audio content and the varied accents and intonation of native speakers.
Content familiarity significantly enhances comprehension, as it is linked to the listener's background knowledge When individuals possess adequate prior knowledge about the subject matter of dialogues or texts, they can easily grasp the intended meaning Additionally, visual aids—such as videos, images, diagrams, gestures, facial expressions, and body language—can further improve understanding, provided the listener can accurately interpret these cues.
Difficulties of listening comprehension
Listening difficulties refer to both internal and external factors that can hinder comprehension of text and real-life situations, directly impacting cognitive processes involved in different stages of listening comprehension (Goh, 2000).
Numerous challenges in listening comprehension faced by learners have been highlighted in literature (Underwood, 1989; Ur, 1984) Yagang (1994) identifies four sources of these difficulties: the message, the speaker, the listener, and the physical setting Similarly, Boyle (1984) categorizes factors influencing EFL listening into four interconnected areas: listener, speaker, medium, and environment Teng (2002) aligns with Boyle's classification, identifying listener, speaker, stimulus, and context factors, emphasizing that "EFL proficiency" is the most critical listener factor affecting EFL listening challenges This suggests that students' difficulties may stem from inadequate linguistic knowledge However, Goh (2000) points out that the most prevalent issue remains.
Students often struggle with listening comprehension, as they quickly forget what they hear, leading to difficulties in forming mental representations from spoken words This issue results in a lack of understanding of subsequent information due to earlier misunderstandings In a study by Sun (2002), it was found that Taiwanese students faced significant challenges in listening, particularly in retaining the meanings of words.
Research has identified several key challenges in listening comprehension for language learners Chang, Chang, & Kuo (1995) highlighted five primary difficulties: the speed of speech, complex sound clusters, reliance on translations, the connection of sounds to meanings, and idiomatic expressions Similarly, Higgins (1995) focused on Omani students, noting that factors such as speech rate, vocabulary, and pronunciation significantly impact listening comprehension Additionally, Hasan (2000) examined 81 Arabic speakers learning English for academic purposes, revealing their perceived listening comprehension challenges, further emphasizing the complexities faced by language learners.
Listening difficulties in English as a Foreign Language (EFL) are primarily influenced by unfamiliar vocabulary, complex grammatical structures, and the length of spoken texts Additionally, the clarity of the speaker plays a crucial role, as it significantly impacts the listener's ability to comprehend the message effectively.
Listening is frequently regarded as a passive skill, as learners often sit quietly in classrooms, attempting to understand spoken texts However, several factors influence their success in comprehension beyond just their decoding efforts According to Van Duzer (1997), four key elements play a crucial role in effective listening: the listener, the speaker, the content being delivered, and the availability of visual support.
The listener plays a crucial role in the listening process, as greater interest in the dialogue or spoken text significantly enhances motivation and comprehension When topics are engaging, listeners are more likely to focus and absorb information, while they may disengage from less interesting subjects Additionally, having background knowledge on a topic further aids comprehension, allowing informed listeners to grasp content more effectively than those without such knowledge.
The speaker's delivery rate significantly impacts the listener's comprehension If the speaker talks too quickly, it can lead to confusion, making it challenging for the listener to understand unclear or mumbled speech Therefore, it's essential for the speaker to adjust their speed to match the listener's understanding level to enhance effective communication.
Listening encompasses two primary cognitive processes: top-down and bottom-up processing Top-down processing requires the listener to actively reconstruct the speaker's intended meaning by drawing on their prior knowledge and understanding of the context and situation.
Context encompasses the knowledge of the topic, the speakers involved, their relationship to the situation, and their prior interactions This understanding allows individuals to anticipate, predict, and infer meaning from decoded sounds, using them as essential clues for comprehension.
The bottom-up processing model perceives listening as a linear progression, starting from the smallest meaningful units, known as phonemes, and advancing to complete texts In this model, the listener decodes phonemes to construct words, which are then organized into phrases These phrases are further connected to form clauses, ultimately creating sentences This assembly of sentences culminates in a complete text, whose meaning is interpreted by the listener through their understanding of grammatical and syntactic rules.
Effective listening instruction should integrate both bottom-up and top-down processing skills Bottom-up skills involve the ability to distinguish minimal pairs, recognize stress patterns, and identify word boundaries In contrast, top-down processing leverages learners' prior knowledge to enhance comprehension of spoken language Combining these approaches is essential for developing proficient listening abilities.
Norris (1994) highlights that foreign language learners often struggle with phonetic challenges in bottom-up processing, leading to difficulties in understanding spoken words due to unfamiliar sounds or fast speech Cauldwell (1998) notes that some language teachers overlook this issue, favoring top-down strategies like predictions and inferences over bottom-up skills While it's important for learners not to focus excessively on individual words, both top-down and bottom-up processes are essential for effective listening comprehension The absence of either can hinder understanding Cauldwell cautions against expecting non-native learners to mimic native speakers, who possess inherent advantages in sound perception and contextual guessing Therefore, listening exercises should balance top-down activities with opportunities for learners to develop their bottom-up processing skills to achieve better comprehension.
Significance of listening
Listening is crucial in second-language instruction as it is the first language skill children acquire and serves as the foundation for language and cognitive development It plays a lifelong role in communication processes, with research indicating that individuals spend 45% of their communication time listening, compared to 30% speaking, 16% reading, and only 9% writing (Rost, 2002; Wilt, 1950).
Many individuals lack effective listening skills, as educational systems primarily focus on speaking, reading, and writing This oversight leads to missed opportunities for learning about new ideas and people, as many are preoccupied with formulating their next response rather than truly engaging in conversations.
Listening is crucial for language acquisition, as it offers comprehensible input and fosters interaction with speakers, enabling learners to achieve understanding Additionally, listening exercises direct attention to new vocabulary, grammar, and interaction patterns, creating optimal conditions for developing language skills (Krashen, 1989) While theoretical insights into listening comprehension highlight the challenges learners encounter with spoken texts, they do not fully explain the complexities of these issues.
Research is needed to empirically document the connection between theoretical frameworks and actual learner knowledge and actions (Vogely, 1995) To understand the sources of listening comprehension, it's essential to examine discourse within the classroom context While several studies have addressed students' listening comprehension, there is a lack of research specifically focusing on the listening challenges faced by first-year college students This highlights the necessity of investigating the listening difficulties encountered by university students Consequently, this paper aims to explore the listening comprehension problems faced by students at Hai Phong Private University.
Listening is the most commonly utilized language skill, accounting for a significant portion of verbal communication time among college students, with studies showing that they spend 52.5% of their communication time listening compared to 17.3% in reading, 16.3% in speaking, and 13.9% in writing It is essential for absorbing new ideas and information, with students expected to listen 65-90% of the time from kindergarten through high school Both instructors and students recognize the critical role of listening comprehension in academic success, as efficient listening skills have been shown to be more important than reading skills for achieving academic excellence Listening is central to the educational experience at all levels and is the most frequently used language skill in the classroom.
Dunkel's (1991b) research highlights that international students' academic success in the U.S and Canada is more closely tied to reading skills than listening comprehension, particularly in fields like engineering, psychology, chemistry, and computer science Consequently, classroom instruction has placed greater emphasis on reading and writing over listening However, listening remains a crucial component of learning, especially for students, as it serves as a primary medium of education across all levels.
METHODOLOGY
Subject
This study will involve 30 second-year students from the English program at Hai Phong Private University, selected due to the limited number of students in this cohort To ensure ethical standards, participation will be voluntary, with all students agreeing to complete the questionnaire, test, and interview components of the research.
Choosing second-year students from the English program is advantageous because they have completed two English listening courses in their first year of study This prior experience equips them with a solid foundation in English language skills, making them well-prepared for further academic challenges.
Foreign language students possess a strong command of essential English skills, including reading, writing, and listening, as all their courses are conducted in English Consequently, the survey results will be more accurate, as they are conducted by individuals who are well-equipped for the task.
Tool
This study utilizes a questionnaire specifically crafted to meet its objectives, which is divided into two sections: one focusing on the general background information of the respondents and the other examining their listening strategies in English comprehension.
Part 1: The general background information of the respondents concerning their gender, education background, English training experience, and English communication frequency
Part 2: Investigated the respondents’ strategies in listening comprehension The five point Likert scale was used in this questionnaire with the following criteria:
A study will be conducted with thirty second-year students from the English program at Hai Phong Private University The research involves two steps: first, a questionnaire will be distributed to gather general background information and specific insights regarding the students' listening comprehension skills.
Step 2: the participants are interviewed about their opinions of problems of listening English and their suggestions on listening problems.
Data analysis
The Statistic Package for Social Science (SPSS) Version 12 is used to analyze the data from the questionnaires The statistic devices used in the study are employed as follow:
- Frequencies and percentages are used in the analysis of the data concerning the respondents’ background information
- Arithmetic mean and Standard Deviations are used to analyze the respondents’ strategies on listening comprehension
- Calculate means and Standard Deviations of the scores of the listening comprehension test
- Find the results for further discussion.
FINDINGS
General background information
Table 1 General Background of the Respondents
Table 1 indicates that a significant majority of respondents were female, accounting for 70%, while males comprised 30% Additionally, the data reveals that most respondents had 7 to 10 years of experience, representing 70% of the total, with 20% having more than 10 years of experience.
10 years , and only (10%) of the total respondents studied English for 4 -6 years
It is stated clearly that most of the students had never take IELTS examination before ( 90%) Only 10% of them had taken it with the results of 6-7 points
The report revealed that a significant 93.30% of respondents had not engaged in any English skill development In terms of communication frequency with foreigners, 46.70% of participants reported interacting with foreigners 3 to 4 times daily, while 26.70% communicated 1 to 2 times per day, and an equal percentage had opportunities to converse more than 4 times each day.
Respondents’ difficulties of listening comprehension
Table 2 Frequency of Listening Problems Related to Listening Text
The average mean score for listening problems among respondents is 3.52, with slang and idiomatic expressions presenting the greatest challenges (mean score = 4.03) Additionally, unfamiliar words posed significant difficulties (mean score = 3.93), and some respondents struggled to interpret the meaning of lengthy listening texts (mean score = 3.50) Other issues included complex grammar structures (mean score = 3.27) and unfamiliar situations (mean score = 3.28), while the least problematic factor was the unorganized text, which received a mean score of 2.20.
Table 3 Frequency of Listening Problems Related to Speaker
Table 3 reveals that respondents frequently experience listening difficulties related to the speaker, with an average mean score of "often." The primary challenge identified is understanding when speakers talk too quickly, scoring 3.90 Additionally, respondents struggle to grasp the meanings of words that are not clearly pronounced, with a mean score of 3.87 Furthermore, some participants reported difficulty understanding speakers with various accents, reflected in a mean score of 3.73.
Some respondents reported difficulty in comprehending natural speech characterized by hesitation and pauses, with an average score of 3.33 Additionally, they found it challenging to understand the speaker's pitch and intonation, reflected in a mean score of 3.30.
A significant challenge in listening comprehension is grasping the meaning of spoken text without the aid of the speaker's body language, which received a mean score of 3.20 Additionally, a portion of respondents reported difficulties in understanding when the speaker uses incorrect grammar, reflected in a mean score of 3.17.
Table 4 Frequency of Listening Problems Related to Physical Setting
The analysis of Table 4 reveals that respondents experience issues with noise most frequently, with a mean score of 3.73, indicating a "sometimes" occurrence Additionally, visual cues aid in comprehending spoken text, reflected by a mean score of 3.40, while the quality of the audio received a lower mean score of 3.27, suggesting that it is also a concern for the respondents Overall, the average frequency of these challenges is rated as "sometimes," with a mean score of 3.46.
Table 5 Frequency of Listening Problems Related to Listener
According to Table 5, respondents reported experiencing listening problems "sometimes," with an average mean score of 3.35 The most significant challenge arose when attempting to comprehend text during the first listening, which garnered a mean score of 3.47 Additionally, issues with poor-quality equipment contributed to difficulties, reflected in a mean score of 3.37 Ultimately, respondents found it challenging to answer questions following the listening activity.
Respondents’ reasons on listening comprehension problems
Table 6 Reasons for Listening Problems Related to Listener
Table 6 indicates that respondents frequently experience listening problems, rating their occurrence as "sometimes." The primary factors contributing to these difficulties include insufficient practice of listening skills (mean score = 3.67), inadequate exposure to diverse listening materials (mean score = 3.60), and a lack of background knowledge (mean score = 3.20) Additionally, physical issues (mean score = 2.97) and psychological factors (mean score = 2.93) also play a role in hindering the respondents' listening abilities.
Opinion form the research questions
4.4.1 English listening problems of students from the Business English program at Hai Phong Private University
Table 7: The Average Mean and The Frequency on The Factors That Affect
Table 7 reveals that respondents remain uncertain about the factors influencing their listening difficulties The most significant issue appears to be related to the listening text, with a frequency score of "often" and a mean score of 3.52 Additionally, listening problems associated with the speaker and the physical setting follow closely, with mean scores of 3.50 and 3.46, respectively Conversely, listener-related issues were identified as the least impactful factor, with a mean score of 3.35.
However, there were other factors that caused listening problem such as less concentration in listening, and the attraction of the listening context These might decrease the listening effectiveness
4.4.2 Listening proficiency of students from the English program at Hai
Table 6 indicates that the primary factors contributing to listening problems are insufficient practice and limited exposure to diverse listening materials To address these issues, respondents suggested enhancing their listening skills through various sources, including movies, music, and conversations They also mentioned the importance of asking speakers to repeat sentences or speak more slowly for better comprehension Additionally, expanding their vocabulary was highlighted as a crucial step for improved understanding of texts and conversations Finally, seeking assistance from tutors was proposed as a valuable strategy for overcoming these challenges.
CONCLUSION, DISCUSSION AND RECOMMENDATION
Summary of the findings
5.1.1 General Information of the Respondents
According to the study, most of the respondents were female (70%) It can be easily seen on the results that most of the respondents had learned English for 7-
10 years It was a bit surprised that most of them had never taken IELTS test before
Many respondents scored between 6 and 7 points, indicating a moderate level of English proficiency Notably, most participants reported not having taken any English courses to enhance their listening skills Additionally, the majority engaged in communication with foreigners approximately 3 to 4 times daily.
5.1.2 Listening problems related to listening text
Many respondents indicated that listening texts posed challenges, primarily due to the use of slang and idiomatic expressions These linguistic elements significantly hindered their comprehension, particularly for Vietnamese participants, who struggled to grasp these phrases due to cultural and background differences.
In addition to the previously discussed factors, respondents' listening ability was also influenced by unfamiliar vocabulary, the interpretation of lengthy audio texts, complex grammatical structures, unfamiliar contexts, and poorly organized content.
5.1.3 Listening Problems Related to the Speaker
The study revealed that respondents identified the speaker's delivery as a significant factor influencing their listening comprehension Participants struggled to understand when the speaker talked too quickly, making it challenging to follow the message Additional factors that hindered their comprehension included unclear pronunciation of words and the presence of various accents.
Many respondents hesitated to ask the speaker to repeat their messages, especially when the delivery was filled with hesitations and pauses The speaker's pitch and intonation further complicated comprehension, making it challenging for the audience to grasp the sentences Additionally, some respondents expressed difficulty in understanding the content without the support of the speaker's body language, and noted that grammatical errors in the speech hindered their overall understanding.
5.1.4 Listening Problems Related to Physical Setting
The majority of respondents indicated that noise significantly impacts their listening comprehension Additionally, some participants noted that visual cues aid in understanding spoken text, while inadequate audio equipment further complicates the listening experience.
- Listening Problems Related to Listener
The respondents expressed uncertainty about the primary factors affecting their listening skills, noting that they found it challenging to comprehend the text during initial listening attempts Additionally, some participants highlighted their dissatisfaction with the poor quality of the equipment used.
At least, they was a bit awkward to answer questions after listening
5.1.5 Respondents Self-Evaluation on Listening Problem
Many respondents acknowledged that insufficient practice of listening skills negatively impacted their ability to listen effectively Conversely, they identified psychological factors as the least significant contributors to their listening challenges.
Discussion
This study presents the listening problem of students at Hai Phong Private university, It will be divided into two parts as follows;
5.2.1 Opinions on Listening Comprehension Problems
The survey revealed several factors impacting listening comprehension, with issues related to the listening text, such as slang and idioms, being the most prominent This suggests a cultural gap between Eastern and Western contexts, where certain expressions may not be easily understood as written Supporting this, Hasan (2000) found that difficulties in listening comprehension stem from the text's structural components, including unfamiliar vocabulary, complex grammatical structures, unfamiliar scenarios, and disorganized content.
The effectiveness of listening can be significantly hindered by the speaker's delivery When speakers talk too quickly, listeners may struggle to comprehend the content Hasan (2000) highlighted that learners encounter difficulties when speakers use rapid speech, varied accents, or unclear pronunciation.
A study identified noise as the primary factor contributing to listening difficulties, with both background and environmental sounds disrupting comprehension Additionally, inadequate equipment exacerbated these issues Yagang (1994) emphasized that the presence of noise, lack of visual cues, and poor-quality equipment play crucial roles in the development of listening comprehension problems.
This study highlights that listeners play a significant role in experiencing listening problems, often struggling to comprehend audio content on the first attempt Additionally, inadequate quality of listening equipment negatively impacts comprehension Hasan (2000) identified similar challenges affecting listening comprehension, including difficulties in understanding the material during the initial listening and challenges in answering questions afterward.
5.2.2 Suggestions on Solving the Listening Comprehension Problems
The respondents have suggested the ways to improve the listening skills
To enhance their language skills, respondents recommend dedicating 1-2 hours daily to listening to movies or music This practice helps them familiarize themselves with different accents and vocabulary, making it easier to comprehend stories Additionally, they suggest asking speakers to slow down if they struggle to understand the dialogue.
Conclusion
The English Program at Haiphong Private university various factors that cause problems in listening Most of the respondents have studied English for 7 -
Despite having a decade of experience, many individuals still struggle with listening skills from various speakers and sources The study reveals that most participants do not engage in the IELTS examination or enroll in other English courses to improve their proficiency.
Three key factors impact listening comprehension: slang, idiomatic expressions, and unfamiliar vocabulary, alongside lengthy texts Students, primarily exposed to English in the classroom, lack opportunities to engage with native speakers outside of class, hindering their listening skills To improve, they should increase their exposure to English through movies and news Additionally, they often struggle when speakers talk too quickly, necessitating requests for slower speech to grasp the intended message.
Noise in the physical environment significantly impacts students' listening comprehension in the classroom Background distractions can hinder their ability to focus, making it challenging to grasp complex business terminology during initial listening As a result, many students opt to review the material at home to enhance their understanding.
Many individuals experience listening problems due to their weaknesses, often stemming from insufficient practice They recognize that increased practice significantly enhances their comprehension of messages.
Recommendation for further research
This study recommends that future research should involve a larger sample size to capture a wider range of responses and perspectives Additionally, it suggests that the researcher distribute the questionnaire to students enrolled in other English Program courses to enhance the diversity of the data collected.
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A Study of English Listening Problems and Listening Proficiency of Business Students at Hai Phong Private University
This research aims to explore the English listening challenges and proficiency levels of students enrolled in the Business English program at Bangkok University Utilizing a combination of questionnaires, tests, and interviews, the study seeks to gather comprehensive data on the listening skills of these students.
Part 1: General background information of the respondents
Part 2: The respondents’ frequency on listening problems
The respondents’ opinions and suggestions on solving the listening problems using the open ended questions
PART 1: GENERAL BACKGROUND INFORMATION OF THE RESPONDENTS
Instruction: Give the mark (X) in the bracket () in front of the message which true for you, or fill in the blank
( ) 0-3 years ( ) 4-6 years ( ) 7-10 years ( ) more than 10 years
3 Have you ever had IELTS Test?
4 Have you ever had English language listening skills development?
5.How often do you communicate with foreigners?
( ) Never ( ) 1-2 times/day ( ) 3-4 times/day ( ) more than 4 times/day
PART 2: RESPONDENTS FREQUENCY ON PROBLEMS OF LISTENING ENGLISH
Instruction: Give the mark (X) in the number which is true for you Each number refers to the following description
2.1Listening problems related to listening text
5 Difficult to interpret the meaning of a long listening text
2.2Listening problems related to speaker
1 Difficult to understand natural speech which is full of hesitation and pauses
2 Difficult to understand well when Speakers speak too fast
3 Difficult to understand the meaning of words which are not pronounced clearly
4 Difficult to understand pitch and international of the speakers
5 Difficult to understand well when speakers speak with varies accents
6 Difficult to understand the meaning of spoken text without seeing the speaker’s body language
7 Difficult to understand well when speakers speak wrong grammar
2.3Listening problems related to physical setting
2 Visual clues help to understand the spoken texts
2.4Listening problems related to listener
1 Difficult to understand the text from the first listening
2 Difficult to answer questions after listening
1 Lack of practicing listening skill
2 Lack exposure to different kinds of listening materials