INTRODUCTION
Context of the study
Listening comprehension is often considered one of the most challenging skills in English language learning, as it involves various processes necessary for understanding spoken language This includes recognizing speech sounds, grasping the meanings of individual words, and comprehending sentence structures Therefore, listening comprehension goes beyond merely hearing; it requires the ability to understand and connect with the spoken words Additionally, it serves as a foundation for reading comprehension and is crucial for developing speaking and writing skills, making it an essential skill for learners to cultivate.
In recent years, many universities in Vietnam have adopted TOEIC assessment standards as a benchmark for evaluating students' English proficiency, making the TOEIC test increasingly popular among university students aiming for high scores As a teacher at the People's Security Academy (PSA), I have observed that English learners, especially PSA students, often struggle with listening comprehension, leading to feelings of boredom and discouragement Therefore, conducting research on this issue, which has not been adequately addressed, is crucial for improving students' listening skills and overall performance in the TOEIC test.
Statement of the research problem
Listening poses a significant challenge for second language learners due to its inherent complexities While students can navigate conversations in their native language even when they miss parts of the dialogue, they often struggle to apply the same skills in a second language context.
Vietnamese students often struggle with English listening skills because they focus on understanding every single word in spoken texts This leads to difficulties, as they may fall behind trying to grasp the meaning of previous words Additionally, students sometimes find it challenging to identify key vocabulary or fail to recognize familiar words, hindering their overall comprehension.
Students often struggle with various accents, including British, American, Australian, Indian, and French, which can be challenging Lengthy texts that demand high concentration can lead to fatigue and a loss of confidence in their language skills This struggle is reflected in the TOEIC test, where test takers typically score lower in listening compared to other skills (Pham, 2014).
The researcher conducted a survey to examine the challenges students face in comprehension abilities during TOEIC listening assessments, as TOEIC scores are critical for both entrance and graduation at the PSA Students must achieve a minimum score of 300 to enroll in official English classes, and to graduate, they are required to obtain at least 450 points in TOEIC listening and reading, in addition to meeting other academic criteria.
Aim of the study
The study aimed to assess the challenges faced by non-English major students in TOEIC listening comprehension and to explore the correlation between these difficulties and the students' overall English listening proficiency.
Research question
In order to fulfill the above aim, the current study attempted to answer the following questions:
1 How do non-English majors at the PSA perceive their difficulties encountered in TOEIC listening comprehension?
2 Is there any relationship between TOEIC listening comprehension difficulties and learners' English listening ability?
This research study aimed to evaluate the challenges faced by second-year PSA students in their listening comprehension skills and to explore the correlation between these difficulties and their overall listening abilities The focus of the investigation is centered on the educational environment at PSA, highlighting the experiences of students in their learning process.
Scope of the study
The research was conducted at the People's Security Academy, a prestigious institution known for its educational and scientific endeavors It reviewed literature spanning from the early 1970s to 2017, encompassing studies from various global regions Utilizing a quantitative methodology, the study aimed to identify listening comprehension challenges faced by non-English major sophomores at the PSA in TOEIC assessments and to analyze the correlation between these challenges and their final listening test scores The questionnaire was adapted from Hamouda (2014) and focused on three key factors: speaker, listener, and environment.
Organization of the study
The thesis is organized into four chapters as followed:
Chapter 1: Introduction presents the context of the study from which the researcher defines the statement of the problem, and then poses the research questions After that the researcher identifies the scope of the study
Chapter 2: Literature review analyses some general theories related to listening comprehension, the TOEIC test and common difficulties in listening comprehension, and examine if there are any needs for conducting the current research
Chapter 3: Methodology mentions research method in seeking the answer to the research questions raised in chapter 1 Detailed information about the participants of the study, research instrument design and procedures are also provided
Chapter 4: Findings and Discussion collects and reports the findings, discusses and interprets the main results of the study supported by empirical data and the literature review
Chapter 5: Conclusion summarizes the study and provides some recommendations from the study It also states the limitations of the study and makes suggestions for future research
LITERATURE REVIEW
Listening comprehension
Listening comprehension has often been overlooked in second language acquisition, research, teaching, and assessment, making its definition challenging (Osada, 2004) To effectively define listening comprehension, it is crucial to first grasp the concept of listening itself.
Chastain (1971) defined listening as the ability to comprehend native speech at a normal pace Subsequent researchers, including Morley (1972), Postovsky (1975), Goss (1982), and Bowen, Madsen, and Hilferty (1985), characterized listening as a multifaceted process with various stages Morley emphasized that listening involves auditory discrimination, aural grammar, information selection, memory retention, and linking sounds to meanings Postovsky noted that listening encompasses a range from sound discrimination to aural comprehension, while Goss described it as the process of understanding and organizing heard information into meaningful lexical elements.
Bowen, Madsen, and Hilferty (1985) highlight that listening is a vital aspect of oral language comprehension, where students not only hear speech but also analyze sounds, categorize them into lexical and syntactic units, and understand the conveyed message This process involves receiving the speaker's words, interpreting and negotiating meaning, actively engaging in dialogue, and fostering understanding through creativity and empathy.
According to Rost (1994), listening involves the ability to identify and comprehend a speaker's message by recognizing their accent, pronunciation, grammar, and vocabulary He outlines essential components that are crucial for mastering this skill, emphasizing the importance of understanding the speaker's meaning.
- Identifying functions (such as apologizing) in conversations
- Connecting linguistic cues to paralinguistic cues (intonation and stress) and to non linguistic cues (gestures and relevant objects in the situation) in order to construct meaning
- Using background knowledge and context to predict and then to confirm meaning
- Recalling important words, topics and ideas
- Giving appropriate feed back to the speaker
- Reformulate what the speaker has said
Wolvin (2010) presents a comprehensive definition of listening by highlighting four key elements of the listening process The first element is the physiological dimension, which focuses on the body's ability to receive vocal messages The second element is the psychological dimension, where individuals interpret and assign meaning to the sounds they hear through cognitive processes.
The article discusses four key dimensions of communication: the first is the cognitive dimension, which relates to the listener's mental capacity; the second is the sociological dimension, focusing on the listener's response to the received message; the third is the communication dimension, which emphasizes the listener's cooperation in achieving effective communication.
Lynch and Mendelsohn (2002) argue that listening has evolved from a passive activity, where listeners merely received information, to an active process that requires engagement similar to that of speakers They emphasize that listening is not a singular act but rather a complex interplay of related processes, including recognizing spoken sounds, perceiving intonation patterns that highlight key information, and interpreting the relevance of the message to the current topic.
Researchers Mendelsohn (1998) and Wilson (2003) highlight that listening involves both bottom-up and top-down processes for language comprehension The bottom-up processing model, rooted in traditional communication theory, focuses on the literal message being encoded and decoded, as described by Shannon (1948) However, this model overlooks crucial contextual factors, such as the physical environment and speaker relationships (Flowerdew & Miller, 2005), as well as co-textual information from prior discourse (Field, 2008) In contrast, top-down processing relies on schemata, where learners utilize contextual knowledge and prior information to construct meaning from spoken messages (Field, 2008).
After analyzing all above definitions from the general to more specific one, it is understood that listening is the combination of the sound reception, analysis and
8 comprehension Thus, listening comprehension has an integral part to play in students' listening process and it is essential to thoroughly understand the term "listening comprehension"
Listening comprehension is defined in various ways, with Brown and Yule (1983) linking it to the ability to understand what one hears They suggest that a person can grasp a text through auditory learning In an educational context, Dirven and Oakeshott-Taylor (1984) describe listening comprehension as a result of teaching methodology, encompassing related concepts such as speech understanding, spoken language comprehension, speech recognition, and speech perception.
Listening comprehension is an interactive process that involves multiple factors, as noted by experts like Rost (2002), Hamouda (2013), and Nadig (2013) It requires listeners to construct meaning from oral input by utilizing sound discrimination, prior knowledge, grammatical structures, and cues such as stress and intonation Additionally, it encompasses the understanding of speech sounds, the meanings of individual words, and the syntax of sentences, highlighting the complexity of making sense of spoken language.
Faerch and Kasper (1983) suggest that it is not essential for listeners to grasp every word of a message, as not all clues hold equal significance Instead, listeners should focus on understanding the overall meaning to overcome any misunderstandings and remain engaged in the conversation This indicates that comprehension occurs in various phases.
There are three primary types of comprehension: main-idea comprehension, detail comprehension, and full comprehension (Lund, 1990) Main-idea comprehension focuses on understanding the core messages and relies heavily on vocabulary recognition Detail comprehension, on the other hand, involves extracting specific information and can occur independently of main-idea comprehension when listeners are aware of what information to seek Full comprehension, the ultimate objective of listening instruction, encompasses grasping both the main ideas and the details of the message.
Listening comprehension is a complex process that requires active attention from listeners to fully grasp the message being conveyed In this study, the term "listening comprehension" refers specifically to the third type of full comprehension, as proposed by Lund.
In 1990, the focus of this category was on grasping the overall message and specific details in conversations and lectures, particularly in parts 3 and 4 of the TOEIC listening section This understanding of listening comprehension aligns with Rost's framework in the study.
(2002), Hamouda (2013) and Nadig (2013) in which there are contributions of different factors including listeners and oral inputs.
Common difficulties in listening comprehension
In the eyes of many researchers (Azmi Bingol, Celik, Yidliz, & Tugrul Mart, 2014; Buck, 2001; Munro & Derwing, 1999; Goh, 1999; Hasan, 2000; Graham, 2006; Underwood, 1989; Bloomfield et al, 2010 and Walker, 2014; Seferoglu & Uzakgoren, 2004 and Hamouda,
2013) and learners of English, listening is a complex and active mental activity During the process of listening comprehension, various factors may affect learners' listening ability
Lists of general factors have been identified (Yagang, 1994; Boyle, 1984; Teng, 2002, Underwood, 1989) while the role of specific factors has also been examined Some factors
Research has focused on various factors influencing listening comprehension, including regional accents (Bloomfield et al., 2010) and background knowledge (Vandergrift, 2007; Walker, 2014) To illustrate the challenges faced in listening comprehension, the researcher categorized these factors into three main groups: speakers, listeners, and the environment, as shown in Figure 2.1.
- Quality of material (Azmi Bingol, Celik, Yidliz, & Tugrul Mart, 2014)
- Accent (Buck, 2001; Munro & Derwing, 1999; Goh, 1999)
- Unfamiliar vocabulary (Hasan, 2000; Azmi Bingol, Celik, Yidliz, and Tugrul Mart,
- Length and speed of listening (Buck, 2001; Hasan, 2000, Underwood, 1989)
- Different pronunciation of words (Bloomfield et al, 2010 and Walker, 2014)
- Size of classrooms (Bingo et al, 2014)
- Ability to get things repeated (Underwood, 1989)
- Failure to recognize "the signals" (Underwood, 1989)
- Lacking listening strategies (Seferoglu & Uzakgoren, 2004)
- Cultural background knowledge (Vandergrift , 2007 and Walker, 2014)
- Pragmatic knowledge (Vandergrift, 2007 and Walker, 2014)
According to Azmi Bingol, Celik, Yidliz, and Tugrul Mart (2014), learners face numerous challenges in listening comprehension, highlighting the importance of recognizing these issues and actively seeking solutions.
Teachers often utilize recorded materials with subpar sound quality in their classes, which can significantly affect students' ability to understand listening exercises Research by Azmi Bingol, Celik, Yidliz, and Tugrul Mart (2014) highlights the importance of sound system quality in enhancing learners' comprehension.
Understanding the cultural context of a language is essential for learners, as it significantly impacts their comprehension When listening tasks include unfamiliar cultural references, students may struggle to understand the material Therefore, it is crucial for teachers to provide background knowledge related to listening activities beforehand (Azmi, Celik, Yidliz, & Tugrul, 2014).
Research by Munro and Derwing (1999) highlights that varying accents can significantly hinder comprehension Goh (1999) found that 66% of learners identified a speaker's accent as a crucial factor affecting their understanding Both native and non-native unfamiliar accents can severely impact listening comprehension, while familiarity with an accent enhances it Buck (2001) noted that listeners exposed to an unfamiliar accent, such as Indian English, after only studying American English face considerable challenges in understanding.
Research by Azmi Bingol, Celik, Yidliz, and Tugrul Mart (2014) highlights that listening texts featuring familiar vocabulary significantly enhance students' comprehension When learners understand the meanings of words, their interest and motivation increase, positively influencing their listening skills However, the presence of words with multiple meanings can lead to confusion if not used correctly in context, underscoring the importance of context in language learning.
Azmi Bingol, Celik, Yidliz, and Tugrul Mart (2014) highlighted the importance of language competence in students' ability to retain information during extended listening tasks They found that lower-level students struggled to engage with listening materials longer than three minutes, which hindered their comprehension In contrast, shorter listening passages facilitated better understanding and reduced fatigue among learners, according to Underwood.
(1989), speed could make listening passage difficult If the speakers speak too fast, students might have serious problems to understand L2 words
In Underwood (1989)'s view, there are some barriers to effective listening comprehension process
First, listeners cannot control the speed of speech The biggest problem with listening comprehension is that listeners are not able to control how quickly speakers talk
Listeners face challenges when words are repeated, as they cannot replay recordings This limitation makes it hard for teachers to determine if students fully understood the listening material, as they control the timing and frequency of repetitions.
Listeners often struggle with limited vocabulary knowledge, which can hinder their comprehension during conversations When speakers use unfamiliar words, it can cause listeners to pause and focus on deciphering the meaning, resulting in them missing subsequent parts of the speech.
Listeners often struggle with understanding deeper meanings in communication due to a lack of contextual knowledge Familiarity with mutual knowledge and relevant texts can significantly enhance comprehension While they may grasp the surface meaning of a passage, without prior exposure, they may encounter difficulties in fully understanding its overall significance.
Listeners often struggle to maintain focus on audio texts, as even brief lapses in attention can hinder comprehension Engaging listening material can enhance concentration According to Graham (2006), additional factors contributing to difficulties in listening comprehension include limited vocabulary, inadequate grammar skills, and misunderstandings regarding listening tasks.
Listening comprehension challenges are often linked to the type of materials used, as highlighted by Seferoglu and Uzakgoren (2004), who noted that listening strategies are frequently overlooked in teaching Bloomfield et al (2010) and Walker (2014) pointed out that discrepancies between spoken and written language, particularly in pronunciation, can hinder students' understanding The spoken language's variability requires learners to quickly identify words and their linguistic functions, a task made more complex by prosodic features such as stress and intonation (Vandergrift, 2007; Walker, 2014) Additionally, the immediate processing required for oral passages, which leaves only a mental representation after listening, adds to the difficulty of this skill compared to reading (Vandergrift, 2004; Walker, 2014) Cultural background knowledge significantly aids listening comprehension, as familiarity with a culture can enhance understanding Teachers should also focus on pragmatic knowledge, which helps learners infer implied meanings (Vandergrift, 2007; Walker, 2014) Furthermore, Bloomfield et al (2010) noted that regional accents can affect comprehension, with familiar accents being easier to understand Buck (2001) identified various obstacles in listening activities, including unknown vocabulary, unfamiliar topics, rapid speech, and unfamiliar accents.
Listening comprehension challenges for learners can stem from various factors, including unfamiliar vocabulary, complex grammatical structures, and lengthy spoken passages (Hasan, 2000) Additionally, issues such as lack of clarity, disinterest, and the expectation for complete responses to comprehension questions further complicate the listening process Yagang (1994) identified four primary sources of listening comprehension difficulties: the message, the speaker, the listener, and the physical environment Boyle (1984) emphasized that listener, speaker, medium, and environmental factors play crucial roles in affecting comprehension Furthermore, Teng (2002) highlighted four key factors—listener, speaker, stimulus, and context—that significantly influence students' listening comprehension abilities.
Overview of the TOEIC test
The Test of English for International Communication (TOEIC) evaluates the English proficiency of non-native speakers in professional settings It serves as a reliable measure of English skills applicable to various work environments, gaining widespread acceptance among human resource professionals globally Recognized as the leading test for English-language proficiency in the workplace, the TOEIC is utilized by thousands of corporations and is taken by over 5 million individuals annually.
The TOEIC test evaluates listening and reading abilities while also serving as an indirect assessment of speaking and writing skills Research involving large groups of non-native English speakers globally has shown a significant correlation between TOEIC scores and performance in oral interviews As the TOEIC focuses on everyday English proficiency in an international workplace, non-native speakers often take the test to showcase their language skills for corporate or government job applications, enrollment in English programs, and to secure credentials from various government agencies worldwide.
Corporations leverage English training programs to track employee progress, facilitate recruitment and promotions, and implement standardized metrics across various locations Similarly, English programs utilize these metrics to appropriately place students, monitor their advancement, and assess overall program effectiveness Additionally, government agencies employ these measures to document progress in English training initiatives and to support their recruitment, promotion, and hiring processes.
The test has evolved significantly since its inception in 1979, when the Japanese Ministry of International Trade and Industry requested a comprehensive English proficiency assessment The latest format changes in 2017 retained the original testing duration of 2 hours and 45 minutes for Listening and 75 minutes for Reading, along with the same paper-and-pencil administration and difficulty levels The scoring system remains consistent, allowing for score comparisons between the old and new versions This two-hour multiple-choice test consists of 200 questions divided into Listening and Reading sections, where test takers choose the correct answer from four options, as detailed in the official User Guide published by ETS.
This section features 100 questions accompanied by an audio component, organized into four parts Test takers will listen to various statements, questions, conversations, and talks recorded in English, answering questions related to the listening segments The Listening section is designed to take approximately 45 minutes to complete.
• Part II: Question–Response – 25 questions
• Part III: Conversations – 39 questions; 13 conversations with 3 questions each
• Part IV: Talks – 30 questions; 10 talks with 3 questions each
The Reading section of the test features 100 written questions in the test booklet, where test takers engage with diverse materials and answer questions related to the content This section is designed to be completed in 75 minutes.
• Part VI: Text Completion – 16 questions
Single Passage: 29 questions; 10 reading texts with 2-4 questions each)
Multiple Passages: 25 questions; 5 sets of double or triple passages with 5 questions per set
According to Cunningham (2002), an examinee's score is determined by the number of correctly answered questions, with increments of five points The listening and reading sections of the test are graded on a scale ranging from 5 to 495, leading to a maximum combined score.
The TOEIC test, scoring up to 990 points, encourages examinees to guess as there is no penalty for incorrect answers, potentially boosting their overall scores This approach raises questions about the test's accuracy and reliability in measuring English language proficiency The table below illustrates the correlation between TOEIC scores and corresponding levels of language ability.
Can usually communicate adequately as a non-native
An individual possesses a solid understanding within their own experience and can usually articulate appropriate responses, even on topics beyond their area of expertise.
470 speaker is not equivalent to that of a native speaker, the individual has a strong grasp of vocabulary, grammar, and structure and the ability to use the language relatively fluently
Is capable of communicating appropriately in most situations
The individual demonstrates a strong understanding of everyday conversations and can respond naturally, even when discussing specialized topics Communication in typical business settings is generally smooth, with few barriers Although occasional grammatical and structural errors may arise, they are infrequent enough that they do not hinder overall comprehension or fluency.
Has sufficient knowledge for daily activities and conducting business within certain limits
The individual demonstrates a solid grasp of everyday conversations and can easily formulate responses However, they experience challenges in responding accurately and conveying their thoughts in more complex scenarios With a foundational understanding of grammar and structure, they possess a sufficient vocabulary to communicate essential information, despite limitations in expressive capabilities.
Is capable of the minimal communication in ordinary
Can understand simple conversations when the other party speaks slowly and repeats or rephrases what is said Is capable of responding to familiar topics
Knowledge of vocabulary, grammar, and structure is
220 conversation generally inadequate However, if the other party is used to dealing with non-native speakers, the individual can manage to get a point across
Is not able to communicate adequately
Even at a slow pace, basic conversations are only partially comprehended While individuals can communicate using isolated phrases, they struggle to form complete, grammatically correct sentences, which hampers their ability to convey their thoughts clearly.
Table 2.1 Relationship between TOEIC scores and levels of ability
Definition of perception
The term "perception" can be understood in different ways According to the Oxford
Perception is defined as the process of becoming aware of and understanding the world around us It involves receiving information, analyzing it, and responding to various stimuli in our environment This sequential process encompasses awareness, consciousness, and the ability to make sense of the information we encounter.
Perception is influenced by three main factors: the situation, the target, and the perceiver The situational factors encompass time, work environment, and social context The target group includes characteristics such as size, intensity, background, novelty, proximity, and motion Lastly, the perceiver's group is shaped by attitudes, motives, interests, experiences, and expectations This research study explores these elements to understand how they collectively impact perception.
PSA non-English majored sophomores of TOEIC listening comprehension difficulties by using questionnaire with five rating scales.
Previous studies
Numerous studies across various regions have explored the challenges faced by learners in developing listening comprehension skills, shedding light on the specific difficulties encountered in the teaching and learning process.
In the English Teaching Forum, Yagang (1993) explored listening comprehension challenges and solutions from teachers' perspectives He identified four key aspects of listening difficulties: the message, the speaker, the listener, and the physical environment Through a review of related studies, Yagang concluded that educators can enhance students' listening skills by providing appropriate materials, relevant background knowledge, conducive classroom conditions, and effective exercises to foster the development of successful listening strategies.
The author proposed various solutions addressing four key aspects of listening comprehension and suggested a typology of activities for listening lessons However, the study lacked a focus on a specific group of subjects, which rendered its findings overly general and challenging to implement in practical teaching and learning contexts.
Rubin (1994) conducted a comprehensive review of over 130 studies, focusing on more than 115 reports specifically related to listening comprehension research This review identified five key factors that influence listening comprehension: 1) text characteristics, which include variations in listening passages or visual aids; 2) interlocutor characteristics, referring to the personal traits of the speaker; 3) task characteristics, which encompass the purpose of listening and the responses required; 4) listener characteristics, highlighting the personal traits of the listener; and 5) process characteristics, which involve the cognitive activities of the listener and the dynamics of the interaction between the speaker and listener.
By going through current scholarship, he proposed to prioritize the elements that affect listening most for each proficiency level for both bottom-up and top-down processing
Identifying problems and strategies in languages with different transformations is crucial, as these transformations impact the listening process across various proficiency levels Additionally, research into negotiation types that enhance understanding is vital The findings of this foundational research provide a comprehensive review of L2 listening comprehension, serving as a cornerstone for future studies However, the researcher of the current study deemed this previous work unsuitable due to its broad scope, which encompassed all aspects of listening texts and speaker characteristics, whereas the current study focuses specifically on learners' perceptions of listening comprehension difficulties.
The University of Maryland's Center for Advanced Study of Language published a comprehensive ninety-seven-page document that explores the factors influencing foreign language listening comprehension This study emphasizes the characteristics of the listener, the passage, and the testing conditions, drawing insights from current scientific literature summarized in detailed tables Key listener attributes include working memory capacity, metacognitive strategies, proficiency, experience, and anxiety levels The analysis of passages focuses on length, complexity, organization, and auditory features Additionally, the research examines how testing conditions, such as time limits, multiple hearings, and note-taking, impact L2 listening comprehension Overall, the findings underscore the significance of various factors, notably a listener's working memory capacity and the number of ideas presented in a passage.
This literature review significantly contributed to the development of tests and the selection of genuine spoken passages, allowing for an understanding of how factors such as the passage content, examinee characteristics, and testing conditions can affect L2 listening comprehension.
A study by Gilakjani and Ahmadi (2011) explored the factors affecting English listening comprehension and strategies for enhancement The research addressed six key areas: the definition and significance of listening, the process and strategies involved in listening comprehension, an analysis of common comprehension problems, effective teaching methods, recommended listening activities, and general principles for teaching listening skills The authors provided valuable suggestions for improving English listening comprehension among EFL learners, focusing on teaching practices and the design of textbooks and teacher resources.
The study lacked a specific focus on any particular group of subjects, instead aiming to identify the general obstacles students face in listening comprehension As a result, it provided valuable suggestions for teachers to enhance their instructional methods However, the author of this research found that the study's findings were not suitable for her specific teaching context at the PSA.
Two years later, Chao (2013) conducted a study named "Factors affecting college
EFL learners' listening comprehension and listening problems" on Journal of Humanities
This study explored the English listening performance and challenges faced by non-English majors, involving 75 college students, of which 68 provided valid data Using a General English Proficiency Test and a Listening Comprehension Problem Questionnaire, findings revealed that 62% of participants did not achieve the passing score for the intermediate level Participants performed best in Part A of the listening test, followed by Part B, with Part C scoring the lowest The primary listening problems identified were related to input factors, including issues like forgetting content, lengthy texts, uncertainty about strategies, unclear pronunciation, and unfamiliar intonation A strong correlation was found between listening proficiency and the problems encountered, with proficient listeners struggling mainly with forgetting new words, while less proficient listeners faced difficulties focusing and understanding the text Additionally, significant differences in listening problems were noted among students from different colleges.
Chao's research included non-English major students; however, the LCPQ at the immediate level is unsuitable for this study, as most PSA non-English major students are at elementary or pre-intermediate English levels Additionally, since the current study is conducted within the PSA context, comparing students from different colleges is unnecessary.
In the study "EFL Listeners' Strategy Development and Listening Problems," Chen (2013) investigated the evolution of listening challenges faced by 31 Taiwanese college students as they honed their listening strategies over a 14-week period, receiving two hours of instruction weekly The research utilized both quantitative and qualitative methods to assess the shifts in students' perceived listening difficulties and their coping mechanisms Quantitative findings revealed three significant listening problems post-instruction: unfamiliar vocabulary, rapid speech rates, and linking sounds between words Meanwhile, qualitative insights indicated that the changes in students’ perceived listening issues were more complex than initially anticipated.
The study revealed that strategy instruction, including classroom modeling, discussions, and self-reflection, significantly enhanced students' problem-solving skills This empowerment allowed students to better align their strategy use with their listening challenges, learning progress, and personal factors, leading to more effective orchestration of strategies during listening tasks Furthermore, the research examined the evolving perceptions of listeners regarding their challenges and the methods they employed to overcome these obstacles, highlighting the complexity of the listening process.
In 2015, a study by Yilmaz and Yavuz at the World Conference on Educational Sciences in Athens examined the listening skills of 56 fourth-grade students in Turkey, aged ten and eleven The research aimed to identify the challenges students face during the comprehension stage of listening texts and to propose solutions Conducted across three different classes, the study sought to compare the results and gain insights into the listening difficulties experienced by young learners.
The study utilized a questionnaire with four options to identify the listening challenges faced by students during a listening activity involving a children's song The song was selected based on the children's age, level, and recently learned subject matter, featuring eight verbs they had studied the previous week The post-listening activity included a "fill in the blanks" sheet with these verbs In the first phase, students wrote down the verbs after listening to the song, while in the second phase, they reordered a copy of the verbs presented in the wrong order Although the findings provided valuable insights for teaching English to young learners, the use of songs and various activities to assess listening issues among sophomores was deemed unnecessary in this context.
In terms of perception research which discovered students' perceived matters they have to cope with in their apprehension of listening, the literature is varied
Research gaps
Despite extensive discussions among researchers and language experts regarding listening comprehension, particularly concerning the challenges and strategies to address these issues, there are still notable gaps in the study of this subject.
1) Some studies such as Yagang's (1993), Rubin's (1994) and Bloomfield et al's (2010), to name but a few, just reviewed the literature, so they are somehow too general and cannot go into details the difficulties of listening comprehension in practical
2) While the literature review for the broad topic of listening comprehension is immense, the aspect of listening comprehension in TOEIC test has not been properly worked on with in-depth research and detailed analysis, both in Vietnamese and foreign authors' studies
3) During the review of related studies, there was hardly any study mentioning students' actual perception of their difficulties in the listening tests
This study explores the perceptions of PSA non-English majors regarding the challenges they face in TOEIC listening comprehension, highlighting the connection between these difficulties and their overall listening abilities The findings aim to contribute to the broader understanding of listening comprehension issues in language learning.
The literature indicates that listening is a multifaceted process involving sound reception, analysis, and comprehension, requiring listeners to be attentive to grasp the speaker's message This study defines listening comprehension, as categorized by Lund (1990), as full comprehension, which entails understanding both the overall message and specific details in conversations or lectures, particularly in parts 3 and 4 of the TOEIC listening section.
The literature review identified three key challenges in listening comprehension, which will guide the development of data collection instruments in the subsequent phases of the research study Additionally, it included pertinent information regarding the TOEIC test and the concept of "perception."
This chapter reviews findings from ten research studies conducted globally between the early 1970s and 2017 Through this analysis, the current researcher identified specific gaps that require addressing in the present study.
The next chapter will describe the research design and method utilized in the current research
METHODOLOGY
Research question revisited
In order to choose the appropriate research design for this study, it is important to revisit the research questions:
1 How do non-English majors at the PSA perceive their difficulties encountered in TOEIC listening comprehension?
2 Is there any relationship between TOEIC listening comprehension difficulties and students' English listening ability?
This research aims to assess the challenges faced by non-English major students in TOEIC listening comprehension, categorizing these difficulties into three groups: speakers, learners, and environment Additionally, it seeks to explore the relationship between these difficulty categories and the students' listening abilities To address this research question, a quantitative approach has been selected The subsequent sections of Chapter 3 will detail the research design and instruments pertinent to this study.
Research design
The current study employed a quantitative approach through a survey questionnaire, defined as the collection of information from a sample of individuals via their responses (Check & Schutt, 2012) This research method offers diverse ways to recruit participants and gather data, utilizing various instrumentation techniques Survey research can incorporate quantitative strategies, such as numerically rated questionnaires, qualitative strategies, like open-ended questions, or a combination of both in mixed methods.
In this study, information was collected from non-English majored students at the PSA by means of a questionnaire in Vietnamese (See 3.5 for more details about Research instrument design)
The setting of the study
The study was conducted at the People's Security Academy (PSA), a prestigious university in Vietnam and a leading institution under the Ministry of Public Security The PSA's Department of Foreign Languages offers instruction in five key languages: English, Chinese, French, Russian, and Vietnamese, with English being the primary focus The department boasts a team of 26 educators, including one PhD holder, two research students, 20 master's degree holders, and three bachelor's degree holders, all of whom have a minimum of three years of experience in training non-English majors.
Each year, the PSA enrolls approximately 500 high-achieving freshmen across various disciplines, including security operation, politics, law, and English The institution emphasizes a comprehensive education that combines theoretical knowledge with practical skills Starting in their second year, students engage in TOEIC courses, dedicating four 50-minute sessions per week as part of a credit-based program The curriculum utilizes both TOEIC textbooks and customized materials created by instructors to enhance learning outcomes.
Participants of the study
The study involved six classes of second-year non-English majors, comprising 200 participants from diverse localities and educational backgrounds, with an average age of 19 These students have studied English for 4 to 7 years, beginning in secondary school and continuing through their second year at the academy All participants were required to take the TOEIC test in their first year, ensuring they are at the same English proficiency level as classes are organized based on their entrance TOEIC scores They have been focusing on TOEIC listening comprehension for two years and are encouraged to enhance their listening skills in preparation for the TOEIC test they must take in their fourth year to meet university graduation requirements.
Design of research instrument
This study utilized a questionnaire as the primary research instrument to identify the challenges faced by PSA students in TOEIC listening comprehension With a large participant pool, the questionnaire effectively gathers structured and numerical data, allowing for analysis without the researcher's presence, making it a valuable tool for survey information collection (Wilson and McLean, 1994).
Questionnaires are an effective and cost-efficient method for gathering information, as they facilitate quantification and are easy for respondents to complete (Nunan) Their anonymous nature enhances reliability by promoting honesty (Cohen, 2000), while allowing individuals to respond at their own convenience, reducing pressure for immediate answers (Cohen & Manion, 1989; Weir & Roberts, 1994).
This study utilized a structured questionnaire adapted from Hamouda (2013), which was developed after an extensive review of literature on common listening comprehension issues Hamouda's questionnaire was selected for its rigorous design, including a careful examination of its structure, logical flow, clarity, length, and question order to ensure validity Additionally, necessary modifications were made to address semantic ambiguities based on expert feedback.
The adaptation of the questionnaire involved significant modifications to enhance its relevance for current research needs The revised version was streamlined from 61 items to 18 through careful omission and modification The format was adjusted to divide the items into two main sections, with a particular emphasis on the second part, which aims to explore learners' difficulties in TOEIC listening comprehension Additionally, the response scales were simplified from Hamouda's varied 4-point Likert scales to a unified 5-point scale (Never, Seldom, Sometimes, Often, Always) to provide clearer insights.
The questionnaire comprised two main sections: the first gathered background information from respondents, who had the option to remain anonymous The second section featured 17 questions focused on listening comprehension issues, categorized into speaker, listener, and environment factors Participants rated their experiences using a five-point scale ranging from "never" to "always." The questionnaire items were developed in alignment with problems identified in the literature review.
Item Content of the items Listening comprehension difficulties
1 I lose my concentration if the recording is in a poor quality
(Azmi Bingol, Celik, Yidliz, & Tugrul
2 I find it difficult to understand well when speakers speak with variety of accents
3 Content of the message with unfamiliar vocabulary including jargon and idiomatic expressions interferes with my TOEIC listening comprehension
(Hasan, 2000; Azmi Bingol, Celik, Yidliz, and Tugrul Mart, 2014; Buck, 2001;
4 The long listening texts interfere with my TOEIC listening comprehension
Length and speed of listening
5 I find it difficult to understand well when speakers speak too fast
6 Unfamiliar topics interfere with my
7 I find it difficult to recognize the words
I know because of the way they are
40 pronounced (Bloomfield et al, 2010 and Walker,
8 I find it difficult to quickly remember words or phrases I have just heard
Ability to get things repeated
9 I find it difficult to recognize linking sounds and stress words
Failure to recognize "the signals"
10 There are words that I would normally understand in writing, but when I heard them in a stream of speech, I find it difficult to tell where one word finishes and another begins
11 I find it difficult to understand well because I cannot concentrate on listening to the end of the spoken text
12 When I listen to the text, I forget listening strategies I have taught before
13 I use my experience and background knowledge of the topic to understand the spoken text
14 I can use contextual information to understand the spoken text
15 I find it difficult to understand the spoken text which is not of interest to me
16 Too many students in a classroom interfere with my TOEIC listening
17 It is difficult for me to concentrate with noises around
(Hamouda, 2013) Table 3.1 Questionnaire items from literature review
Data collection procedure
To ensure the validity and reliability of the questionnaire, the writer conducted a peer review involving colleagues experienced in qualitative research methods from the English Section of the Department of Foreign Languages at PSA They provided feedback on the questionnaire's ease of completion, clarity of instructions, and alignment with research objectives, helping to identify potential flaws and ambiguous items Additionally, a pilot study was conducted with ten students from six classes to further assess the questionnaire's validity and reliability The results indicated strong reliability, with Cronbach's alpha values exceeding 0.7, confirming that all questions effectively measured the same construct Overall, the questionnaire demonstrated good validity and reliability.
The questionnaires were printed and distributed to students from six classes, A1 to A6, with assistance from trained teachers who ensured adherence to ethical research practices Prior to completing the questionnaire, participants were informed about the research's purpose, and a Vietnamese version of the questionnaire was provided to prevent misunderstandings and reduce reading time A time limit of 15 minutes was established for participants to complete the questionnaire, allowing them to carefully read each item and respond, while also encouraging them to seek clarification from the researcher if needed.
Data analysis procedure
All participants completed the questionnaire in under fifteen minutes The researcher sorted and analyzed the student responses within two weeks to address the research questions Additionally, a peer examination strategy was implemented, with a doctoral colleague from the English Section of the Department of Foreign Languages at PSA, who specializes in qualitative research methods, overseeing and reviewing all stages of the project.
3.7.1 Data analysis for research question 1
The results of the questionnaires were meticulously analyzed using Microsoft Office Excel and the Statistical Package for the Social Sciences (SPSS) to address both research questions The analysis employed various statistical concepts to ensure accurate interpretation of the data.
To effectively interpret and present the collected data, the researcher developed a suitable data interpretation scheme utilizing the mean score method of descriptive statistics The mean score, or average, is calculated by dividing the total sum of all values in a dataset by the number of values, providing a clear representation of the data's central tendency.
Cronbach's alpha is a statistical measure used to assess the internal consistency reliability of research instruments, providing an objective evaluation of measurement consistency The alpha value ranges from 0.00 to 1.0, with 0.00 indicating no consistency and 1.0 representing perfect consistency An acceptable alpha range typically falls between 0.70 and 0.90 or higher, depending on the research context For well-developed attitude scales with as few as ten items, it is recommended that internal consistency estimates approach 0.80.
3.7.2 Data analysis for research question 2
This study investigates the correlation between TOEIC listening comprehension challenges and learners' listening abilities by utilizing test scores as the dependent variable Employing multiple regression analysis, the research aims to determine the extent to which listening exam performance is influenced by difficulties categorized into three distinct groups.
In conducting a multiple regression analysis to explore difficulties faced by speakers, learners, and the environment, it is essential to ensure that certain prerequisites are met for valid results The study utilized final test results from participants in the first semester of the 2017-2018 academic year, which were measured on a continuous scale It included more than two independent variables categorized as nominal variables The independence of observations was verified using the Durbin-Watson statistic, and scatter plots confirmed a linear relationship between the dependent and independent variables The analysis revealed homoscedasticity, indicating consistent variances along the line of best fit, and no multicollinearity was detected among independent variables Furthermore, there were no significant outliers or influential points that could adversely affect the regression equation, and the residuals were approximately normally distributed, as evidenced by a histogram.
In Chapter 2 of the current research, the literature review led the researcher to evaluate various research methods and designs Ultimately, the researcher identified that quantitative research is the most appropriate approach for assessing students' perceptions of their TOEIC listening comprehension.
The survey questionnaire, adapted from Hamouda (2013), was designed to address listening problems identified in the literature review The results of the questionnaire were analyzed using Microsoft Office Excel and the Statistical Package for the Social Sciences (SPSS) to answer both research questions.