INTRODUCTION
RATIONALE OF THE STUDY
The primary objective of language learning is to achieve fluency in communication To reach this goal, learners must acquire essential linguistic knowledge, including grammar, vocabulary, and phonology, while also practicing the four key skills: listening, speaking, reading, and writing Among these, listening poses the greatest challenge due to the complexities involved in comprehending a second or foreign language.
As a final year English teaching student and a teacher at Lien Au My English Center (LEA), I am keenly interested in exploring the challenges faced by students in learning English listening skills My thesis, titled “An Investigation on Difficulties in Learning English Listening of Grade 6 Students at Lien Au My English Center (LEA),” aims to delve into these specific difficulties This research is motivated by my knowledge and experience in teaching, which drives my desire to enhance the learning process for my students.
English is a vital global language, widely used in business, media, travel, and communication, making it essential for young people to learn Since the early 1990s, Vietnam has included English as a compulsory subject in its national education system Listening is a crucial skill for effective communication, as it directly influences our ability to engage in meaningful conversations Without understanding spoken language, we risk missing important information and responding inappropriately Moreover, listening serves as a valuable tool for providing students with comprehensible input, which is fundamental to the language learning process Therefore, this study aims to encourage students to focus on enhancing their English listening skills.
Listening is often regarded as one of the most challenging skills in learning and teaching English Similar to reading, it is a receptive skill, yet it frequently proves to be the most frustrating for learners.
Reading allows for greater opportunities to review and understand text, unlike listening in contexts such as TV shows or lectures At Lien Au My English Center (LEA), I've observed that many 6th graders struggle with listening skills, often neglecting them in favor of grammar and vocabulary This neglect leads to a decline in their listening abilities, making it increasingly challenging and uninteresting for them to learn.
I choose this topic to point out the main difficulties grade 6 students are facing and to find out their causes.
THE AIMS OF THE STUDY
The study is done with the following aims:
Many students struggle with developing effective listening skills in English This research focuses on identifying the specific challenges faced by 6th graders at Lien Au My English Center (LEA) during their English listening learning process.
What is more, I also want to explore some of the causes of those difficulties for grade 6 students in learning English listening at LEA English Center.
THE SCOPE OF THE STUDY
The study investigates the challenges faced by 6th graders in developing English listening skills at Lien Au My English Center (LEA) Effective communication relies on four interconnected skills: listening, speaking, reading, and writing, with listening and speaking being particularly interdependent The research highlights that poor listening skills hinder speaking abilities, emphasizing that successful communication requires proficient listening Due to time constraints and limited resources, this study focuses specifically on identifying the common difficulties students encounter in enhancing their listening skills.
The thesis focuses on grade 6 students aged 11 to 12 years old at Lien Au My English Center (LEA) in Tan Uyen Town, Binh Duong Province.
RESEARCH QUESTIONS
The thesis mainly focuses on answering the three following research questions:
1 What are the students’ opinions in grade 6 at Lien Au My English Center (LEA) about English listening skills?
2 What are the difficulties for grade 6 students in learning English listening at Lien Au My English Center (LEA)?
3 What are the reasons why 6th graders at Lien Au My English Center (LEA) have difficulty in learning English listening?
THE METHOD OF THE STUDY
The research will be conducted using both quantitative and qualitative methods The research includes survey questionnaires and interview questions for grade 6 students at Lien Au My English Center (LEA)
Once the results are received, the researcher will use tables and charts to present the data collected.
THE ORGANIZATION OF THE STUDY
This article outlines the research methodology, detailing the research methods employed, the participants involved, the instruments used for data collection, and the techniques for data analysis In Chapter 4, the findings of the study are presented, followed by a discussion interpreting these results Chapter 5 concludes the article with a summary of the study's key points, addresses its limitations, and offers suggestions for future research endeavors.
LITERATURE REVIEW
OVERVIEW OF LISTENING
When discussing language proficiency, many focus on speaking, often overlooking the critical skill of listening While a person may be able to speak a language, this does not guarantee comprehension Conversely, if someone can effectively listen to a sentence, they likely understand it Therefore, listening is a vital skill in language learning, especially in English, and serves as a key indicator of a person's overall language proficiency.
Listening is a crucial skill for acquiring both native and foreign languages, and it is receiving increasing attention in language education Numerous linguists, including Howatt and Dakin (1974), Pearson (1983), Bowen, Madsen, and Hilferty (1985), Purdy (1997), Brown (2001), Helgesen (2003), Lindsay and Knight (2006), Rost (2009), and Jafari and Hashim (2015), have provided various definitions of "listening," highlighting its significance in the language learning process.
Listening, according to Howatt and Dakin (1974), is the skill of recognizing and comprehending spoken language This process includes understanding a speaker's accent, pronunciation, grammar, and vocabulary, as well as grasping the overall meaning of their message.
According to Pearson (1983), effective listening requires the simultaneous integration of phonology, syntax, semantics, and an understanding of text structure, all governed by cognitive processes This highlights the importance of listening skills in achieving language proficiency, even if they are not fully recognized.
Bowen, Madsen, and Hilferty (1985) highlighted that listening involves comprehending spoken language, where students not only hear speech but also analyze sounds, categorize them into lexical and syntactic units, and grasp the intended message This process encompasses receiving the speaker's words, constructing and expressing meaning, engaging in dialogue to negotiate understanding, and actively participating with creativity and empathy to generate meaning.
According to Purdy (1997), listening is the process of receiving, making
5 meaning from, and answering to spoken and/or nonverbal messages
Listening, as defined by Brown (2001), extends beyond simply receiving audible symbols; it involves a complex process that includes the psychomotor reception of sound waves through the ear, followed by the transmission of nerve impulses to the brain This multifaceted act of listening encompasses three key elements: the sender, the message, and the listener.
According to Helgesen (2003), listening is an active and intentional skill that involves not just hearing words, but also understanding their implications and connecting them to existing knowledge Effective listening requires individuals to engage with the information presented, enhancing comprehension and fostering deeper connections with the material.
Lindsay and Knight (2006) contend that listening is primarily a language acquisition skill rather than a language production skill However, the nature of listening—whether it is active or passive—depends on the listener's engagement For instance, in a conversation, listening is active as the listener can interrupt to ask questions, while listening to a radio message or mass media content tends to be more passive.
According to Rost (2009), listening helps us to understand the world around us and is one of the necessary elements in creating successful communication
Jafari and Hashim (2015) emphasized that listening is a channel for comprehensible input and more than 50 percent of the time learners spend in learning a foreign language is devoted to listening
In conclusion, all definitions are given for the purpose of clarifying the nature of listening skills, which are essential in learning a native or foreign language
2.1.2 The importance of listening skills:
Listening is a crucial life skill that enhances your understanding of both yourself and the world around you It plays a vital role in how individuals experience and engage with life In everyday interactions, people tend to listen more than they speak, highlighting the importance of active listening in fostering meaningful connections.
Listening is an essential skill that we practice daily in various settings, such as at home, where we absorb news and engage in conversations, or at school, where students focus on their lessons In professional environments, employees attentively listen to directives and plans from their superiors The act of listening is crucial for personal and professional growth, as neglecting this skill can lead to obsolescence in our rapidly evolving world Therefore, mastering the art of listening is vital for success in everyday life.
Listening is a crucial skill in learning English, as it facilitates the acquisition of other language skills By practicing listening, learners can enhance their understanding of word usage, sentence structure, grammar, and pronunciation, similar to that of native speakers Furthermore, effective listening not only aids comprehension but also contributes to fluency in speaking English Dr Hossein Bozorgian's doctoral dissertation, which surveyed over 700 IELTS exam candidates, highlights that "listening skills are strongly correlated with general language proficiency," emphasizing their role as foundational elements in language acquisition.
Hearing is one of the five senses, while listening is an active choice that involves understanding sounds Listening is crucial in language acquisition, serving as a foundation for developing other language skills According to Nord (1980), it provides learners with essential information needed to use the language effectively This period of listening allows for observation and learning, which is vital for speaking Most learners will engage more with listening than with speaking, making it essential for comprehension Without effective listening skills, individuals may miss key information or respond inappropriately Therefore, listening practice is necessary to help students transition from classroom English to real-world communication more seamlessly.
In psychology, effective listening is a crucial skill that promotes self-directed learning and fosters learner independence Additionally, listening serves as a vital form of communication, emphasizing the adage, "We were given two ears but only one mouth," highlighting the importance of listening over speaking.
7 one mouth; this is because God knew that listening was twice as hard as talking”
It helps students make the transition from classroom English to the real-life English more easily and effectively.
DIFFICULTIES IN LEARNING ENGLISH LISTENING
2.2.1 What problems do students have with listening?
Listening serves various purposes, ranging from relaxation and entertainment, such as enjoying music, to acquiring information, particularly in language learning While casual listening requires minimal skills, effective listening for information demands specific abilities, including pre-listening judgment, focused concentration, and the ability to identify key words and synthesize the information presented Overall, listening encompasses a variety of individual skills essential for effective comprehension.
Many learners find written texts easier to process than their oral counterparts, as they often struggle to grasp the main ideas when listening This discrepancy raises questions about the challenges faced in developing listening skills Various authors have highlighted the common difficulties learners encounter in this area, shedding light on the complexities of auditory comprehension.
In "Teaching Listening," Underwood (1989) identifies several challenges that learners face when listening, including difficulty keeping pace with the speaker's speed, inability to repeat information, limited vocabulary, and trouble recalling all heard information Additionally, learners often struggle to grasp key details, maintain concentration, and develop effective listening habits.
According to Ur (1996), learners face several challenges in developing listening skills in English These include difficulties in recognizing spoken sounds, a tendency to focus on understanding every word rather than the overall meaning, and struggles with comprehending rapid, natural speech Additionally, effective listening requires extensive practice, and learners often find it hard to retain information or anticipate what the speaker will say next Prolonged listening sessions can also lead to fatigue and decreased concentration.
According to Goh (1999), the most common problems students encounter
Listening challenges include quickly forgetting information, failing to recognize familiar words, and misunderstanding the intended message Additionally, listeners may skip ahead while trying to grasp meaning and struggle to form responses based on what they hear Goh highlights issues related to focus and comprehension, urging further exploration of learners' attitudes toward their listening difficulties and their strategies for overcoming these challenges.
Field (2003) highlights key issues in listening comprehension among learners, noting that they often recognize words yet misunderstand their meanings Phonetic variations, such as reduction, assimilation, elision, gasification, and recombination, can lead to confusion Additionally, learners may be familiar with a word in its written form but struggle to recognize it when spoken They also face challenges in processing connected speech, particularly in conversational contexts, where the speed of delivery can hinder their understanding.
In their book "Innovating Methods of Teaching English in High School Vietnam," authors Hoang Van Van, Nguyen Thi Chi, and Hoang Thi Xuan Hoa (2006) highlight several challenges learners face when developing audiovisual skills These difficulties include issues with hearing English sounds clearly, the necessity to comprehend every word to understand the speaker's intent, and struggles to follow native speakers who talk quickly Additionally, learners often need to replay audio multiple times to grasp the content, find it challenging to retain information and anticipate what comes next, and may struggle with maintaining concentration during listening activities.
Learners frequently encounter several challenges when listening to English, including difficulties in recognizing English sounds, limited vocabulary, and a lack of concentration Additionally, many struggle to identify the main idea of the listening material and often find it necessary to listen multiple times to fully comprehend the content.
(6) Failure to keep up with the speaker’s speed
2.2.2 What makes listening so difficult?
There are eight characteristics of spoken language that make it difficult to listen (Brown, 2001, p.252)
1 In spoken language, due to memory limitations, we break down speech into smaller groups of words These are called clustering Examples are “a lot of”, “a number of”, etc Therefore, when listening, learners must choose manageable phrases, avoiding trying to hear every word of the speech
2 Furthermore, spoken language has a lot of redundancy They are the result of repetition, refinement and some insertion such as “As I have said”, etc At first, learners may have trouble with this They are easy to get confused However, with some training, learners can take advantage of redundancies to get more time and information
3 On the other hand, spoken language also has many abbreviations It can be phonetic, morphological, syntactic or pragmatic like “you’re” instead of “you are”, “won’t” instead of “will not”, or “can’t” instead of “cannot” This shortened is really significant difficulties for learners, especially those who are just starting to get used to the full form of English
4 The next characteristic of spoken language is performance variables As a result of unplanned action, spoken language consists of many hesitations (“er”,
“uhm”), false starts, pauses, and corrections They confuse the listeners
5 Colloquial language is another issue that can interfere with listeners in real life as they are accustomed to standard written language In monologues and dialogues, the emergence of idioms, slang, reduced form and shared cultural language are common
6 During the listening process, learners need to understand the language that is conveyed at different speeds and with little pause because they do not have the opportunity to stop the speaker and listen again many times
7 English is a stress-timed language so it is very important that learners understand its outstanding features By emphasizing, rhythm and intonation, listeners are able to interpret more subtle messages such as sarcasm, endearment, insult, solicitation, praise, etc
8 The last but not least, interaction is also a factor that plays a large role in listening comprehension Language learners should be taught instruction in the two-way nature of listening They must learn to continue the process of understanding Some of the interactive rules are negotiation, clarification, attending signals, turn-by-turn, topic nomination, maintenance and termination
In general, language learners need to understand all of these features of spoken language so that they can more easily interact in general and listen in particular
METHODOLOGY
RESEARCH METHOD
The researcher conducted a study at LEA English Center by distributing survey questionnaires and interviewing 6th graders to assess their English listening skills and the challenges they encounter in learning Collaborating with LEA staff, the researcher identified 6th-grade classes to ensure the research yielded authentic and fair results.
PARTICIPANTS
A study involving 40 sixth-grade students, comprising 23 girls and 17 boys from PREKET and KET levels, was conducted at the LEA English Center in Tan Uyen Town, Binh Duong Province The researcher distributed survey questionnaires to 30 students and conducted interviews with an additional 10 students to gather data.
Students aged 11 to 12 in Binh Duong Province are currently enrolled in secondary schools, with most having studied English for six years—five years in elementary school and nearly one year in secondary school, including approximately two years at LEA English Center Despite early exposure to the language, many students lack interest and struggle with effective learning due to various subjective and objective factors Consequently, their English proficiency is limited, particularly in listening skills, presenting significant challenges in their education.
Grade 6 students utilize the textbook "Basic Tactics for Listening" (third edition) by Jack C Richards and Grant Trew, published by Oxford University Press Designed for PREKET and KET levels, this resource is incorporated into four courses: PREKET 1.1, PREKET 1.2, KET 1.1, and KET 1.2 The curriculum features 24 engaging units, each centered around diverse topics, with a primary focus on enhancing English listening skills for sixth graders.
DATA COLLECT INSTRUMENTS
The survey conducted at LEA English Center involved 30 sixth graders and consisted of 11 questions aligned with three key research inquiries The questionnaire was structured into three sections: the first part gathered general information about the students, the second explored their opinions on learning English listening, and the third identified the challenges and reasons hindering their English listening skills.
To ensure the reliability and validity of the samples, questionnaires were distributed directly to 6th graders during recess and collected immediately, allowing students to focus on their recent experiences while answering Prior to the survey, the researcher explained the purpose and significance of the research, addressing any potential misunderstandings about the questions To minimize ambiguity, written instructions were provided alongside oral instructions and Vietnamese explanations Ultimately, 30 students participated in the survey.
An interview was conducted with ten sixth-grade students at LEA English Center to explore their perspectives on learning English listening skills The students willingly participated in the research, providing valuable insights into the challenges they face while listening to English The primary aim was to identify the difficulties encountered by students and the underlying reasons contributing to these challenges.
Following the interview, the researcher utilized the results for data analysis, ensuring that all findings were meticulously documented The analysis will integrate the interview data with responses gathered from the questionnaire, presenting a comprehensive overview in each section.
DATA ANALYSIS
A researcher conducted a study to identify the challenges faced by 6th graders in learning English listening skills, utilizing questionnaires to gather insights The findings revealed varied responses among students, highlighting the different reasons that contribute to the difficulties they encounter in mastering English listening comprehension.
The researcher categorized the challenges faced by students in listening comprehension, which include difficulties such as not recognizing English sounds, struggling to keep up with speech speed, and failing to grasp key information Students often report feeling fatigued and unfocused, needing to listen multiple times for understanding, and lacking the ability to predict subsequent information due to insufficient vocabulary and grammar skills Additionally, various factors contribute to these challenges, including rapid speech, background noise, unfamiliar listening material, limited classroom practice, poor-quality audio equipment, and the presence of colloquial language, which complicates their learning experience.
The researcher identified various classifications of difficulties faced by students in learning English listening skills, along with the underlying reasons for these challenges Each category of difficulty was accompanied by relevant examples, illustrating the specific obstacles that hinder students' listening comprehension in English.
The researcher conducted a thorough analysis of the challenges students face in learning English listening skills, identifying and categorizing these difficulties while providing relevant examples for each Additionally, the researcher offers a clear explanation of the various obstacles and underlying reasons contributing to these listening challenges.
RESULT AND DISCUSSION
STUDENTS’ OPINIONS ON LEARNING ENGLISH LISTENING 13 1 The assessment of English listening skills
4.1.1 The assessment of English listening skills:
The 30 copies of survey questionnaires were distributed to 6th graders at LEA English Center Below is the result obtained from students’ opinions on learning English listening, namely the assessment of English listening skills, the most common answer is that it is very difficult
Chart 4.1: The students’ assessment of English listening skills
Listening is a challenging skill for many students at this center, with 40% expressing that they find it very difficult However, despite its challenges, listening remains an exciting and engaging aspect of learning, as 27% of students acknowledge its difficulty while still finding it interesting, and 13% find it completely captivating English listening lessons offer learners the opportunity to discover new aspects of life and enhance their knowledge.
A significant 10% of students struggle with listening skills, often finding them tedious and challenging This indicates that prolonged difficulties in listening, coupled with a lack of effective improvement strategies, can lead to boredom and a reluctance to engage in learning.
It is very difficult but very interesting
It is quite easy and very intersting
It is very difficult and boring
According to a recent survey, 10% of students find English listening both easy and engaging, highlighting that some students possess a natural talent and passion for the language However, the overall findings indicate that English listening remains a challenging skill for many learners.
Here is the result from interviewing 10 students with the question “How do you feel about English listening skills? Why do you think so?”
Chart 4.2: The interview result of students’ assessment of English listening skills
Chart 2 shows the interview result of the student’s assessment of English listening skills Like the survey questionnaire result, the interviewed students also had difficulty learning to listen Only 1 student (10%) said that English listening skills are not difficult, but up to 9 students said that listening is a difficult skill The specific percentage is as follows, 3 students (30%) think it is difficult, 4 students (40%) think it is very difficult and 2 students (2%) find it quite difficult When asked to answer about the reasons why they think so, the common reasons are that they rarely get high marks in listening skills, sometimes they do not understand the content of listening text and they do not recognize many words of the speakers In short, learning English listening is an insoluble problem with many 6th graders at LEA English Center
4.1.2 The interest in learning English listening:
Research indicates that challenges in mastering English listening skills may influence students' preferences for this aspect of language learning However, survey results reveal that students maintain a strong interest in English listening lessons within the classroom setting.
Table 4.1: The students’ interest in learning English listening
Table 1 reveals surprising results regarding students' perceptions of English listening skills, which are often considered challenging Contrary to expectations, the survey indicates that 30% of students have a strong interest in learning English listening, while 40% express a general liking for it This suggests that listening is not a dull skill; rather, it captivates many learners Notably, only 3% of students dislike learning this skill, and 27% are indifferent, indicating that interest levels can vary based on lesson content, topics, and speaker delivery Overall, while listening remains a difficult skill for most 6th graders at LEA English Center, it is far from boring, with a significant number of students showing enthusiasm for it.
4.1.3 The importance of English listening:
A survey conducted among 6th graders at LEA English Center revealed their perceptions of the importance of English listening skills The results indicate that students recognize listening as a crucial component of language learning, highlighting its role in effective communication and comprehension Overall, the feedback underscores the significance of enhancing listening abilities to improve their overall proficiency in English.
Chart 4.3: The students’ attitudes toward the importance of English listening
Chart 3 highlights the significance of English listening skills among students, revealing that 53% consider it very important, while 30% deem it important Notably, only 10% view listening skills as somewhat important, with no students believing that these skills lack importance.
Interviews with students reveal that listening skills are crucial for learning and improving English proficiency, with 80% of respondents emphasizing their importance Two students highlighted that effective listening enables them to respond appropriately in both English and daily life Consequently, enhancing listening skills should be a daily focus Additionally, three students noted that they engage in listening activities more frequently than speaking, reading, or writing, utilizing various sources such as music, news, movies, conversations, and classroom lectures Given the global prevalence of English, developing strong listening abilities is essential.
Listening is a crucial skill for effective communication and language acquisition, especially in learning English Consequently, there is a growing emphasis on developing listening skills among students.
Very important Important Quite important Not important
4.1.4 The problem in listening skills:
The findings indicate that 6th graders face significant challenges in developing their English listening skills, leading to frequent listening problems To further investigate the prevalence of these issues, the ninth survey question and the third interview question specifically asked students about the frequency of their listening difficulties The results are illustrated in the accompanying chart.
Chart 4.4: The frequency of students having problems in learning English listening
According to the survey results presented in Chart 4, a significant number of grade 6 students face challenges in English listening comprehension Out of 30 surveyed students, 40% reported always encountering difficulties, while 37% indicated they often struggle with listening tasks Additionally, 20% of the students mentioned they frequently experience issues, leaving only 3% who reported such problems as rare.
In an interview with 10 students regarding their experiences with English listening, the findings closely align with those from a survey questionnaire Specifically, 20% of the students reported always encountering difficulties, while 60% indicated they often face challenges in this area Additionally, 10% of the students claimed they sometimes struggle with listening, and another 10% noted that they rarely experience issues.
Students' listening difficulties significantly impact their ability to learn English effectively, highlighting the need for a change in their listening styles and methods.
THE DIFFICULTIES THAT STUDENTS OFTEN HAVE WHEN
Drawing on years of experience in learning English and insights from previous studies, the researcher identified common challenges faced by listeners These difficulties were incorporated into question 10 of a survey aimed at understanding the specific issues encountered by 6th graders at LEA English Center The findings are based on responses from 30 students.
Chart 4.5: The difficulties that students often have when learning English listening
Many learners struggle with English listening skills due to fatigue and lack of focus, making it difficult to recognize sounds and catch key information They often find it challenging to predict upcoming information and keep pace with the speed of speech A limited vocabulary and grammar knowledge further complicate their understanding, requiring them to listen multiple times to grasp the content fully Additionally, they may feel the need to understand every single word to comprehend the overall message of the listening material.
Observing the result in chart 5, it is obviously that the rate of agreement on difficulties that students are facing in listening to English is not too different
In terms of the total percentages at the three levels of “strong agreement”,
“agreement” and “neutral”, the order of difficulties students are facing is as follows: The first is “Do not recognize English sounds” with 87%, the second is
“Do not keep up with the speed of the speech” with 77%, the third is “Cannot catch the main information” with 74%, the fourth are “Feel tired and unfocused”,
A significant challenge for 6th graders in understanding English listening texts is the inability to recognize English sounds, as highlighted by 73% of students who reported needing to listen multiple times to grasp the content Additionally, 73% indicated they cannot predict the next piece of information, while 47% expressed difficulties due to a lack of vocabulary and grammar Furthermore, many students feel they must understand every word to comprehend the overall message, with 30% citing other challenges.
To get more details on difficulties that students often have when learning English listening, the researcher goes into to clarify each difficulty, and the result is shown as follows:
1 Do not recognize English sounds This is the difficulty that many students are facing the most when learning English listening, specifically 37% of students choose “strong agreement”, 23% of them choose “agreement” Besides that, 27% of students choose “neutral”, they may also think they are having this problem However, only 10% of students choose “disagreement” and 3% of them think that they do not have this difficulty when listening In fact, learners do not recognize English sounds is mainly due to: not being able to distinguish homophones and words with similar pronunciation, confusion between positive and negative forms, especially some influences on the pronunciation of word strings in English
2 Do not keep up with the speed of the speech As the result above, up to 40% of students strongly agree and 20% of students agree that they are not keeping up with the speed of the listening lessons In addition, 17% of students are neutral while wondering about their problem, but only 10% disagree and 13% completely disagree In general, failure to keep up with the speaker’s speed is a common difficulty for many students In many listening lessons, the speaking speed of native speakers is too fast, when students’ brains have time to
Many learners often struggle with listening exercises, feeling overwhelmed by the pace of the audio material This can lead to frustration and disengagement, as they perceive themselves as slow and unable to keep up It's essential to recognize these challenges and find effective strategies to improve listening skills and maintain focus.
3 Cannot catch the main information Through the survey result above, there are also many 6th graders who cannot grasp the main point of the listening text, even though they are very focused Specifically, 27% of students strongly agree and also 27% of students agree that they are having this difficulty when listening to English The figure does not differ significantly when there are also 20% of students in neutral, with them this difficulty also occurs frequently in learning to listen However, also 13% of students disagree and 13% of them disagree completely, indicating that there are still some good students in grasping the main idea The reason why it is difficult to grasp the main idea of the listening task is that the listener does not know what is important information to listen to or the listener cannot deduce the main content of the listening text from the key words
4 Feel tired and unfocused When people are uncomfortable with something, even they try not to achieve high results Therefore, when students feel tired and not centered, the effectiveness of learning English listening will not be high According to the result obtained, the current number of students facing this problem is quite common There are about 20% of students choose “strong agreement”, 30% of them choose “agreement” and 23% choose “neutral” During teaching students listening skills, it is easy to spot students who feel tired and sleepy, possibly due to inappropriate listening topics, no listening intent and external influences that make them distracted Therefore, the students must practice listening experience for themselves
5 Need to listen many times to understand For students with good English listening skills, they do not need too many times to complete the listening task However, most of the grade 6 students at LEA English Center find that listening skills are very difficult, they need to listen a lot of times to understand the content Evidence shows that 23% of students strongly agree and 33% of them agree that they have to listen many times to understand what the speakers are saying In addition, 17% of students choose “neutral”, because they also cannot understand the content of the text when listening once or twice There are also
A significant number of students struggle with understanding content despite repeated listening, with 17% expressing disagreement and 10% completely disagreeing with the notion that they can grasp material easily These statistics are minor compared to the larger group of students facing this challenge Consequently, the inability to comprehend repeated information leads to feelings of frustration, headaches, and a sense of hopelessness, causing many students to contemplate giving up.
6 Cannot predict the next information In the process of listening to English, not only listening to the content the speaker is referring to, but also the listeners need to guess the upcoming information In fact, the prediction brings about a number of advantages to students in their listening comprehension, they will limit the subject and content, and then their listening will be more effective However, this is the limit for 6th graders, up to 37% of students agree completely, 23% of students agree and 13% of them choose to be neutral with their failure to predict information the speaker is about to say Besides, only a handful of students, about 27% of them think they can guess the next information According to Hasan (2000), the problem is believed to cause by the habit of listening to word by word Listeners do not focus on any particular cues which help them predict what is going to be talked about Conversely, in every listening task, cues are provided indirectly that well-trained or experienced listener could recognize it naturally
7 Do not have enough vocabulary and grammar More or less vocabulary and grammar also affect the students’ ability to listen English Most students find it difficult to listen to English because they do not have enough vocabulary and grammar, it is clear that about 47% of students agree that their vocabulary and grammar are limited In addition, 23% of the students choose to be neutral, 20% disagree and 10% disagree completely In general, this problem is not about the amount of vocabulary and structure that students have, but on how many words they can remember and use it in real communication situations The way of learning traditional vocabulary and structures by repeatedly recording the words or structures they want to learn with the Vietnamese meaning has limited their ability to memorize for a long time and easily make them “lost” in the maze of words they created
8 Have to understand all the words in order to understand the content of the listening text Looking at the result in the chart above, obviously this is not the common difficulty that many students are facing when learning English listening Because only 17% of students agree completely, 20% of them agree and only 10% are neutral with the fact that they need to listen to all the words to understand the content of the listening text However, up to 53% of students think that they do not have this difficulty when listening This is quite a feasible result because having to understand all the words in the listening lesson will take a lot of time and nobody can wait for the listener to translate all the words into Vietnamese before continuing to speak In fact, sometimes listeners may not need to know all the words and still listen to the other person through key words and body language
Below is the result of interviewing 10 students about their difficulties in learning English listening From there, the researcher finds out how difficult they are in particular
Question 4: What do you think you are having difficulty in learning English listening?
2 Do not recognize English sounds 2 (20%)
3 Do not keep up with the speed of the speech 3 (30%)
4 Cannot catch the main information 3 (30%)
Table 4.2: The interview result of difficulties that students often have when learning English listening
A summary of students' responses regarding challenges in learning English listening reveals significant difficulties Specifically, 20% of students reported feeling tired and unfocused, while another 20% struggled to recognize English sounds Additionally, 30% of students indicated they could not keep up with the speed of speech, and an equal percentage found it challenging to identify the main information.
When asked specifically how students are facing those difficulties, the
23 students enthusiastically cooperated and responded The answers are summarized as follows:
1 Feel tired and unfocused One student replied that his lack of experience in listening caused him to find it increasingly difficult to focus on the listening text Another student thought that due to his poor health, he always feels tired when learning English listening
THE REASONS CAUSE DIFFICULTIES FOR STUDENTS IN
The survey results indicate that 6th graders face significant challenges in learning English listening skills To better understand these difficulties, the final survey question was crafted to uncover the underlying reasons behind students' struggles with listening comprehension in English.
Contents Percentage of students’ choices
1 Limited practice time at class
3 Poor-quality CDs and CD players
“uhm”), false starts, pauses, and corrections
6 Appearance of colloquial language: reduced forms, idioms, slang,…
Table 4.3: The reasons cause difficulties for students in learning English listening
Based on the result in table 3, it shows that the levels of agreeing and disagreeing for given reasons are quite different
Considering the sum of values at the 3 levels of “strong agreement”,
The researcher identified the primary challenges in listening comprehension, ranking "Fast speed speaking" and "Background noise" as the most significant obstacles, each with a 100% agreement Following closely, "Limited practice time in class" was noted at 90%, while "Poor-quality CDs and CD players" ranked third at 83% Additional difficulties included "Unfamiliar content in listening texts" and issues such as "Many hesitations, false starts, pauses, and corrections."
“Appearance of colloquial language” with the same value 80%, and finally is
“Others” with 7% This result shows that the fast speaker’s speed and background noise are the reasons why students have difficulty learning English listening
The researcher conducts an in-depth analysis of the data collected from 6th grade students to assess the levels of agreement and disagreement regarding each reason presented The findings are outlined in detail below.
1 Fast speed speaking The fast speed of speakers is a major obstacle to 6th graders’ English listening because up to 47% of students choose “strong agreement”, 30% of them choose “agreement” and 23% choose “neutral” It is astonishing that no student ever denies that the fast speed make it difficult to learn English listening In fact, during the course of teaching listening skills to grade 6 students, the researcher also found that for each listening lesson at a faster rate than usual, most of the students were confused because they did not know what they were listening to and what they need to do next According to Underwood (1989), speed can make listening passage difficult If the speakers speak too fast, students may have serious problems to understand L2 words In this situation, listeners are not able to control the speed of speakers and this can create critical problems with listening comprehension
2 Background noise Being able to clearly discern background noise is indeed one outstanding reason why students have so much difficulty learning to listen Based on the result in table 3, it is quite clear that up to 50% of the students strongly agree and 30% of them agree that the surrounding noises can make them unable to listen effectively Besides, only 20% of students are on the neutral side because partly they also realize that noise is hindering their listening
Conducting listening tasks in noisy environments significantly hinders students' performance Distractions from surrounding noise prevent them from concentrating, regardless of their efforts Instead of focusing on the single recording, the cacophony creates a confusing blend of sounds, further interrupting their ability to hear and engage with the material effectively.
3 Limited practice time at class There are quite a few students (40%) strongly agree, (27%) agree and (23%) choose neutral because they find this can be the main reason for difficulties in listening Besides, only 10% of students
Many students struggle with listening skills in English due to insufficient practice or improper training methods This lack of effective practice hinders their ability to develop proper listening strategies, making it increasingly difficult for them to improve their listening abilities Consistent and focused practice is essential for enhancing English listening skills and achieving better results.
4 Poor-quality CDs and CD players Most students listen to on the CDs, and whether or not any information in the audio is transmitted clearly depends largely on the quality of the discs and players That is why a large number of students (63%) agree that the poor quality of discs and players can make their English listening learning difficult Also 20% of the students choose “neutral” and 17% of them disagreed, because maybe they think their listening is not good, not mainly due to the quality of the disc In fact, the cassette may be recorded while there are noises around or the cassette is used for such a long time so the quality is worn out and the poor cassette recorders or CD players can make listening difficult for students
5 Unfamiliar content listening text Table 3 shows that unfamiliar content listening text sometimes interferes with students’ learning English listening 30% (strong agreement) and 23% (agreement) of the students have problems with content listening texts which are unfamiliar to them Listening material can cover many different areas of life and society For example, it could be a daily conversation, or views on how someone is dressed and that confuses the listeners These conversations may include words, phrases, or terms that are unfamiliar to the listeners They are totally strange to them so it is such a hard job to listen
6 Many hesitations, false starts, pauses, and corrections In informal talk, difficulties stern from the message is spoken with much hesitation As a result, about 53% of students agree that a speaker’s hesitancy causes confusion while listening, 20% of students are neutral and 20% of them disagree because their listening is rarely distracted by it Briefly, whether it is a habit or not, adding something or removing something to sentences seems to confuse students Yagang (1994) also find that in conversation, non-grammatical structures are used due to speaker’s anxiety and hesitation The speaker can either omit parts of
27 the sentence or add something extra Hence, this limits the listener’s understanding
7 Appearance of colloquial language Colloquial language is issue that can interfere with listeners in real life as they are accustomed to standard written language Therefore, up to 60% of students agree and 20% are neutral because colloquial language makes them difficult to listen to English In addition, students at LEA English Center mostly learn English with teachers who are not native speakers Regarding that, if students listen to an informal conversation, it is certainly much harder than listening to a formal conversation used mainly in English classrooms Unlike recordings in an ESL classroom, the informal conversation includes a number of words that sound strange to students Hence, they don not know what they are listening to Real language consists of colloquialisms, expressions, and even slang which absolutely hardly bring the students any concepts about them McCarthy (1990) points out that it takes native speakers years to acquire an acceptable knowledge of collocation On the other hand, Heron and Seavy (1991) highlight the importance of authentic material for their great improvement in listening comprehension since authentic material related closely to the lives and language variety
To understand the challenges students face in learning English listening, the researcher posed the fifth question during interviews: "What reasons do you think caused difficulties for you in learning English listening?" The summarized responses from the students reveal various factors contributing to their struggles, highlighting key areas that hinder their listening comprehension skills.
Chart 4.6: The interview result of reasons cause difficulties for students in learning English listening
20% Limited practice time at class
Unfamiliar content listening textFast speed speakingBackground noise
Chart 6 shows 4 reasons why 6th graders have difficulty learning to listen and the number of students thinking about those opinions First, 1 student (10%) said that the reason is the limited practice time Second, 3 students (30%) think that the content of the listening text is not familiar Third, up to 4 students (40%) answered that speaking speed is fast The rest, 2 of them (20%) felt that the background noise really made their listening difficult
When asked about why students think those reasons are causing their listening difficulties, responses are presented in the following summary format:
1 Limited practice time at class One student said that he felt that his listening practice time in class was not enough for him to improve and develop his listening skills Therefore, when taking the listening test, he still has not enough experience and strategy to achieve high listening score.
CONCLUSION
SUGGESTIONS FOR THE FURTHER STUDY
The researcher recommends inviting more participants and utilizing diverse information collection methods, such as questionnaires, interviews, and observations, to enhance the validity of future studies This research was successfully completed with the invaluable support of the instructor and peers at Thu Dau Mot University Constructive feedback and critiques are welcome to improve subsequent research efforts.
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Language Teaching Vol 9, No 6; 2016 130 Comprehension, Retrieved January 10, 2013
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Symposium on English Teaching/ Fourth Pan-Asian Conference (pp 526-
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SURVEY QUESTIONNAIRES FOR STUDENTS
TITLE: AN INVESTIGATION ON DIFFICULTIES IN LEARNING ENGLISH LISTENING OF GRADE 6 STUDENTS AT LIEN AU MY
My name is Phan Thi Thuy Hang, a student from class D17AVGD01 I am conducting a survey for my graduation paper titled "An Investigation on Difficulties in Learning English Listening Among Grade 6 Students at Lien Au My English Center (LEA)." Your participation in this questionnaire is greatly appreciated, and please rest assured that all personal information and responses will remain confidential and will not be used for any other purposes Your insights will significantly contribute to the success of this study.
Personal information: (write your answers in the blanks)
4 How long have you been learning English?
5 How long have you been learning English at LEA English Center?
Your opinion on learning English listening: (Circle the best answer for each question)
6 How do you feel about English listening skills?
C It is very difficult but very interesting
D It is quite easy and very interesting
E It is very difficult and boring
7 Do you like English listening lessons at class? xi
8 What do you think about the importance of English listening?
9 How often do you have problems in your listening skills?
Identifying the challenges you face in learning English listening skills is crucial for improvement To assess your difficulties, please indicate your level of agreement with each statement by circling the corresponding number If you wish to revise your response, simply cross out the previous answer and select a new one This self-reflection will help pinpoint the specific reasons behind your struggles, paving the way for targeted strategies to enhance your listening comprehension.
Question 10 : “Do you think you are having the following difficulties in learning English listening?”
When you are learning English listening, you
2 Do not recognize English sounds 1 2 3 4 5
3 Cannot catch the main information 1 2 3 4 5
4 Cannot predict the next information 1 2 3 4 5
5 Do not keep up with the speed of the speech
6 Do not have enough vocabulary and grammar
7 Need to listen many times to understand
8 Have to understand all the words in order to understand the content of the listening text
Question 11 : “Do you think the following reasons cause difficulties for you in learning English listening?”
Contents The choice of students
1 Limited practice time at class 1 2 3 4 5
3 Poor-quality CDs and CD players 1 2 3 4 5
5 Many hesitations (“er”, “uhm”), false starts, pauses, and corrections
6 Appearance of colloquial language: reduced forms, idioms, slang,…
Thank you very much for your cooperation! xiv