MINISTRY OF EDUCATION AND TRAININGHANOI UNIVERSITYENGLISH DEPARTMENT GRADUATION THESIS ONLINE LISTENING: AN EFFECTIVE WAY TO IMPROVE LISTENING COMPREHENSION AMONG SECOND-YEAR ENGLISH MAJ
INTRODUCTION
BACKGROUND OF THE STUDY
Language serves as a universal tool for communication, with English now being the most widely spoken and officially recognized language across the globe Experts such as Broughton, Brumfit, Flavell, Hill, and Pincas emphasize that the spread of English is unstoppable regardless of race, complexion, or creed, leading to its status as a compulsory subject in many educational systems worldwide According to Musumeci (1997), language is fundamentally about communication, making it essential for learners to focus on the four core skills: listening, speaking, reading, and writing Among these, listening is often considered the foundational skill, as Vandergrift highlights that "listening comprehension plays a key role in facilitating language learning."
Listening is the most frequently used language skill, accounting for approximately 40-50% of daily communication, according to Vandergrift (1999), citing Gilman and Moody (1984) Despite its importance, many students from non-English speaking countries face limited exposure to authentic English, leading to frustration and difficulties in listening comprehension Over the past few decades, researchers and educators have dedicated significant attention to improving listening skills, primarily focusing on classroom-based, task-oriented methods However, there is a need to explore new sources and opportunities outside the classroom to enhance students' listening proficiency and overall language learning experience.
Advancements in computer science and technology have profoundly transformed our lives, especially through the widespread accessibility of the internet The internet has significantly benefited various sectors including education, where it offers numerous language learning opportunities Students can practice English through activities such as listening to news on BBC or CNN, watching movies, reading e-books, or chatting with foreigners online At Hanoi University, many English majors dedicate considerable time to internet-based language practice, highlighting the internet’s role in language education Therefore, researching whether online listening activities can effectively enhance English listening comprehension among students is highly valuable.
AIMS OF THE STUDY AND RESEARCH QUESTIONS
Providing a literature review on listening comprehension and online listening.
Investigating students’ views about the advantages of the use of internet sources to practice English listening.
Identifying their problems when using websites for practicing listening.
Exploring their strategies of listening through online sources.
The investigations attempt to answer these questions:
What are the students’ points of views about the effectiveness of online listening to their listening comprehension?
What are some advantages brought by the Internet in terms of listening?
How particularly do they practice listening through the internet sources?
What are the problems they have with online listening?
SCOPE OF THE STUDY
This study does not aim to explore the entire process of teaching listening skills or develop comprehensive strategies for effective listening Instead, it specifically examines the potential effectiveness of online listening activities for enhancing listening comprehension among second-year English majors The focus is on assessing how online listening resources can support language learning and improve students' listening abilities in an academic setting.
The targeted subjects of the study are second year students of English Department at Hanoi University who are in the 4 th semester of the language skills training
Hopefully, this thesis will be a helpful reference for them to look at so that they can make use of online listening to improve their listening comprehension.
SIGNIFICANCE OF THE STUDY
This study is expected to benefit:
1 English Department: It is supposed to suggest the department to apply online sources to teaching English listening in particular and other skills in general Further programs and activities can be developed as well.
2 Teachers: It helps teachers establish pedagogical beliefs related to the effectiveness of employing the internet in the teaching materials through which teaching will be an intrusive linguistic part of the students’ study.
3 Students: It exerts a pull on the students to join a new way of learning Their motivation and readiness will be increased by making use of online sources.
ORGANIZATION OF THE STUDY
The study is composed of 4 main chapters, each of which focuses on one particular issue:
Chapter 1 is the introduction to the study.
Chapter 2 deals with theoretical background concerning the importance of listening, listening comprehension difficulties, listening strategies and the pros and cons of online listening.
Chapter 3 describes methods and procedures consisting of research questions restated subjects, instrumentation and process data collection and analysis.
Chapter 4 addresses readers interested in findings of the survey as well as discussions around these findings The four discussed sections include:
This study compares the self-assessed listening proficiency of students who use online listening resources with those who do not, highlighting the perceived effectiveness of online listening in enhancing language skills Students generally exhibit a positive attitude toward online listening, recognizing its benefits such as improved comprehension and flexibility in practice Online listening offers numerous advantages, including access to diverse audio materials, the ability to customize learning pace, and increased motivation through engaging content Students utilize various methods to listen through online sources, such as streaming platforms, podcasts, and interactive websites, to reinforce their listening skills However, students also encounter challenges when using online websites, including technical issues, lack of guided instruction, and difficulties in selecting appropriate materials, which can hinder their learning experience.
Chapter 5 points out the limitation of the thesis and provides suggestions along with conclusion.
LITERATURE REVIEW
INTRODUCTION
This chapter reviews key theories on general and online listening, emphasizing the importance of listening comprehension in language learning and real-life communication It explains how listening plays a vital role in foreign language acquisition and highlights common challenges that hinder effective listening The review also explores various factors influencing listening comprehension and presents strategies for improving listening skills Additionally, basic concepts related to online listening are discussed, addressing the unique aspects of digital auditory learning The chapter concludes by summarizing all the key points covered in the literature review, providing a comprehensive overview of listening theories and practices.
LISTENING COMPREHENSION
Listening comprehension is a complex, active process involving sound discrimination, vocabulary understanding, grammatical interpretation, stress and intonation analysis, and contextual retention (Vandergrift, 1999) It is more than hearing; it plays a vital role in foreign language acquisition, often underestimated until encountering unfamiliar listening environments (Anderson & Lynch, 1988) Listening is the first language skill to develop, as children learn to speak by listening and imitating sounds from adults (Coakley, 1988; Hatab, 2010) It also serves as a crucial pre-reading skill, enabling students to comprehend and recall orally delivered information, which correlates strongly with reading proficiency (Hatab, 2010; Neville, 1985) Good listening skills contribute to improved speaking, communication, and conversation management, as attentive listeners are better informed and more effective speakers (Maley, 1998; Hatab, 2010) Additionally, listening enhances critical thinking and problem-solving abilities by fostering individual interpretation of stories and situations (Helmen, 1997) Finally, listening acts as a supplementary tool for accelerating grammar learning, supporting overall language development.
In short, listening comprehension is a “highly integrative skill which plays an important role in the process of language acquisition, facilitating the emergence of other language skills” (Vandergrift, 1999).
Many students struggle with improving their listening skills due to common fears and obstacles Various factors significantly impact the listening process and can hinder comprehension Understanding these key challenges is essential for overcoming difficulties in listening Factors such as unfamiliar vocabulary, fast speech, background noise, and lack of focus often make listening particularly challenging for learners By identifying and addressing these issues, students can enhance their listening abilities and become more confident in understanding spoken language.
2.2.2.1 Sounds, intonation, stress and accents in English
Language learning often involves significant differences between the mother tongue and the target language, which can pose challenges for learners According to Penny Ur (1984), students may fail to perceive certain English sounds that do not exist in their native language, such as the /dʒ/ sound in ‘major,’ which Vietnamese speakers might initially assimilate to a familiar /d/ sound The English sound system includes distinctions like long and short vowels—/ɪ/ versus /i:/, /ʊ/ versus /u:/, and /ə/ versus /ə:/—making it necessary for students to practice extensively to differentiate words like ‘sit’ and ‘seat’ or ‘foot’ and ‘food’ (Ur, 1984) Additionally, Chen's (n.d) study highlights that linking and connected speech in English cause difficulties, with students struggling to identify individual sounds within continuous streams of speech, especially with complex sound arrangements.
According to Ur (1984), many foreign language learners face challenges with English consonant clusters, often struggling to pronounce them correctly Learners may misorder consonants, hearing "parts" instead of "past," or omit sounds altogether, resulting in errors like "crips" instead of "crabs." Mastering consonant clusters is essential for improving pronunciation and overall English fluency.
‘crisps’), or hear a vowel that is not in fact pronounced (‘littel’ for ‘little’)” (Ur, 1984, p.12).
Another factor upsetting leaners is stress and intonation since according to Rubin
English stress, intonation, and rhythm significantly influence listening comprehension difficulty In English, intonation is often the sole cue to distinguish different sentence types, unlike in Vietnamese where intonation rarely indicates questions Word stress involves pronouncing specific words more strongly and higher, conveying nuances such as certainty, doubt, irony, or humor through characteristic intonation patterns alongside word choice.
1984, p 13) Thus it is apparently challenging for foreign learners to grasp the meaning of utterances after listening
Different accents can significantly hinder students’ listening comprehension, as learners often encounter non-native English speakers with diverse pronunciation patterns Ur (1984) highlighted that the English students need to understand in real-world settings is often not spoken with a native accent, emphasizing the importance of exposure to various accents Given that English has become the global language, effective communication with non-native speakers from different regions is essential, making it crucial for learners to develop the ability to understand a wide range of accents Consequently, those who regularly listen to and practice with different accents are more likely to succeed in understanding diverse English pronunciations and enhancing their overall listening skills.
Vocabulary plays a crucial role in language acquisition and can be a significant challenge for learners According to Ur (1984), "much of the vocabulary used in colloquial speech may already be known to the foreign listeners; but this does not mean that he is familiar with it" (p.17) Learners often struggle to recognize words they have learned when spoken quickly or in natural speech contexts When acquiring new vocabulary, students tend to focus on the word's appearance and clear pronunciation, often neglecting how it sounds in rapid speech or within connected sentences Consequently, variations in pronunciation across different contexts can cause learners to fail to recognize familiar words, hindering their understanding and fluency optimizing vocabulary recognition is essential for effective language learning and communication.
Foreign language learners often struggle with colloquial collocations, which are pairs or groups of words that frequently occur together and are perceived as single items by native speakers Examples include contractions like “can’t,” “we’re,” “gonna,” and “they’re,” which can cause confusion and take learners considerable time to adapt to Understanding and mastering these common informal expressions are essential for improving fluency and natural communication in a foreign language.
Language learners often find native speakers speak too quickly, making it difficult to process incoming information The main challenge for listeners is not reading comprehension but controlling the speed of speech Research by Rubin (1994) highlights that speech rate significantly impacts listening comprehension, while Chen's (n.d) study concludes that fast input is a key reason for learners' listening difficulties Overall, speaking speed creates a significant barrier for foreign language learners, especially in listening tasks.
Practicing listening can often lead to distractions caused by redundancy, which refers to a psychological issue among foreign language learners where they feel compelled to understand every detail, even unimportant ones This obsession with grasping every word can hinder effective comprehension, as learners may become discouraged or overwhelmed when they encounter unfamiliar terms According to Ur (1984), trying to understand every single word can be counterproductive, because it prevents listeners from recognizing natural pauses or breaks in speech that serve as opportunities to process important information Effective listeners need to overcome this psychological barrier by learning to distinguish essential content from unnecessary details, thereby making better use of redundancy to absorb crucial information during listening practice.
In foreign language listening comprehension, learners often struggle with inaudible speeches and confusing background noise, which hinder understanding and lead to frustration According to Ur (1984), learners find these auditory interferences more challenging than native speakers because their processing speed is slower, requiring greater effort to grasp messages Disruptions such as sudden ringtones or creaky doors can easily distract learners, causing them to lose focus As Hatab (2010) notes, these incomprehensible noise bits can make learners feel like they are failing, increasing stress and anxiety during listening activities.
Learning a foreign language can be a tiring and arduous process, especially when it involves perceiving and differentiating unfamiliar sounds, syntax, and lexical meanings Listening, in particular, is heavily impacted by fatigue, as learners depend on the speaker's talk duration without opportunities for breaks, which can diminish their comprehension over time Ur (1984) found that listeners' ability to absorb information is most effective at the beginning of extended listening tasks and declines as they continue Similarly, Chen (n.d) reported that some learners identify fatigue as a key factor impairing spoken word processing, highlighting how fatigue, despite being an unavoidable aspect, can significantly reduce listening comprehension efficiency.
Learning a foreign language often presents significant challenges due to cultural differences, beliefs, norms, and rules that create barriers for learners These background problems can be disheartening and impede progress in language acquisition According to Anderson, understanding and bridging these cultural gaps is essential for successful language learning and communication Overcoming these obstacles enhances learners' proficiency and fosters better cross-cultural understanding.
Lynch (1988) emphasizes that background knowledge is essential for learners to understand a language effectively He states that the lack or incompleteness of shared schematic or contextual information can lead to non-comprehension and make understanding difficult or impossible for foreign listeners Therefore, acquiring extensive background knowledge is crucial for foreign language learners to enhance their comprehension and facilitate more effective language learning.
Listening comprehension is essential for successful foreign language acquisition, as it plays a crucial role in developing overall language skills Despite its importance, listening activities are often overlooked in language training programs, which is a missed opportunity for learners In our native language, we spend the majority of our time listening, highlighting the need to prioritize listening practice in language learning to improve fluency and comprehension.
(Cunningsworth, 1984) Hence, it is crucial for every learner to employ specific strategies to improve their listening skills because, as stated by Vandergrift (1999),
“listening comprehension is anything but a passive activity” (p.168).
2.2.3.1 Making use of clues strategies
ONLINE LISTENING
We live in a digital media era where young people are constantly connected through technology, engaging in online chatting, blogging, gaming, and mobile communication for social and informational needs The Internet’s vast and diverse content makes it an ideal tool for education and training across almost every subject When learning a foreign language, understanding authentic spoken forms is crucial, yet opportunities to practice with native speakers are limited Online resources, offering thousands of educational materials, provide valuable listening and practice opportunities that can be integrated into lessons and self-study.
The World Wide Web offers numerous advantages for language learners, including high accessibility from any internet-connected device, allowing learners to listen to audio files, podcasts, and news anytime and anywhere (Barr, 2004) It provides a vast array of up-to-date resources and materials that can be regularly updated, surpassing traditional textbooks (Barr, 2004) Additionally, the internet promotes active and dynamic learning, encouraging students to explore topics of interest and engage with authentic, real English content According to Rixon (1986), authentic listening materials—recorded in real-life situations—offer natural language exposure that native speakers naturally use, which is crucial for learners craving genuine pronunciation, intonation, and accents Access to reputable websites like BBC, CNN, and Effortless English makes authentic native English materials easily reachable Moreover, internet-based learning is a cost-effective method, making meaningful language education affordable for a broad audience (Warschauer, Shetzer, & Meloni, 2000).
Most internet resources, such as free podcasts, are easily accessible and affordable for nearly every family and user These readily available language materials play a significant role in supporting and enhancing foreign language acquisition As Barr (2004) highlights, the vast array of online resources provides valuable assistance for learners seeking to improve their language skills.
The World Wide Web offers numerous advantages but also presents significant limitations One major challenge is the vast amount of information available, making it time-consuming for users to find desired materials and potentially discouraging learners (Barr, 2004) Additionally, assessing the quality of online content is difficult due to the lack of regulation, leading to confusion when sorting reliable resources (Barr, 2004) Technical issues, such as slow data transmission speeds and server outages, further hinder the user experience, making downloading media files slow and testing learners' patience (Barr, 2004) For language learners, authentic speech online can be too complex for lower-level students to understand fully and often lengthy or incoherent, as speakers tend to digress from main points (Rixon, 1986) Moreover, online listening exercises lack interactivity, as they are typically asynchronous, preventing learners from asking questions, seeking clarification, or engaging in real-time interactions (Bartoš, 2008).
SUMMARY
Listening comprehension plays a crucial role in foreign language learning by providing essential aural input that forms the foundation for language acquisition and enables learners to engage in spoken communication Online listening practices have become one of the most effective methods for improving listening skills in the digital age Despite occasional challenges and errors associated with internet use, the benefits of leveraging the World Wide Web for language practice outweigh the drawbacks Therefore, utilizing technological advancements like online listening resources is highly valuable for efficiently enhancing language proficiency.
METHODOLOGY
INTRODUCTION
This chapter presents a quantitative assessment method to evaluate whether second-year English Department students at Hanoi University are effectively using online listening for their language learning The study utilizes a survey instrument to explore students’ attitudes and perceptions of online listening’s effectiveness, while also examining the correlation between their listening proficiency and online listening habits Additionally, an analysis of interviews provides valuable insights into students’ practices and strategies for practicing listening through internet resources, highlighting key factors influencing their online listening experiences.
RESEARCH QUESTIONS RESTATED
This thesis investigates whether online listening effectively helps English Department students at Hanoi University improve their listening comprehension skills The study aims to answer four key research questions regarding the impact and benefits of online listening practices Findings suggest that online listening is a valuable method for enhancing students' listening abilities, providing flexible and accessible opportunities for practice The research highlights the importance of integrating online listening activities into language learning curricula to promote better comprehension skills among students Overall, the study concludes that online listening serves as a beneficial tool for students seeking to improve their English listening proficiency.
1 What are the students’ points of views about the effectiveness of online listening to their listening comprehension?
2 What are some advantages brought by the Internet in terms of listening?
3 How particularly do they practice listening through the internet sources?
4 What are the difficulties they have with online listening?
SUBJECTS OF THE STUDY
This study involved 50 second-year English majors randomly selected from 12 classes at Hanoi University's English Department, all of whom had gained experience with various listening techniques through three terms of training Despite acquiring substantial knowledge and listening skills, these students still face challenges in listening comprehension Given the widespread use of the Internet and the popularity of online listening practice among students, they represent the ideal participants for this survey.
INSTRUMENTATION
This study utilized a survey method with a questionnaire as the primary data collection tool to gather insights on students’ perceptions of online listening The questionnaire aimed to present a quantitative overview of students' attitudes, motivations, and challenges related to online listening practices (Creswell, 2003; Research Methodology, n.d) A pilot survey with 10 students was conducted to refine the questionnaire, ensuring clarity and maximizing response accuracy The instrument consists of four parts: initial questions explore students’ frequency and duration of online listening, along with their perceptions of its effectiveness and motivational impact; the second part identifies common difficulties faced during online listening practice; the third part investigates preferred listening strategies among students; and the final section involves a self-assessment of foreign listening proficiency to compare skills between students who use online listening and those who do not, with detailed explanations provided in the findings.
PROCEDURES
To ensure objective and unbiased results that accurately represent the entire population, the study employs random sampling, giving all second-year English Department students an equal chance of selection (Creswell).
A total of 55 questionnaires were randomly distributed, with 50 completed responses received, resulting in a high response rate Participants were given 30 minutes to carefully consider and answer all questions, which included a clear introduction outlining the purpose and straightforward instructions, eliminating the need for verbal explanations The collected responses were coded and analyzed using Excel, with results visually represented in charts for clearer interpretation A sample of the questionnaire is provided in Appendix 1 at the end of the thesis, ensuring transparency and replicability of the data collection process.
FINDINGS AND DISCUSSIONS
INTRODUCTION
This chapter provides a descriptive analysis of qualitative data collected from a questionnaire targeting second-year English Department students at Hanoi University, focusing on their perceptions of online listening effectiveness It highlights the advantages brought by the Internet to students’ listening practices and explores how they utilize online tools for practicing listening skills The chapter also identifies challenges faced by students when engaging with online listening resources Based on these findings, recommendations will be proposed in the final chapter to enhance online listening experiences for students.
FINDINGS AND DISCUSSIONS
4.2.1 Comparison of self-assessed listening proficiency between students who use online listening and who do not
The number of respondents who do not use online listening
The number of students who use online listening L1
Table 1: Distribution of students’ self-assessment listening proficiency
This study utilizes a self-evaluation inventory from the Self-assessment of Foreign Language Listening Proficiency to compare listening skills across five levels, from L1 (comprehension of slow, everyday conversation) to L5 (native-like understanding) Participants assess their abilities by responding “yes” or “no” to statements at each level, with consistent “yes” responses indicating their likely proficiency Progression to higher levels depends on affirming all descriptions while meeting most criteria at the next level For example, answering “yes” to all Level 1 statements but mixed responses at Level 2 suggests a self-assessed proficiency of L1+ This method offers a reliable way to gauge foreign language listening skills through self-assessment.
A survey shows that 45 out of 50 respondents regularly practice online listening for their studies Among the five participants who do not use online listening, two are at L1+—indicating advanced comprehension skills—while the others are at L2, capable of understanding standard dialects in everyday contexts Of the online listening users, 11 are at L2, 17 at L3, and the remaining 17 at L4, which reflects their ability to interpret complex discussions, infer unstated meanings, and comprehend professional speeches with specialized vocabulary, dialects, and nuanced messages These findings highlight the varying levels of listening proficiency among students engaging in online language practice.
Online listening practice positively influences the listening comprehension skills of second-year English major students at Hanoi University, as evidenced by higher self-assessed proficiency levels among internet material users While these self-assessments are subjective, it is clear that incorporating online listening resources can contribute to improving students' listening abilities However, other factors also impact actual listening proficiency, and further research is needed to explore these influences.
4.2.2 Students’ perception and attitude towards online listening motivated; 62.20% slightly motivated; 24.40% highly motivated; 6.70% not motivated; 6.70%
Figure1 effective slightly effective very effective not effective
The pie chart illustrates the motivation levels of second-year English majors in using online listening for language practice Among the 50 survey respondents, 45 students (90%) utilize online listening to improve their English listening comprehension Of these, 62% report feeling motivated by online listening sources, highlighting its effectiveness in engaging students Notably, 7% of these students feel highly motivated by online resources, emphasizing the influential role of internet-based listening materials in language learning.
The bar chart illustrates that most English majors find online listening to be an effective method for improving listening comprehension As shown in Figure 2, the majority of students report that online listening significantly aids their progress in listening skills Notably, none of the respondents considered online listening to be ineffective, highlighting its perceived benefits among learners.
Research indicates that students with higher motivation levels find online listening sources more effective for improving their listening skills, aligning with McDonough’s (1981) view that motivation is a critical factor in successful foreign language acquisition Motivation, defined as the drive to pursue goals despite challenges, influences students’ commitment and persistence, as supported by Dornyei (cited in Oxbrow & Juarez) The survey results show that 42% of respondents practice online listening 4-5 days a week, and 29% do so daily, demonstrating strong motivation Additionally, 20% of students have been using online listening for over two years, and 37% for more than one year, suggesting that higher motivation encourages sustained engagement Overall, second-year English majors are increasingly adopting online listening practices driven by their motivation, which leads to greater effort and persistence in language learning.
Internal motivation is essential in enhancing learners’ autonomy, defined as “the capacity to take control of one’s own learning” and associated with increased interest, competence, self-esteem, creativity, and a preference for challenge When learners are motivated internally, their autonomy develops, making the learning process more effective and engaging Consequently, second-year English majors demonstrate a positive attitude towards using the World Wide Web as a tool for practicing listening skills, recognizing its benefits for autonomous learning.
4.2.3 The advantages of online listening from the students’ perspective
Co nv en ien ce
Di ve rse & up -to -d ate to pic s
Em po we rm en t
According to second-year English students at Hanoi University, 93% find online listening highly convenient due to the ability to download a wide variety of audio files and listen to them anytime and anywhere, making it much more time-efficient than traditional methods like radio cassettes Podcasts, a popular technology for delivering audio content over the Internet, enhance this convenience by providing portable, 24-hour access to learning materials through devices like mobile phones and MP3 players Bartoš (2008) emphasizes that podcasts are highly portable and always available, enabling students to listen whenever and wherever they choose, thus significantly benefiting foreign language learners.
A key benefit of online listening is the opportunity to hear authentic English spoken by native speakers, with 87% of respondents valuing this feature Access to authentic spoken language helps learners understand real accents, tones, and expressions, which is crucial for developing both speaking and listening skills Since direct interaction with native speakers isn't always possible, the internet provides a vital platform for exposure to genuine linguistic materials, boosting learners’ confidence and language proficiency Rixon (1986) emphasized that listening to authentic English increases student engagement and motivation, while Byrne (1986) highlighted that authentic materials are most effective when learners are willing to accept the challenges they present.
Diverse and up-to-date topics are considered highly advantageous by 64% of respondents, as the Internet provides extensive information and resources across all areas of life, enabling users to enhance their knowledge and vocabulary Warschauer, Shetzer, and Meloni (2000) highlight that there are now tens of millions of pages on the web, offering a vast array of news, reports, advertisements, and audio files, making information readily accessible Additionally, there are thousands of podcasts with various styles, topics, and difficulty levels available online for listening practice (Bartoš, 2008), further enriching users' learning experiences.
Empowerment plays a significant role in student learning, with recent surveys indicating that many students feel more active and motivated to practice listening skills after utilizing internet-based materials This trend aligns with existing research by Sharma and Barrett, highlighting the positive impact of digital resources on fostering student engagement and confidence in language acquisition.
In 2007, it was affirmed that using Internet materials promotes effective practices that enhance learner autonomy Similarly, Warschauer, Shetzer, and Meloni (2000) highlighted that the Internet enables students to become independent learners by accessing necessary resources and collaborating with others to create new knowledge Additionally, podcasts, as a popular listening tool, offer significant benefits in supporting autonomous learning and language development.
(2008) stated that: “podcasting is an exciting and novel means for students to take a more active role in their own learning experience” (p.3)
4.2.4 Online listening strategies practiced by the students
Methods (%) extensive listening repeated listening note-taking
Figure 4 illustrates three online listening strategies used by second-year English majors, with extensive listening ranking as the most popular choice at 55.6% This indicates that most students find extensive listening highly beneficial for improving their listening comprehension skills Extensive listening involves engaging with multiple recordings on the same topic over extended periods (Aarongmyyers, 2012) Research by Yonezawa and Ware (2008), cited in Ucán (2010), demonstrated that students exposed to extensive listening scored higher on listening tests and reported language improvements According to Renandya (2012), extensive listening offers numerous benefits for foreign language learners, including enhanced ability to understand natural speech, better word recognition, improved bottom-up listening skills, and greater opportunities for in-depth language comprehension.
Approximately 28.9% of students utilize repeated listening during online practice to enhance comprehension Krashen (1996) defines repeated listening as the process of listening to the same audio multiple times to improve understanding A study by Brown found that 98 college students viewing five videos reported better comprehension after their second viewing, indicating that the second exposure is particularly beneficial for learning These findings suggest that repeated listening is a valuable strategy for developing listening skills in language learners.
Repeated listening is highly beneficial for second language learners, particularly those who find normal conversation and speech challenging to understand According to research, engaging in extensive or repeated listening helps improve comprehension and listening strategies, making it a valuable tool in language acquisition.
SUGGESTIONS AND CONCLUSION
SUGGESTIONS
To help second-year English majors overcome listening apprehension and enhance their listening skills, several effective strategies should be considered Utilizing online listening resources in practical contexts can significantly improve student performance Incorporating targeted listening exercises, providing supportive feedback, and encouraging consistent practice are essential for developing confidence and comprehension skills Implementing these approaches will empower students to effectively use online listening tools and achieve greater proficiency in their language learning journey.
Focusing on practical skills rather than exam grades is essential for student success Students should prioritize reinforcing their listening skills to become more competent in real-world situations Instead of studying solely to achieve high marks, they are encouraged to adopt a practical approach that enhances their ability to apply knowledge effectively Implementing these strategies can significantly improve their proficiency and readiness for real-life challenges.
1 Believe in the importance of enhancing listening comprehension skill.
2 Have trust in the significance of training and practicing rather than be traditional students who are always fixed in the class.
3 Activate English usage inside and outside the class.
4 Seek opportunities to be in contact with native people.
5 Explore internet websites where authentic materials can be easily found.
Effective online listening practice for students includes engaging in small group activities where they can support and consult each other, as cooperative groups typically solve problems faster (McDonough, 1981) Starting with basic and easy authentic recordings helps students become familiar with real spoken English, boosting their confidence as they gradually progress to more complex inputs Utilizing the internet to explore diverse topics enhances background knowledge and vocabulary, with current events increasing interest and curiosity Listening practice also benefits from watching movies or videos of personal interest, which combines learning with entertainment for more effective engagement Additionally, podcasts offer a highly convenient and diverse resource, making them an excellent tool for students to practice online listening effectively.
Also, there are a range of useful websites I would like to recommend to the students They are attached in the appendixes of this paper for easy reference making.
LIMITATIONS OF THE STUDY
Despite efforts to enhance objectivity and significance, this study faces limitations due to restricted time, resources, and expertise The questionnaire lacks sufficient questions to thoroughly assess students’ perceptions and attitudes toward online listening's impact on their skill development, which may affect the validity of the findings Relying on a single questionnaire instrument is inadequate; incorporating pre-tests and post-tests would better measure the actual effectiveness of online listening on improving students’ listening comprehension Additionally, since the study only involved 50 second-year English students at Hanoi University, the generalizability of the results is limited.
This paper acknowledges its limitations and encourages readers to understand and tolerate its shortcomings Future research will aim to explore the subject matter more comprehensively, providing deeper insights and more thorough analysis.
CONCLUSION
This study is conducted to examine whether online listening is an effective way to help improve listening comprehension among the second year students of English
Department, Hanoi University In attempt to attain relevant information, a survey with a qualitative questionnaire was carried out
This graduation thesis highlights three key findings regarding online listening among second-year English majors at Hanoi University Firstly, students have a positive attitude toward online listening, recognizing its effectiveness in enhancing their listening comprehension skills; they perceive benefits such as improved understanding and flexible practice Secondly, students regularly employ three online listening strategies—extensive listening, repeated listening, and note-taking—with the majority favoring extensive listening for self-study Lastly, the study identifies four main challenges faced by students when engaging with online listening materials: technical issues, personal limitations, distractions, and insufficient background knowledge, with personal limitations being the most common obstacle.
I hope my graduation paper will help English major students at Hanoi University recognize the value of Internet resources and encourage them to focus more on online listening practice Utilizing online materials can significantly improve their listening comprehension skills as well as other language abilities Additionally, this study aims to serve as a useful reference for future students at Hanoi University in their research on effective language learning strategies.
Aarongmyers (2012) Language Learning Tips: Extensive and Repeated Listening
Retrieved 2014 from http://www.everydaylanguagelearner.com/2012/04/02/language-learning-tips- extensive-repeated-listening-2/
Anderson, A & Lynch, T (1988) Listening Oxford: Oxford University Press.
Barr, D (2004) ICT: Integrating Computers in Teaching US: Peter Lang AG.
Bartoš, P.(2008) Podcasting: New Technology in Education Retrieved 2014 from https://is.muni.cz/th/123859/pedf_m/Podcasting.pdf
Broughton, G., Brumfit, C., Flavell, R., Hill, P & Pincas, A (1980) Teaching
English as a Foreign Language (2 nd ed.) USA: Routledge.
Brown, R A (nd) Enhancing Motivation through Repeated Listening Retrieved
2014 from http://www.bunkyo.ac.jp/faculty/lib/slib/kiyo/Inf/if37/if3702.pdf Byrne, D (1986) Teaching Oral English England: Longman Group Limited.
Chen, Y (nd) Barriers to Acquiring Listening Strategies for EFL Learners and Their
Pedagogical Implications Retrieved 2014 from http://tesl-ej.org/ej32/a2.html
Creswell, J W (2003) Research Design: Qualitative, Quantitative & Mixed
Methods Approaches (2 nd ed.) USA: Sage Publications, Inc.
Cunningsworth, A (1984) Evaluating and Selecting EFL Teaching Materials
Ellis, R (1982) Informal and formal approaches to communicative language teaching.
Extensive or Repeated listening? A Comparison of their effects on the use of listening strategies (nd) Retrieved 2014 from http://lib.csghs.tp.edu.tw/%E4%B8%AD
Foster, J S., Larmore, J & Havemann, S A (2008) The Basics of Educational
Podcasting: Enhancing the Student Learning Experience Retrieved 2014 from http://edis.ifas.ufl.edu/pdffiles/MB/MB00400.pdf
Hatab, A M A (2010) The effectiveness of a Suggested Program on Improving
Listening Comprehension Achievement through Aural Authentic Materials for
Al Aqsa University English Majors Retrieved 2014 from http://library.iugaza.edu.ps/thesis/88145.pdf
Hayati, A M & Jalilifar, A (2009) The Impact of Note-taking Strategies on
Listening Comprehension of EFL Learners Retrieved 2014 from http://www.ccsenet.org/journal/index.php/elt/article/viewFile/344/307
Lin, S., Winaitham, W & Saitakham, K (nd) The Use of Websites for Practicing
Listening Skills of Undergraduate Students Retrieved 2014 from http://files.eric.ed.gov/fulltext/ED500929.pdf
Maley, A (1998) Listening Oxford: Oxford University Press.
McDonough, S (1981) Psychology in Foreign Language Teaching UK: George
Musumeci, D (1997) Breaking Tradition An Exploration of the Historical
Relationship between Theory and Practice in Second Language Teaching
USA: The McGraw-Hill Companies, Inc.
Okazaki, M (2011) An Investigation into the Relationship between Learner
Autonomy Support and Student Motivation in the Japanese University Setting
Retrieved 2014 from http://etheses.bham.ac.uk/3261/1/Okazaki11PhD.pdf Oxbrow, G & Juarez, C R (nd) Language Learning Motivation and Learner
Autonomy: Bridging the Gap Retrieved 2014 from http://publica.webs.ull.es/upload/REV%20RECEI/61%20-
Renandya, W A (2012) Materials and Methods for Extensive Listening Retrieved
2014 from http://www.nie.edu.sg/profile/willy-ardian-renandya
Research Methodology (nd) Retrieved 2014 from www.ihmctan.edu/PDF/notes/Research_Methodology.pdf
Rixon, S (1986) Developing listening skills London: Macmillan Publishers Ltd. Rubin, J (1994) A Review of Second Language Listening Comprehension Research
The Modern Language Journal 78 Retrieved 2014 from http://jan.ucc.nau.edu/
Schwartz, K (2013) Age of Distraction: Why It’s Crucial for Students to Learn to
Focus Retrieved 2014 from http://blogs.kqed.org/mindshift/2013/12/age-of- distraction-why-its-crucial-for-students-to-learn-to-focus/
Self-assessment of foreign language listening proficiency (nd) Retrieved 2014 from http://www.govtilr.org/Skills/listeningassessment.pdf
Shang, H F & Ko, I C (2007) The Impact of Note-taking on University EFL
Learners’ Listening Comprehension Retrieved 2014 from http://spaces.isu.edu.tw/upload/18518/PAPERS/note-taking.pdf
Sharma, P & Barrett, B (2007) Blended Learning Using technology in and beyond the language classroom Oxford: Macmillan Publishers Limited.
Stenger, M (2014) Is the Internet Creating a More Easily Distracted Generation of
Learners? Retrieved 2014 from http://www.opencolleges.edu.au/informed/news/is-the-internet-creating-a- more-easily-distracted-generation-of-learners/#ixzz2yNGnwlGr
Ucán, J L B (2010) Benefits of using extensive listening in ELT Retrieved 2014 from http://fel.uqroo.mx/adminfile/files/memorias/borges_ucan_jose_luis.pdf
Ur, P (1984) Teaching Listening Comprehension USA: Cambrigde University Press. Vandergrift, L (1999) Facilitating second language listening comprehension: acquiring successful strategies ELT Journal Volume 53/3 Oxford: Oxford University Press.
Warschauer, M., Shetzer, H & Meloni, C (2000) Internet for English Teaching
USA: Teachers of English to Speakers of Other Languages, Inc (TESOL)Woolfolk, A E (1998) Educational Psychology (7 th ed.) USA: Allyn & Bacon.
Online listening: a way to improve listening comprehension among second year
English majors at Hanoi University
I am Nguyen Thi Phuong Thu from class 6a-10, English Department at Hanoi
This study explores the effectiveness of online listening as a method to enhance listening comprehension among second-year English majors at Hanoi University The questionnaire assesses students' attitudes towards online listening, their strategies for practicing it, challenges they face, and their self-assessment of listening skills Participants are encouraged to carefully answer the questions, with all responses kept confidential and solely used for the purpose of the thesis.
Thank you for your cooperation!
1 Do you use online listening to practice listening? a Yes b No
If “yes”, please continue the questionnaire
If “no”, please take question 9 only
2 How many days per week do you listen online? a Everyday c 2-3 days b 4-5 days d