INTRODUCTION
Background to the study
1.1.1 The Context of EFL Teaching and Learning in Vietnam
Globalization and international economic cooperation have made English the most important global language, with an increasing number of people in Vietnam adopting it as a second language Following Vietnam's accession to the World Trade Organization (WTO) in 2007 and its participation in the ASEAN Economic Community (AEC) in 2015, numerous foreign companies have invested in the country, creating significant job opportunities and higher salaries for Vietnamese workers To succeed in this competitive labor market and achieve their professional and academic aspirations, the younger generation in Vietnam must develop strong English language skills.
In Vietnam, various foreign languages are offered, including English, Chinese, French, Russian, Korean, Japanese, Thai, and Italian; however, English has emerged as the dominant foreign language in university, junior college, and vocational school curricula The proliferation of English language centers, with around 500 located in Ho Chi Minh City alone, highlights the demand from both children and adults seeking better employment opportunities in a country experiencing rapid international growth The importance of English is further underscored by the sentiment that individuals lacking English proficiency may feel marginalized from influential positions (Hoang, 2007, p 147).
Despite a nationwide commitment to investing in foreign language education for children, the outcomes have been disappointing Many students, including college graduates, struggle to communicate effectively in English While undergraduates often excel in grammar and vocabulary, they frequently lack the confidence to speak or articulate their thoughts in everyday situations A significant number of these students possess insufficient foundational and specialized English skills, despite completing English courses throughout their education The root of this issue can be traced back to inadequate high school preparation, as evidenced by the 2014-2015 academic year, where only 16% of high school graduates chose foreign languages as an optional subject in their exams Furthermore, alarming statistics from the Ministry of Education and Training reveal that in the 2017 National High School Examination, 68.38% of students scored below average.
The disappointing results in English teaching and learning can be attributed to several factors Primarily, the quality of assessments has been criticized for being unreasonable and inaccurate, as they predominantly evaluate grammar and vocabulary rather than the essential skills of listening, speaking, reading, and writing This narrow focus leads students to acquire the English language incorrectly, wasting valuable time Additionally, despite the introduction of modern instructional methods like Communicative Language Teaching and Task-based approaches aimed at enhancing student engagement and communication skills, the traditional Grammar-Translation Method remains prevalent in Vietnamese high schools Consequently, teachers often deliver lessons deductively, emphasizing grammar while relying heavily on the first language (L1) for instruction, which neglects the development of speaking and listening skills and places undue emphasis on reading and writing.
Classroom communicative activities are often overlooked by teachers, which is a significant concern According to Nguyen (2014), English textbooks for grades 3 to 10 in Vietnam face serious issues regarding language and content Local authors struggle to create successful English materials due to the influence of their native language on vocabulary and grammar Additionally, the lesson content is rarely updated, leading to reader demotivation from outdated information The most critical factor affecting language education quality is the expertise of teachers Nguyen (2014) highlights that the qualifications of instructors are disappointing, as 92% to 98% of 8,000 surveyed teachers failed the first round of the B2 test Many Vietnamese teachers exhibit poor pronunciation, lack innovative teaching methodologies, and do not invest in their professional development, resulting in outdated teaching methods.
In conclusion, young Vietnamese students and society recognize the importance of English proficiency for their professional and academic success However, they often face disappointing results due to outdated testing methods, obsolete materials, ineffective instructional methodologies, and insufficient teacher qualifications.
1.1.2 The Background of Listening Instruction in Vietnamese High Schools
English listening is a fundamental skill essential for language acquisition, often regarded as the most important in the natural sequence of learning—listening, speaking, reading, and writing For learners of a foreign or second language, a lack of listening comprehension can lead to confusion and misunderstandings, highlighting the need for educators to allocate significant classroom time to this skill Unfortunately, in many language classrooms, including those in Vietnam and specifically at Duong Van Duong High School, listening is frequently overlooked Consequently, the quality and effectiveness of teaching this vital receptive skill fall short of expectations, leaving students without clear guidance or effective strategies to enhance their listening comprehension independently.
Failing to equip students with self-directed learning skills can lead to unexpectedly low listening proficiency levels Therefore, it is essential to provide students with the necessary tools to enhance their listening skills effectively.
Listening comprehension is influenced by various factors, which can be categorized into linguistic and non-linguistic elements (Yan, 2006) Linguistic factors include pronunciation, vocabulary, and pattern drills, while non-linguistic factors encompass psychological and cultural influences For instance, individuals from different countries may have distinct English accents shaped by their native languages, making it challenging for others to understand Additionally, effective listening strategies—defined as the thoughts and behaviors learners employ to comprehend and retain information—are crucial in foreign language acquisition (O’Malley & Chamot, 1990) Researchers emphasize that the ability to utilize these strategies effectively significantly enhances listening skills in a foreign language context.
In the context of teaching English listening skills in Vietnamese high schools, both top-down and bottom-up processes are employed, similar to reading skills The Listening section begins with "Before you listen" activities that help students utilize their prior knowledge to make predictions and focus on the topic while also introducing new vocabulary During the "While you listen" phase, students engage in micro-skills practice, including listening for gist, specific information, detailed understanding, note-taking, and inferring meaning from context Finally, the "After you listen" activities encourage students to apply the information gained from the listening texts by practicing skills such as summarizing or retelling.
1.1.3 The Background of Listening Learning Strategies
The effectiveness of teaching listening skills in English language courses often suffers due to outdated methodologies While employing various strategies can enhance learners' comprehension, many educators resort to a simplistic approach: playing audio recordings and completing comprehension exercises without fostering deeper listening skills This practice reveals a gap between current EFL theory and classroom execution To improve outcomes, it is essential for teachers to focus on developing students' listening strategies and skills, rather than relying on repetitive, random practice.
Listening learning strategies, as defined by Vandergrift (2007), are the techniques that listeners use, either consciously or unconsciously, to comprehend and interpret audio texts Effective application of these strategies is crucial, especially for language learners in the early stages, as it enhances their engagement and relevance in the learning process Research indicates that proficient language learners utilize their background knowledge and cognitive strategies to connect personally with the material while managing the speed and complexity of the audio input They also employ metacognitive strategies to assess their understanding during listening, which aids in retaining both main ideas and details In contrast, less skilled listeners often focus on individual words and translate them into their native language without making personal connections To improve listening comprehension, it is essential for learners to develop and refine effective listening strategies.
Rationale for the study
Listening comprehension is essential for language acquisition and effective communication, as individuals spend most of their time understanding spoken language Poor listening skills can hinder learners' ability to exchange information orally, negatively impacting their communicative competence Unfortunately, in many educational settings, including Duong Van Duong High School, listening skills are often overlooked compared to other language skills This neglect leads to student anxiety and dissatisfaction with their listening test results, as many struggle with vocabulary, pronunciation, grammar, and background knowledge Prioritizing listening comprehension is crucial for enhancing second language learners' overall proficiency.
Being a good listener is challenging, as it requires both background knowledge and linguistic understanding (1997) Language learners must employ listening strategies to facilitate the decoding of spoken language However, there is concern regarding students' awareness and selection of these strategies at the research site Therefore, this study aims to explore the difficulties students face and the frequency with which they use listening strategies.
This survey study, conducted at Duong Van Duong High School, focuses on the listening skills of eleventh-grade students, who face significant challenges and deficiencies in this area.
This study investigates the listening comprehension challenges faced by 11th-grade students and explores the frequency of listening strategy usage in their learning process.
In order to achieve this paper’s objectives, answers to the following research questions are going to be found out:
Research question 1: What problems do the 11 th graders encounter in their EFL listening learning?
Research question 2: To what extent do the students employ listening learning strategies?
This study offers significant benefits for both learners and teachers Students will enhance their understanding of the importance of listening strategies and evaluate their current usage, leading to clearer guidance on mastering these strategies for improved listening skills Meanwhile, teachers will gain insights into whether a lack of knowledge regarding listening strategies has contributed to unexpected outcomes in listening tests This awareness will positively shift teachers' attitudes toward listening skills and learning strategies, enabling them to establish more targeted goals for enhancing the quality of listening instruction and learning.
Besides, in my teaching context researches in listening strategies are limited, so this study will be the basis and the motivation for the further research on this topic.
Thesis outline
The current chapter, Introduction, presents the general interest of the study, the rationale, scope, research objectives and questions and significance of the study
Chapter Two, titled Literature Review, establishes the theoretical foundation for this research by examining relevant areas of interest It begins with an exploration of listening and listening comprehension, followed by a detailed presentation of listening learning strategies Crucially, this chapter also summarizes related empirical studies, identifying existing research gaps to contextualize the current study within its field.
Chapter three, Methodology, outlines the study's design and approach, detailing the context and population involved It discusses the data collection methods, their design and development, and addresses key methodological concerns including reliability, validity, and ethical considerations Additionally, the chapter explains the data collection process, the analytical tools employed, and the presentation of the results.
Chapter 4, titled "Data Analysis and Discussion," presents a detailed overview of the study's findings derived from the analysis of questionnaires and interviews, followed by an interpretation and discussion of these results.
Chapter 5, titled Conclusion and Recommendations, succinctly summarizes the key findings of the study while highlighting its contributions This final chapter also addresses the limitations encountered during the research and provides suggestions for future investigations.
LITERATURE REVIEW
The concept of listening
Listening is often regarded as the least understood and most challenging of the four foundational language skills (Vandergrift, 2007) It is defined as an active process that necessitates engagement from listeners (Rost, 1991).
21) Later, Rost (2002) defines listening as a complex process of “receptive orientation” (i.e what others say), “constructive orientation” (i.e construct and present meaning), “collaborative orientation” (i.e negotiate and response), and
Listening is an interactive process that requires complete concentration at each stage, as it involves receiving, interpreting, and responding to both spoken and nonverbal messages Purdy (1997) emphasizes that listening is about creating meaning, while Buck (2001) further defines it as a comprehensive engagement with auditory information.
The capability to automatically process long samples of authentic spoken language in real time involves understanding the clear linguistic information presented in the text and drawing any necessary inferences that are explicitly suggested by the content.
Listening is the attentive ability to hear and understand spoken language, crucial for effective communication When engaging with a speaker, listeners mentally process information to formulate responses, highlighting the active nature of listening In foreign language learning, focused listening is essential for accurately reproducing spoken content Furthermore, listening encompasses various components, including accent comprehension, pronunciation, and language structure Mastering these elements of vocabulary, grammar, and pronunciation enables listeners to grasp the full meaning within specific contexts Ultimately, effective listening relies on the interconnectedness of these components; any disconnection can hinder comprehension.
Listening is a complex and active process involving symbols, sounds, communication, and knowledge It requires the brain to decode information accurately, emphasizing the importance of effective listening strategies This study focuses on helping learners become more aware of these strategies to enhance their listening skills and manage their comprehension process effectively.
Listening comprehension is a complex skill that is challenging to define, as noted by Liu (2008) A clear understanding of listening comprehension is essential for learning a new language and improving communicative competence Various authors have provided extensive definitions of the term, highlighting its multifaceted nature.
Listening comprehension involves more than merely hearing spoken words; it requires the ability to decode meaningful speech elements for understanding (Hariri, 2014) Vandergrift (1999) emphasizes that this process is intricate and interactive, necessitating listeners to pay attention to various components including sounds, intonation, linguistic structures, and social contexts.
Listening comprehension is often viewed as a passive activity, as noted by Holden (2004), who emphasizes that it requires listeners to receive, process, and output the information they have understood, making it a complex task that demands mental effort However, Thomson (2003) argues that listeners are active participants in this process Supporting this viewpoint, Jinhong (2011) describes listening comprehension as a "process-oriented activity" where listeners engage actively with the audio input in a step-by-step manner.
Listening involves mental effort as individuals process auditory language input, while also being a creative activity where listeners derive or assign meanings based on the information presented, as well as their personal experiences and background knowledge.
Listening comprehension is a complex process that requires students to utilize their language knowledge, including vocabulary, sounds, and grammar, alongside their background knowledge to understand spoken content To enhance their listening skills and effectively manage both language and contextual knowledge, students must develop sufficient listening strategies.
In a typical language lesson, as noted by Brown (2006), there are three key stages: pre-activities, while-activities, and post-activities When focusing specifically on teaching listening skills, Underwood (1989) further categorizes these into pre-listening, while-listening, and post-listening activities This study aims to explore various listening activities that correspond to these three stages.
The pre-listening stage is designed to offer relevant context that mirrors real-life scenarios, fostering motivation among students (Field, 1998, as cited in Richards & Renandya, 2002, p 243) By engaging in specific activities during this phase, educators can help students gain a general understanding of the listening material they are about to encounter (Vandergrift).
In the pre-listening stage, teachers play a crucial role in engaging students by creating and preparing exercises and activities that foster involvement According to Lindsay and Knight (2006), this stage is essential for helping students anticipate and prepare for the listening material To enhance student engagement, educators must be flexible and creative in their teaching methods By incorporating a variety of pre-listening activities, students can think critically, brainstorm, discuss, and make predictions about the upcoming content These activities provide valuable background information, facilitating a more effective listening experience for students.
The primary goal of activities in this stage is to enhance students' ability to extract information from spoken language (Underwood, 1989) This involves focusing on while-listening tasks, which aim to help students comprehend the message and meaning of the spoken content Additionally, teachers should encourage students to listen multiple times to reinforce understanding (Harmer).
Listening comprehension is crucial for students to familiarize themselves with the text and grasp the overall context and ideas presented by the speakers (Wilson, 2008) Initial listening helps students develop a general understanding, while repeated listening allows them to capture specific details and fill in gaps in their knowledge (Wang, 2011) However, in the Vietnamese educational context, students often struggle with listening skills as the curriculum prioritizes grammar instruction over listening practice, which is primarily focused on exam preparation (2007).
Background of listening learning strategies
Listening plays a crucial role in language learning, yet many students feel overwhelmed and ineffective due to a lack of proper listening strategies (Zhang, 2012) Teaching learners effective strategies for tackling listening tasks can significantly enhance their comprehension skills While students struggle with even simple listening texts, teachers often perceive teaching listening as straightforward, as illustrated by Zhang (2012), who notes that the process often involves merely playing a tape and completing exercises However, it is essential for educators to focus on helping students develop robust listening strategies This section will explore the definition, significance, and various categories of listening strategies to enhance learners' listening abilities.
2.2.1 Definition of Listening Learning Strategies
Since the 1970s, research into language learning strategies has gained significant attention due to their crucial role in the language acquisition process Scholars have examined how learners process new information and the strategies they employ to understand, learn, and retain it Wenden and Rubin (1987) define language learning strategies as "any sets of operations, steps, plans, routines used by the learner to facilitate the obtaining, storage, retrieval, and use of information." Similarly, O'Malley describes learning strategies as "special thoughts or behaviors that individuals use to help them comprehend, learn, or retain new information."
Learning strategies are systematic approaches to processing information that enhance comprehension, retention, and overall learning When language learners face tasks like reading or listening, they can employ various strategies to effectively tackle these challenges The successful completion of these tasks often hinges on the use of appropriate language learning strategies.
Listening strategies, as defined by Weinstein and Mayer (1986), are the cognitive and behavioral approaches employed during the listening process to enhance understanding of information These strategies encompass a variety of specialized techniques that listeners choose to improve their comprehension and retention of audio input (Wenden & Rubin, 1987) The effectiveness of these strategies directly influences how much information listeners can acquire, remember, and utilize (O’Malley, Chamot & Kupper, 1989) In essence, listening learning strategies are a collection of effective methods that aid listeners in boosting their comprehension and retention of information from audio materials.
2.2.2 Categories of Listening Learning Strategies
Listening skills, like reading, writing, and speaking, encompass various strategies categorized into three main types: metacognitive, cognitive, and socio-affective strategies, as noted by O’Malley and Chamot (1990) Metacognitive strategies focus on planning, monitoring, and evaluating comprehension In contrast, cognitive strategies involve the manipulation of information, while socio-affective strategies pertain to how learners choose to interact with others.
Oxford (1990) expands on O’Malley and Chamot's (1990) framework by classifying listening learning strategies into two main categories: direct strategies and indirect strategies These categories are interdependent rather than separate, with direct strategies involving the intellectual processing of language, such as vocabulary memorization and form recognition, to manage new information across various tasks In contrast, indirect strategies focus on broader aspects of language learning, including planning, scheduling, and fostering positive emotions among learners The following table will detail the techniques within these two strategy groups, which serve as the foundation for the investigations and applications presented in this paper.
Rebecca Oxford’s Strategy Classification System (1990, pp 18-22)
Strategy Group Strategy Set Specific Strategies
Applying images and sounds Semantic mapping
Practicing Recognizing and using patterns
Repeating Receiving and sending message
Analyzing and reasoning Analyzing contrastively
Translating Creating structure for input and output
Guessing intelligently Using other clues
Centering your learning Paying attention Arranging and planning your learning
Evaluating your learning Self-monitoring
Lowering your anxiety Using progressive relaxation, deep breathing, or meditation Encouraging yourself Listening to your body
Discussing your feelings with someone else
Asking questions Asking for clarification or verification Cooperating with others Cooperating with peer
Memory strategies encompass various techniques designed to enhance memorization These methods often include everyday practices such as note-taking, formulating questions, creating lists, and utilizing calendars or timetables to help users remember important information.
Memory strategies enhance learning by utilizing both external aids and internal memory processes to connect original information with meaningful concepts This approach facilitates the encoding of data, retrieval cues, and symbolic associations, leading to improved long-term information storage in the brain.
According to Oxford's classification (1990), mnemonics are categorized into four units: creating mental linkage, applying images and sound, reviewing well, and employing action Current research primarily focuses on two techniques: creating mental linkage and applying images and sounds, as detailed in Table 2.1 The associating technique enables listeners to connect their existing knowledge with new information, while the grouping technique aids in vocabulary retention by linking sounds with images Additionally, semantic mapping within the strategy of applying images and sounds helps learners organize words effectively.
Memory strategies play a crucial role in enhancing learners' ability to store vocabulary, memorize information, and organize knowledge effectively Research indicates that these strategies significantly improve listening comprehension by aiding in the retrieval and restoration of information heard (Kassem, 2015).
Cognitive strategies, as defined by Ellis (1977), are essential for enhancing learners' understanding of linguistic systems by involving the analysis, synthesis, and transformation of learning materials These strategies foster critical thinking skills, enabling students to strategically and flexibly approach their learning By consciously identifying the information they require, learners can effectively apply appropriate techniques Specifically, cognitive strategies encompass four key techniques: practicing, reviewing and sending messages, analyzing and reasoning, and creating structured input and output.
The "practicing" phase involves recognizing and utilizing patterns to forge connections between newly acquired information and existing knowledge, facilitating the retrieval of relevant data from long-term memory By employing repetition strategies, listeners can mimic the pronunciation and intonation of native speakers, or regularly engage with news broadcasts, particularly on topics like the weather, to enhance their vocabulary in context This understanding of patterns also enables listeners to anticipate the subject matter being discussed by speakers.
The "sending and receiving messages" strategy encourages listeners to quickly grasp information by identifying their listening objectives By understanding whether they are listening to comprehend the main idea, extract specific details, or absorb all the information, listeners can concentrate on key points and enhance their overall listening experience.
The third strategy, known as "analyzing and reasoning strategies," enables listeners to process new language information logically by leveraging their existing knowledge By comparing their first language (L1) with the second language (L2) in aspects like spelling and pronunciation, learners can more easily remember new vocabulary due to their awareness of similarities and differences Additionally, translating the target language into their mother tongue or applying their L1 knowledge directly to understand L2 significantly aids listeners in clarifying concepts.
The strategy of "creating structure for input and output" involves note-taking and summarizing techniques that enhance listeners' comprehension and production of information By taking notes, listeners capture the essence of the audio content, and then employ summarizing to synthesize insights from their notes These strategies serve as valuable tools for learners to effectively grasp the main ideas of listening texts.
In sum, cognitive strategies are perceptions that listeners used to solve listening tasks Processes involve in analyzing, synthesizing and transforming information or input they perceive
Previous studies
This article provides a comprehensive overview of listening comprehension challenges faced by EFL learners and the impact of learning strategies on their development It summarizes nine relevant studies, detailing their objectives, participants, settings, research designs, data collection methods, data analysis, and key findings Additionally, the synthesis of these studies highlights a research gap that justifies the current investigation.
Tavakoli, Shahraki, and Rezazadeh (2012) conducted a mixed-method study examining the link between language learners' metacognitive strategies and their IELTS listening performance The study identified 34 less-proficient learners, scoring below 20 correct answers, and 32 more-proficient learners, scoring above 30 A questionnaire was administered to 62 participants, followed by a stimulated recall session with four selected learners—two from each proficiency group The findings indicated a significant positive correlation between metacognitive strategies, specifically "Directed Attention, Problem Solving, and Planning and Evaluation," and listening performance This suggests that effective planning, focus on incoming information, and activation of prior knowledge enhance L2 listening success Furthermore, the analysis revealed notable differences in metacognitive strategy use, with more-proficient listeners demonstrating greater engagement in task planning and monitoring.
Kassem (2015) conducted a study involving eighty-four Egyptian EFL college sophomores to explore the relationship between listening strategy use, listening comprehension, and self-efficacy The study utilized a revised Listening Comprehension Test based on the Longman TOEFL paper-based test to evaluate participants' listening skills, aiming to identify the most frequently employed listening strategies among the participants.
The study utilized a Listening Strategy Questionnaire and a Self-efficacy Questionnaire to evaluate participants' use of listening strategies and their self-efficacy regarding listening Employing descriptive statistics, correlation coefficients, and t-tests for independent samples, the findings indicated that participants predominantly utilized cognitive strategies, such as inferencing and leveraging background knowledge, followed by metacognitive and socio-affective strategies The limited use of socio-affective strategies may stem from a cultural inclination towards individuality in the Egyptian context Additionally, a positive correlation was found between listening comprehension, self-efficacy, and the overall use of strategies, as well as within the three specific strategy categories.
A study conducted by Shahrokhi, Malekian, and Sayedi (2015) explored the connection between listening strategies employed by Iranian pre-intermediate EFL learners and their listening comprehension abilities The research involved 56 male Iranian pre-intermediate EFL learners enrolled in Sama junior high school in Iran To gather data, the researchers utilized two key instruments: a Listening Comprehension Test and a Listening Strategy Questionnaire.
Comprehension Test which was taken from Cambridge Preliminary English Test
A study conducted in 2003 involving 25 items and 53 questionnaires on listening comprehension strategies revealed significant differences in the mean scores of participants utilizing cognitive, metacognitive, and socio-affective strategies The findings indicated that a higher frequency of cognitive strategy use correlated with greater success in listening comprehension, while metacognitive strategies also yielded satisfactory results In contrast, users of socio-affective strategies scored notably lower than the other two groups This underscores the importance of teaching students various strategies to enhance their listening comprehension and help them identify the most effective approaches.
Manzouri, Shahraki, and Fatemi (2016) investigated the listening strategy use among Iranian EFL learners, focusing on the differences between proficient and less-proficient learners The study involved 40 EFL learners, comprising 10 males and 30 females, who were divided into two groups based on their listening proficiency Data were collected using a Listening Comprehension Test and a Listening Comprehension Strategies Questionnaire, analyzed through SPSS 19.0 The factor analysis revealed three main listening strategies employed by the learners: cognitive, metacognitive, and socio-affective, with a notable preference for cognitive strategies Additionally, the independent-sample t-tests indicated a positive correlation between learners' proficiency levels and the use of metacognitive strategies.
In a 2012 experimental study, Zhang investigated the impact of strategy training on listening comprehension among 56 second-year non-English major students at Shandong Economic College in China The research focused on a single class to assess the effectiveness of the training.
In a study involving 56 participants, an experimental group of 30 received strategies-based listening instruction, while a control group of 26 did not Both groups completed a pre-treatment questionnaire assessing their knowledge and use of listening strategies, as well as their perceptions of these strategies' value They undertook a pre-test and post-test involving three tasks—a story, a news report, and a scientific story—to evaluate changes in listening ability over a 15-week training period During the intervention, the teacher collaborated with the experimental group to develop a list of effective listening strategies based on O’Malley and Chamot's model Additionally, 12 students representing various listening ability levels were randomly selected to provide insights through verbal protocols on their strategy usage The findings indicated that the experimental group increased their use of listening strategies, predominantly favoring bottom-up processing over top-down strategies while striving to comprehend the text as a whole.
In a study conducted by Coşkun (2010) at a Turkish university, the impact of metacognitive listening strategy training on beginner preparatory school students' listening performance was examined The research involved 40 participants, comprising 27 females and 13 males, divided into an experimental group and a control group, each with 20 students Two comprehension tests, a pre-test and a post-test, were administered to assess listening skills, with independent-samples t-tests performed using SPSS to analyze the results The findings revealed that the experimental group, which received metacognitive strategy training, achieved significantly higher post-test scores compared to the control group, indicating that metacognitive strategies effectively enhance students' listening performance.
In an empirical study by Bao (2017), the listening strategies employed by 174 non-English majors and 35 college English teachers were examined, revealing insights into how students learn and teachers instruct these strategies Utilizing two types of questionnaires, the research found that the listening strategies used by non-English majors were at a medium level, with cognitive strategies being the most frequently applied, followed by meta-cognitive and social/affective strategies Similarly, the strategies taught by teachers also fell within a medium level, with meta-cognitive strategies being emphasized the most The study indicated a positive correlation between the strategies instructed by teachers and those utilized by students; however, a notable gap existed in the application of social/affective strategies, as teachers valued both cognitive and social/affective strategies equally, while students rarely employed the latter.
In Vietnam, Le (2015) investigated high school learners' listening strategies in English as a Foreign Language (EFL), focusing on three key areas: the types of listening strategy groups and individual strategies employed, the relationship between the frequency of strategy use and English listening proficiency, and the contrasting approaches of effective versus less effective listeners The research aimed to provide insights into these aspects to enhance language learning outcomes.
A study involving 82 high school learners in the Mekong Delta utilized a questionnaire and a listening comprehension test to gather quantitative data The results indicated that participants had an average awareness of listening strategies, with memory strategies being the most frequently used (M= 3.27, SD= 48) and social strategies the least (M= 2.81, SD= 65) Notably, translating (M= 3.77, SD= 74) and repeating strategies (M= 3.70, SD= 83) were employed at a high frequency, while note-taking was the least utilized (M= 2.52, SD= 95) The findings highlight the importance of enhancing students' awareness of listening strategies to improve their learning process, suggesting that training in these strategies should be integrated into language classrooms to foster student autonomy both in and out of the classroom.
In a mixed methods case study by Ngo (2016), changes in listening comprehension proficiency were examined after an explicit listening strategy instruction (LSI) intervention involving 27 second-year students at Tay Bac University in Vietnam The 11-week program included 22 sessions structured around eight key steps: warm-up, revision, presentation, practice, evaluation, peer feedback, expansion, and self-study, followed by teacher feedback Assessment was conducted using tests from the Cambridge Preliminary English Test (PET) at three intervals: before, during, and after the LSI Additionally, focus group interviews were conducted to gather students' perceptions of the instruction's impact The results indicated that regular use of listening strategies significantly improved students' real-life listening skills and encouraged them to apply these strategies in various listening activities outside the classroom, such as watching English films and engaging in real-life communication.
Seven previous studies have explored the relationship between listening strategies and listening comprehension performance, as well as the actual use of these strategies A mixed-methods design was predominantly utilized, with some studies also employing experimental designs, highlighting its effectiveness in addressing research questions Most participants in these studies were university students Data collection primarily involved listening comprehension tests and awareness questionnaires related to listening strategies The analysis of data was conducted using both quantitative and qualitative methods, with factor analysis, independent-sample t-tests, and correlation analysis being the most common for quantitative data, while content analysis was applied to qualitative data gathered from interviews.
Chapter summary
This chapter offered a comprehensive overview of key theories in listening comprehension and effective listening learning strategies, including definitions, approaches, and stages It also highlighted relevant previous studies that helped identify research gaps for this study The following chapter will outline the research design, participants, contexts, and methods for data collection and analysis.
METHODOLOGY
Research design
To collect data for the posed research questions, the study employed a mixed- methods design with a survey as the main method of data collection Creswell (2012) defines
A survey is a quantitative research method where researchers collect data from a sample or the entire population to understand their attitudes, opinions, behaviors, or characteristics This process involves using questionnaires or interviews to gather numerical data, which is then statistically analyzed to identify trends and test research hypotheses.
The researcher conducted a comprehensive study by initially gathering quantitative data through a questionnaire with 368 participants, followed by qualitative insights from interviews with 20 individuals to enhance the interpretation of the quantitative findings The process is visually represented in the accompanying figure.
Research questions
This study primarily aimed to investigate the listening comprehension challenges faced by 11th-grade students and to explore the frequency of their use of listening strategies in learning To achieve these objectives, specific research questions were developed.
1 What difficulties do the 11 th graders encounter in their EFL listening learning?
2 To what extent do the students employ listening learning strategies?
Research site and participants
The present study was carried out at Duong Van Duong High School, located at
Located at 39 Street No 6 in the Nha Be District of Ho Chi Minh City, Vietnam, Duong Van Duong High School was established in 2012 The school boasts a dedicated team of 8 English language teachers and enrolls 9-11 classes each academic year, with class sizes ranging from 35 to 40 students.
So, the total surveyed students at this school are approximately 1000-1500 In the present study, there are 380 students in grade 11, academic year of 2017-2018
Content analysis (Transcribing, Coding, Organizing)
In this study, convenience sampling was utilized as a non-probability strategy, defined as selecting a group of individuals who are readily available (Fink, 1995, p 67) The researchers chose participants based on their accessibility and proximity, allowing for an efficient data collection process This approach was adopted to ensure ease of recruitment and to streamline the research efforts.
[1] In term of easy accessibility, the researcher was an in-service teacher at Duong Van Duong high school Therefore, she could get permission conveniently
The study's questionnaire was completed over a two-week period, indicating that the participating students were willing to engage without feeling time constraints.
Thanks to this sampling technique, the researcher recruited all 380 students who were in grade 11, in the academic year of 2017-2018 However, there were only
368 eleventh graders participated in responding the official questionnaires (excluding
In a pilot study involving 7 students, a total of 368 participants were included, representing 96.84% of the target sample Among these participants, 187 were female (50.82%) and 181 were male (49.18%) All participants had over 5 years of English learning experience, including 4 years at the secondary level and through grade 10 The learners were primarily at a pre-intermediate proficiency level, as confirmed by entrance and class examinations, ensuring a homogeneous group in terms of language skills.
Research instruments
This section provides a concise overview of the research collection tools utilized in the current study, specifically focusing on questionnaires and interviews A detailed discussion of each primary instrument will follow, but initially, the relationship between the research questions, data collection instruments, and data analysis will be outlined.
The Link between the Research Questions and the Instruments
Research Content Instruments Data analysis question
1 The difficulties faced the 11 th graders in their EFL listening learning
2 The students’ use frequency of listening learning strategies
The questionnaire has emerged as a leading research tool in second language studies, primarily for its efficiency in collecting quantitative data (Creswell, 2012) Defined by Brown (2001) as a written instrument presenting participants with a series of questions or statements for response, it serves as an effective survey method This study employed a questionnaire due to its time-saving advantages over other methods, such as recording and transcribing, and its capacity to reach a large number of participants (Alnasser, 2013).
First, the questionnaire was designed in a multiple-choice format within five options which was adapted for Likert-scale ranging from 1 to 5; in specific, 1= never,
The questionnaire was designed to address two main objectives of this study outlined in Chapter 1: first, to identify the listening challenges encountered by eleventh graders at Duong Van Duong High School; and second, to assess the actual listening learning strategies employed by these students.
The questionnaire comprised two main sections totaling thirty-two items, as detailed in Appendix A The first section, consisting of sixteen items, aimed to identify students' listening challenges related to perception, parsing, and utilization The second section, also with sixteen items, focused on the actual application of listening learning strategies, which were categorized into six sub-groups: memory strategies (items 17-18), cognitive strategies (items 19-22), compensation strategies (items 23-24), metacognitive strategies (items 25-27), affective strategies (items 28-30), and social strategies (items 31-32).
To ensure the reliability of a questionnaire, it is essential to evaluate it using Cronbach’s Alpha, with a desirable reliability range between 700 and 800 In this study, the researcher utilized SPSS software version 20.0 to analyze all 32 items on a five-point Likert scale, as detailed in the accompanying reliability analysis table.
As can be seen from Table 3.2, the SPSS output yielded an alpha coefficient of 751 for the overall 32 items which proved that the questionnaire was highly reliable
To gain a comprehensive understanding of the listening learning strategies employed by eleventh graders at Duong Van Duong High School and the challenges affecting their listening comprehension, the researcher conducted interviews, yielding qualitative results An interview, defined as a direct interaction where a researcher poses questions and a respondent provides answers (Griffee, 2012, p 66), was chosen to gather in-depth insights This approach aligns with Griffee's assertion that “data from interviews can be combined with data from questionnaires to explain or strengthen interpretations” (p 160) The following section presents an overview of the interview methodology utilized in this study.
The researcher opted for a semi-structured interview format, recognized as the most prevalent type in qualitative research (Knight & Arksey, 1999, pp 7-8) This approach allows for a flexible framework that focuses on key themes rather than adhering to predetermined questions (MacDonald).
& Headlam, 2009, p 40) The researcher could flexibly adapt or rearrange the questions in connection to the ongoing process of interviews
The interviews conducted were designed to complement the questionnaire data, as detailed in Appendix B The information gathered from the interviews was systematically organized into three key themes: [1] the challenges faced by students in English as a Foreign Language (EFL) listening comprehension, and [2] the frequency with which students employ language learning strategies to enhance their EFL listening skills.
In the study, all 20 interviews were conducted in Vietnamese to ensure that the participating teachers felt comfortable and could express their thoughts accurately (Le, 2011, p 263).
Data collection and analysis procedure
In this section, the procedure of collecting and analyzing quantitative data and qualitative data from the questionnaire and the follow-up semi-structured interview was briefly described
3.5.1 Collecting and Analyzing Quantitative Data from the Student Questionnaire
Before finalizing the questionnaire, a pilot study was conducted to enhance its reliability, validity, and practicality, as noted by Oppenheim (1999) This preliminary survey was essential for assessing the clarity of instructions and the wording of each item A draft of the 32-item questionnaire was distributed to seven grade 11 students who were not part of the main study The results indicated that while all items were easily understood, it was necessary to shorten the wording to encourage student participation in completing the questionnaire.
The Results of the Pilot Study
Item The first draft of the questionnaire The finalized version of the questionnaire
1 I hear sounds but I am not sure if it is right or I cannot recognize so many sounds
2 Fast speech rate makes me miss the beginning of the text
3 I am unable to recall the meaning of familiar words I am slow in recalling the meaning of familiar words
4 I mistake one word for another Remained
5 I encounter too many unfamiliar words, expressions Remained
6 I miss the next part of the text while I am thinking about the meaning of the earlier part
7 I find it hard to concentrate Remained
8 I do not memorize words or phrases just heard I forget words or phrases just heard
9 I cannot understand the meaning of some words in sentences or whole sentences
10 It is hard to divide long sentences into several parts Remained
11 I have difficulties in following unfamiliar topics Remained
12 It is difficult to understand a lot of new information in a short time
13 I can’t grasp the intended message though I know words
14 It’s hard to arrange ideas of a text in order to get the linkage of ideas
It’s hard to arrange ideas of a text in order to get the relationships among ideas
15 I get confused about the main idea of the text Remained
16 I can’t get the details or supporting ideas Remained
17 I link my background knowledge with what being heard or group the information to restore them
18 I use semantic mapping to learn the words I use semantic mapping to learn the word school and word order
19 While listening, I focus on linguistic elements to understand the text better and repeat information several times to facilitate my retention
While listening, I focus on grammar and structures to understand the text better and repeat information several times to facilitate my retention
20 I try to grasp the main ideas before focusing on other small details
21 I translate between English and Vietnamese words or expressions to understand the target language
I translate, transfer or make the contrast between English and Vietnamese words or expressions to understand the target language
22 I write down what I hear and summarize my notes to understand listening texts better
23 To understand unfamiliar words I hear, I make guesses by using linguistic clues
To understand unfamiliar words I hear, I make guesses by using linguistic clues such as word order and word stress
24 To understand unfamiliar words I hear, I make guesses by using situational context
To understand unfamiliar words I hear, I make guesses by using situational context such as noise and speaker’s tone of voice
25 I decide in advance whether I should be attentive to the whole task or particular details
26 When listening, I had clear goals (listen for main ideas, listen for detail ideas or listen for identifying speakers’ attitudes)
27 I self-monitor the listening process to avoid making mistakes I had before and evaluate how well the task has been done
28 I try to relax or breathe deeply to keep calm before listening English
29 Before listening, I tell myself that I can finish the task Remained
30 I share my feeling with my friends and encourage myself to concentrate on listening English
I share my feeling with my friends and encourage myself to concentrate on listening English even when I can’t hear anything
31 I ask the teacher or my friends to clarify what I am not clear
32 After listening, I exchange the information with friends and cooperate to check comprehension and answer questions
Following the pilot study of the questionnaire, the researcher conducted the official survey research while prioritizing ethical considerations To obtain permission, a consent form was sent to the principal of Duong Van Duong High School, outlining the study's title, purposes, and instruments, while ensuring confidentiality and voluntary participation Additionally, the researcher communicated with English teachers from all ten eleventh-grade classes, sharing the research topic along with relevant thesis-related details to inform them about the study.
On the designated date, the researcher attended classes to introduce the study's purpose and significance After delivering the questionnaires, the researcher provided clear instructions on how to complete them Students were asked to fill out the questionnaires and return them the following week, with completed copies collected by each class monitor A total of 380 questionnaires were distributed across ten classes, resulting in 368 valid responses.
After completing the data collection process, the researcher proceeded to analyze the gathered information using SPSS 20.0 This analysis involved descriptive statistics, including Mean (M), Standard Deviation (SD), Frequencies (F), and Percentages (P), to examine the prevalence of listening problems and the use of listening learning strategies The responses were evaluated based on frequency levels categorized as follows: 1.00-1.80 indicating a very low frequency degree, and 1.81-2.60 representing a low frequency degree.
3.40: Medium frequency degree; 3.41-4.20: High frequency degree; 4.21-5.00: Very high frequency degree
3.5.2 Collecting and Analyzing Qualitative Data from the Student Interview
To gain insights into the first and second research questions, the researcher conducted interview sessions, beginning with a pilot study involving seven students who had previously participated in the questionnaire pilot Additionally, the researcher sought feedback from her thesis supervisor and two M.A lecturers to refine the content and wording of both the Vietnamese and English versions of the interview This led to several adjustments, including a reduction in the number of interview questions to prevent fatigue among interviewees and the addition of details and prompts to each question related to listening learning strategies, enhancing clarity and encouraging more informative responses Ultimately, the interview protocol was finalized and implemented for the main study.
The researcher conducted interviews with a randomly selected sample of 20 participants from ten eleventh-grade classes, labeling them from SI1 to SI20 Among these interviewees, five were males (SI4, SI5, SI11, SI13, and SI20), while the remaining were females The interviews took place in a quiet environment, utilizing semi-structured questions, and were recorded for transcription purposes To facilitate comfortable communication and encourage openness, the interviews were conducted in Vietnamese, following the collection of the questionnaire data.
The researcher conducted a thorough analysis of qualitative data from interviews using content analysis, following a series of methodical steps Initially, the researcher repeatedly listened to the audio recordings to accurately transcribe the interview content Subsequently, the transcripts were meticulously reviewed multiple times The researcher then identified and marked specific text segments, categorizing them into themes based on the research questions, which included the challenges students face in EFL listening comprehension and the frequency of language learning strategies employed by students in this context.
Ethical issues
Informed consent is a crucial ethical component of social research, as highlighted by Kent (1996) This process involves obtaining a written consent form to confirm participants' willingness to engage in the study Following scholarly recommendations, all students in the current study provided informed consent, with strict policies ensuring their anonymity and privacy Participants were also informed about the study's objectives and their expected contributions After receiving approval from the School of Graduate Studies at Ho Chi Minh City Open University, the researcher sought permission from the leader of the English division at Duong Van Duong High School by sending a consent form.
Maintaining anonymity and confidentiality is crucial for ethical research, ensuring that participants' identities are protected In this study, participants were coded from SI1 to SI20 before the implementation of questionnaires and interviews, with only the researcher having access to the original transcripts To uphold ethical standards, no identifying information has been included in the final report, safeguarding the privacy of all participants involved.
Chapter summary
This chapter outlines the methodology of the study, organized into six key sections: research design, research questions, research site and participants, research instruments, data collection and analysis procedures, and ethical considerations The subsequent chapter will present and discuss the findings derived from the questionnaire and interviews conducted in this study.