Title: Find out factors affecting the listening skills by English major sophomore at Industrial University of Ho Chi Minh City ABSTRACT The purpose of this study was to Find out factors
REVIEW
OVERVIEW OF LISTENING
Listening is a vital skill that serves as a language bridge in effective communication, enabling individuals to understand and respond accurately It is a complex and active mental process involving perception, attention, cognition, and memory, according to many researchers and English learners Different authors have provided various definitions of "listening," highlighting its significance in language development and interpersonal understanding Improving listening skills enhances overall communication efficiency and fosters better relationships, making it an essential component of language learning.
Listening is the ability to identify and understand what others are saying, which includes comprehending different accents, pronunciations, grammar, and vocabulary According to Howatt and Dakin (1974), effective listening also involves grasping the speaker's intended meaning to facilitate clear communication Developing listening skills is essential for understanding spoken language accurately in various contexts.
Listening encompasses a range of skills from basic sound discrimination to complex aural comprehension, as highlighted by Postovsky (1975) According to Pearson (1983), listening involves the simultaneous organization of phonology, syntax, semantics, and knowledge of text structure, all governed by cognitive processes Developing strong listening skills is essential for language acquisition, even though this ability is often not fully realized.
Listening is a multifaceted process involving understanding, organizing, and assigning meaning to oral input, as defined by Goss (1982), who described it as organizing heard sounds into lexical elements Bowen et al (1985) emphasized that listening entails comprehending spoken language, where students hear speech, analyze sounds, and grasp messages It also involves receiving, interpreting, negotiating, and responding to spoken messages through participation, creativity, and empathy, highlighting the active nature of listening Hirsch (1986) described listening as a neurological process that involves reacting to sounds, analyzing meaning, and incorporating previous experiences to understand spoken language Bentley and Bacon (1996) noted that listening is an active process in second language learning, where the listener constructs meaning from oral input According to Brown (2001), listening surpasses simply receiving sounds; it includes transmitting auditory signals to the brain, with key components being the sender, message, and listener, emphasizing its complexity.
Listening, as defined by Oxford (1993), is a complex problem-solving skill that involves more than just perceiving sounds; it includes the comprehension of fundamental language skills It serves as a vital medium through which children, young people, and adults acquire significant information, deepen their understanding of the world and human affairs, and develop their ideals, values, and appreciation.
Effective listening is a complex and demanding process that requires effort and focus It involves managing different accents, unfamiliar vocabulary, and complex sentence structures while filtering out background noise To truly understand a message, listeners must actively stay engaged and avoid distractions Achieving this level of active listening enables individuals to accurately interpret and grasp the intended meaning in various communication contexts.
Understanding the nature of listening capacity is essential for language learning, as it plays a crucial role in acquiring both native and foreign languages While the definitions of listening comprehension vary, it is generally recognized as a complex, unconscious mental process that develops naturally over time Listening enables us to receive and interpret information from others, facilitating effective communication and connecting people worldwide Given the diversity of accents and sounds, listening is a challenging skill that involves determining the meaning and message behind the auditory input.
2.1.2 The importance of listening skill
Listening plays a vital role in both daily life and academic settings, serving as the foundation for effective communication As a receptive skill, listening accounts for approximately 60% of all communication and is more frequently used than speaking in everyday interactions, such as listening to music, news, conversations, or lectures It is the primary means for expressing and understanding feelings in real-life conversations Listening is also the first language skill children acquire, forming the basis for overall language and cognitive development, and supporting lifelong communication skills According to Nord (1980), listening is essential for language acquisition, as it provides the necessary information for learners to build their language knowledge before they can begin to speak Listening involves observation and learning, offering crucial input for developing other language skills like speaking and writing Ultimately, listening enables us to exchange information, expand our knowledge, and foster effective communication across various contexts.
Research by Wilt (1950) reveals that individuals spend approximately 45% of their communication time actively listening Coakley & Wolvin (1997) emphasize that listening is a fundamental language skill central to students' educational development, serving as the primary means of acquiring knowledge, understanding the world, and shaping values In today's era of mass communication, developing effective and critical listening skills is essential for students to succeed academically and in broader societal contexts.
According to second language acquisition theory, input is the key to language learning, with listening playing a crucial role in students’ development Krashen (1985) emphasizes that language is acquired primarily through understanding spoken input, making listening a critical component Oxford (1990) highlights that reading, listening, speaking, and writing are interconnected skills essential for effective communication, where poor listening can hinder proficiency in other areas To achieve overall language competence, students must develop strong listening skills, as they often rely on a combination of these abilities Therefore, educators should prioritize improving students’ listening skills to enhance their ability to communicate fluently and effectively.
Listening is a crucial skill in foreign language learning, serving as the primary method of acquiring language at all levels It enhances students' ability to understand spoken communication, enabling effective comprehension of others Additionally, strong listening skills help learners speak more clearly and confidently when engaging in conversations.
2.1.3 Factors affecting the English listening
According to Yagang (1994), listening problems are influenced by four key factors: the message, the speaker, the listener, and the physical setting Extensive research has been conducted to identify the root causes of listening difficulties, with findings indicating that issues such as speech rate, vocabulary, and pronunciation play significant roles in affecting comprehension.
1995) As Flowerdew & Miller (1996) assumed that the problems of the students were for the speed of delivery, new terminology and concept, difficulty in focusing and the physical environment
Rubin (1994) highlights five key factors that influence listening comprehension: text characteristics—including speech rate, pauses, hesitation, stress, rhythmic patterns, L1/L2 differences, syntactic modifications, redundancy, morphological complexity, word order, discourse markers, and visual supports—play a crucial role Interlocutor characteristics, such as gender and language proficiency, also significantly impact understanding Task characteristics, particularly the type of listening task, affect comprehension levels, while listener attributes like language proficiency, memory, attention, age, gender, learning disabilities, and background knowledge further shape listening success Additionally, process characteristics—including top-down, bottom-up, and parallel processing, listening strategies, and the ability to negotiate comprehensible input—are vital in understanding spoken language effectively.
Hamouda (2013) identified seven key factors affecting Saudi students’ listening comprehension, many of which align with Underwood (1989) These include unclear pronunciation, the inability to effectively apply listening strategies, inadequate grammar knowledge, limited familiarity with the topic, and the challenges posed by the length and difficulty of listening materials Addressing these issues is essential for improving listening skills among Saudi students.
Quyen and Dan (2018) identify that first-year English major students in the Mekong Delta face significant challenges in listening comprehension due to issues with listening materials, linguistic features, and the listening process Key problems include unfamiliar vocabulary, pronunciation and accent variations, technological distractions from tape recorders, and psychological factors such as lack of concentration and practice These obstacles hinder students’ ability to develop effective listening skills and highlight the need for targeted strategies to improve listening proficiency.
RESULT OF PREVIOUS STUDIES
2.2.1 The research “FACTORS AFFECTING ENGLISH LISTENING COMPREHENSION:
Nguyen Thi Xuyen's study titled "Perceptions of English-Major Students at HUFI" highlights the significance of listening comprehension in foreign language learning, particularly English The research addresses the limited existing studies on factors affecting listening skills among HUFI's first-year English majors, revealing that students recognize listening as a crucial yet challenging skill Key issues identified include fast speech, limited knowledge of linguistic features like pronunciation and accents, lack of effective listening strategies, concentration difficulties, and noisy classroom environments due to poor facilities Data collected through questionnaires and focus-group interviews lead to recommendations aimed at helping students develop better learning strategies and improve their English listening comprehension, emphasizing the need for targeted pedagogical approaches.
2.2.2 The research “LISTENING COMPREHENSION: FIRST YEAR ENGLISH-MAJOR
This study by Nguyen Ngoc Quyen and Thai Cong Dan explores first-year English-major students’ perceptions of the importance of listening skill development and identifies common challenges they face The research involved 115 students from universities in the Mekong Delta, with data collected through questionnaires, interviews, and observations Findings reveal that most students recognize the significance of listening skills, yet they encounter several difficulties such as understanding different accents, pronunciation issues, speech speed, limited vocabulary, and poor audio quality Additional problems include lack of concentration, anxiety, and speaker accent variation, highlighting key areas to address in enhancing listening comprehension education.
2.2.3 The research “AN INVESTIGATION INTO THE CAUSES OF DIFFICULTIES
ENGLISH LISTENING SKILLS ENCOUTERED BY FIRST YEAR ENGLISH MAJORS
This study, conducted by Nguyen Thi Thuy Linh at the Faculty of English, Thuong Mai University, explores the importance of listening skills for effective communication It emphasizes that listening involves much more than hearing; it requires understanding messages and responding appropriately The research investigates both subjective and objective difficulties faced by students in developing listening skills, aiming to identify underlying causes and practical solutions Utilizing qualitative and quantitative methods, including questionnaires and interviews, the study pinpoints specific challenges students encounter Ultimately, the findings provide insights into the reasons behind these difficulties and propose targeted strategies to enhance students' listening competence, contributing to their overall language learning success.
2.2.4 The research “ A STUDY ON SECOND YEAR ENGLISH MAJOR STUDENT’S
The study titled "Difficulties in Listening Comprehension Skills at HPU," conducted by Bui Thi Thuy Trang, investigated the listening challenges faced by second-year English major students at Hai Phong Private University Using questionnaires and interviews, data analyzed with SPSS revealed that the primary cause of listening difficulties is the nature of the listening texts themselves Additionally, a lack of regular practice and limited exposure to diverse listening materials significantly contribute to students' listening problems These findings provide valuable insights for teachers to identify and address student listening issues, and they also offer useful guidance for curriculum developers aiming to create more effective listening resources for university students.
RESEARCH DESIGN
RESEARCH SITE
The research was conducted at the Faculty of Foreign Languages at Industrial University of Ho Chi Minh City, where I have studied for over three years Having completed three courses in listening skills, I am familiar with the curriculum and the challenges students face This motivated me to choose this institution as the research location, aiming to identify factors that affect listening skills and propose effective methods to help students enhance their listening abilities.
PARTICIPANTS
This study involves 85 second-year English major students from K15 at the Faculty of Foreign Languages, Industrial University of Ho Chi Minh City, aged 20 to 21 It was conducted at the end of the second semester, after students completed two listening courses, "Listening 1" and "Listening 2." These participants were selected because they had recently finished relevant listening courses and could identify the challenges they faced, providing valuable insights into effective methods to improve listening skills.
RESEARCH METHODOLOGY AND RESEARCH METHODP
In the light of the nature of the research questions,quantitative research was applied in this study and data were collected through the questionnaire.
This study adopts a quantitative research methodology, which enables the collection of factual, numerical data essential for analyzing the research objectives (Bryman and Bell, 2007) Quantitative research involves structured data collection methods such as surveys and questionnaires, making it suitable for large-scale data analysis and scientific investigation (Matthews & Ross, 2010) This approach aligns with the positivist epistemological perspective, allowing for precise statistical analysis and broad participant reach Techniques like questionnaires and structured interviews are typical in quantitative research, facilitating quick and extensive data collection from diverse populations, such as street surveys or postal questionnaires Overall, the quantitative approach ensures efficient, large-scale data gathering to support scientific validation of the research findings.
The questionnaire serves as an effective tool to gather students’ perceptions of the challenges faced when studying FFL listening and to identify methods for enhancing listening skills at IUH It is a widely used data collection method that allows researchers to gather input from large groups with minimal effort, enhancing the reliability of the results However, questions remain about the validity of the data collected The study utilizes both closed-ended and open-ended questionnaires to capture comprehensive insights Due to its advantages, such as efficiently collecting data on difficult-to-observe issues from a large number of participants, questionnaires were chosen as the primary research instrument This approach enables quick, comfortable, and straightforward responses, facilitating easier analysis and clear presentation of results.
The questionnaire is divided into three sections aligned with the research objectives The first section gathers general information about students, while the second section focuses on identifying their specific difficulties in learning listening skills The third section aims to provide effective solutions for enhancing students' listening abilities, ensuring a comprehensive approach to understanding and improving listening proficiency.
PROCEDURES
This study's data was collected from second-year students at the Faculty of Foreign Languages, Industrial University of Ho Chi Minh City, focusing on their English listening skills The research involved two main stages: distributing 85 survey questionnaires to gather insights on students' learning experiences, followed by analyzing the collected data The findings from the survey were subsequently included in the overall analysis to understand the challenges and opportunities in improving English listening proficiency among students.
DATA ANALYSIS
The data collected through the questionnaire It is organized and analyzed using
Microsoft Excel is an essential tool for data management, analysis, and decision-making, whether for business use or personal finances It enables users to analyze large datasets to identify key trends and patterns that influence strategic decisions With advanced graphing capabilities, Excel helps visualize data effectively, making it easier to organize and interpret information Its powerful filtering, sorting, and search features allow for quick data narrowing, while tools like tables and pivot tables facilitate efficient data summarization and analysis—even with hundreds of thousands of data entries Overall, Microsoft Excel enhances productivity and data-driven decision-making across various applications.
The study analyzes questionnaire data using means, modes, medians, and standard deviation (SD) to identify challenges faced by FFL learners at IUH in developing listening skills Statistical calculations provided insights into learners' perceptions, with software tools offering an overview of participant responses, including the total number of respondents for each option and their corresponding percentages This comprehensive statistical analysis highlights key areas for improvement in listening comprehension among FFL students at IUH.
FINDINGS AND DISCUSSION
RESEARCH FINDINGS
This study examines 85 sophomore English major students at Industrial University of Ho Chi Minh City, who were randomly surveyed using questionnaires Descriptive statistics were employed to analyze students' perceptions of factors influencing their listening skills and the listening challenges they face during learning The questionnaire begins by asking students about their duration of English study, providing insight into their language learning backgrounds.
Chart 1: Number of years students have been studying English
According to Chart 1, the majority of students (57%) have studied English for over nine years, primarily due to it being a compulsory subject or taken as extra classes before formal education begins in Vietnam This extensive learning experience has likely led to a strong awareness and proficiency in listening to English Meanwhile, 29% of students have learned English for a shorter duration, indicating varying levels of exposure and language acquisition.
7 years And, there are only 14% of students said that they have learned English for 9 years.
Listening Speaking Reading Wri琀椀ng
Chart 2: Which skills do you focus on most?
According to the chart, 46% of students primarily focus on developing their listening skills, recognizing its crucial role in enhancing overall communication abilities They believe that improving listening proficiency boosts their confidence in communicating with foreigners and supports better pronunciation while expanding their vocabulary In contrast, only 31% of students prioritize speaking skills, while reading and writing are less emphasized, accounting for 16% and 7% respectively These trends highlight the importance students place on listening as a key component of language learning to achieve effective communication.
However, most of students consider listening the most challenging skill to acquire The following pie chart illustrates student’s opinion of listening skill.
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Chart 3: Student’s opinion of the importance of listening
Over 50% of students consider listening to be very important, highlighting its crucial role in both daily life and classroom settings Listening provides essential input for language learners, serving as the foundation for effective learning; without understanding input at the appropriate level, language acquisition cannot begin Additionally, 4% of students view listening as rather important, while 40% acknowledge its importance However, a small segment, comprising 3% of students, underestimated the significance of listening, with 2% considering it only somewhat important and 1% perceiving it as completely unimportant.
Normal Di昀cult Very di昀cult Easy
Chart 4: The students’ assessment of learning listening skill.
According to the data, only 2% of students find listening skills easy to learn, while over half (55%) believe it is difficult Many students struggle because words pass quickly, making it hard to catch sounds, which leads to headaches and frustration after multiple listens Additionally, students often catch only one or two words in a conversation, missing the full context, which diminishes their patience and confidence About 33% of students consider listening comprehension extremely challenging, whereas 10% perceive it as an average skill to master.
Chart 5: How much time do you spend listening skill in everyday?
According to the pie chart, nearly 40% of students spend about one hour practicing English listening daily, believing this duration is sufficient without feeling pressured, as they find it more relaxing Additionally, 33% of students have different routines, while 20% dedicate three hours and 10% spend two hours on listening practice Most students improve their listening skills by engaging with English songs, YouTube channels, or apps, as these methods incorporate melodies that make listening enjoyable and less stressful compared to traditional academic listening lessons.
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Summary comple琀椀on
Short answer ques琀椀on
Chart 6: What types of exercises do you usually encounter when learning listening skill?
According to the chart, 46.4% of students primarily encounter multiple-choice questions, primarily because they appear in Part 1 of the IELTS listening test and are perceived as the easiest, leading to frequent exposure Additionally, 42.9% of students commonly face short answer question exercises, while 38.1% often encounter summary completion tasks Conversely, 33.3% of learners find map-based exercises the most challenging, typically appearing in Parts 2 or 3 of the IELTS test.
4.1.2 Factors affecting listening skill by English major sophomore at IUH
This section presents key findings on the factors influencing listening skills among English major sophomores at IUH A comprehensive comparison is provided, highlighting discrepancies between students' own perceptions and actual influencing factors The study reveals that multiple elements, such as prior exposure to English, learning environment, and motivation, significantly impact listening proficiency These insights underscore the importance of understanding students’ assumptions to develop targeted strategies for improving listening skills By analyzing these factors, educators can tailor interventions to enhance students’ auditory comprehension and overall language proficiency.
Limited cultural and social knowledge
Chart 7: Factors affecting listening skill
Second-year English-major students identify limited vocabulary as the primary factor affecting their listening skills, with 59.5% citing it as the main obstacle due to their limited English vocabulary and difficulty understanding spoken content with many new words They also report that linguistic challenges, accounting for 54.8%, stem from exposure to formal language, clear pronunciation, and flat intonation in classrooms, which make understanding natural spoken English with reduced forms and colloquial expressions difficult Additionally, 33.3% of students mention limited cultural and social knowledge as a barrier to comprehension Other significant factors include external noise, poor audio quality, and long, complex listening materials, which together hinder concentration and understanding The complexity of grammatical structures and unfamiliar topics further impede listening comprehension Students also highlight that classroom noise, caused by lack of sound insulation, often distracts them during listening activities Furthermore, large class sizes are frequently cited as a hindrance, making individual focus and effective listening more challenging Overall, the main causes of listening difficulties are related to the listening texts themselves, including unfamiliar vocabulary, grammatical complexity, lengthy recordings, and environmental distractions.
4.1.3 Method and strategies in learning listening skill.
This part present about method and strategies in learning listening skill by English major sophomore at IUH.
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Lis te n to n ew in E ng lis h
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Lis te n to ta pe s or d isk s o f t he s yl la bu s
Chart 8: How do you self- study listening?
According to the chart, listening to English songs is the most popular self-study method for improving listening skills among students, accounting for 66.7% Students favor this method because they find a variety of music that interests them, making learning enjoyable Watching movies in English is the second most common approach, representing 50% of students’ preferences Other favored methods include listening to news in English (29.8%) and engaging directly with foreigners (27.4%) Additionally, 11.9% of students listen to tapes or disks related to their syllabus In summary, students predominantly prefer listening to English songs, watching English movies, and interacting directly with foreigners to enhance their English listening skills.
VOA channel BBC channel CNN channel Testalk channel
Chart 9: Which youtube channel you usually use to listen English?
Spotlight Duolingo Cake Memrise Others
Chart 10: Which application do you usually use to listen English?
Chart 9 and chart 10 demonstrate youtube channel and application that sudents usually learn listening skill through From the chart 8, it is obvious that 56% participants often learning listening English through VOA channel While, only 21.40% of them choose CNN channel.
As presented in chart 10, the participants’ lowest regarding the application that they usually use to practice listening skill to Memrise is 8.30% , while the participants’ highest toDuolingo accounting for 27.4%
Read all the content listening
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Chart 11: What do you usually do before you listening?
According to the chart, 58.3% of students prioritize keywords as the initial step before listening, emphasizing its importance in determining the success of the exercise Additionally, 45.2% of students prefer to read all the content before listening to enhance understanding About 33.3% of students habitually identify the genre of words prior to listening, while only 14.3% report doing no preparation at all These strategies highlight common approaches students use to improve their listening skills.
So while listening, what students should do? The next chart will show this question
Listen to word by word Focus on the new words Listen to key points Other ways
Chart 12: What do you do while you are listening?
According to the questionnaire statement chart 12, nearly 70.2% of students believe that focusing on key points while listening enhances their listening skills, reflecting a positive approach to effective comprehension Conversely, over 30% of participants prefer to listen word by word, indicating a more detailed but less efficient strategy Additionally, approximately 20.2% focus on learning new words, while 10.7% adopt alternative listening methods, highlighting diverse approaches to language acquisition This data underscores the importance of encouraging students to prioritize key points for more effective listening practice.
Do not translate into your native language.
Listen for the gist (or general idea) of the conversation.
Don't concentrate on detail until you have understood the main idea(s).
Predicting what the speaker will say.
Teachers must develop students’ micro skills of listening comprehensio n
Table 1: The strategies in learning listening skill
The table highlights the common listening strategies used by second-year English majors at IUH to improve their listening skills Notably, 30% of students prefer not to translate into their native language during listening exercises, emphasizing a neutral approach Guessing the meaning of spoken content is favored by 26% of students, indicating its effectiveness Additionally, 25% focus on listening for the gist or general idea before concentrating on details, demonstrating an understanding of main ideas Predicting what the speaker will say is a strategy appreciated by 26% of participants, showcasing active engagement Furthermore, 23% of students are satisfied with strategies that involve teachers developing students' micro-skills in listening comprehension, highlighting the importance of targeted skill development for better learning outcomes.
RESEARCH DISCUSSION
This article presents key insights into the current状況 of English listening skills among sophomore English majors at IUH, highlighting the significant factors that influence their listening proficiency The survey findings reveal various challenges faced by students and identify specific factors affecting their ability to understand spoken English Additionally, the article offers effective strategies for improving English listening skills, providing valuable guidance for students seeking to enhance their language comprehension.
4.2.1 The real state of learning listening skill by English major sophomore at Industrial University of Ho Chi Minh City.
The study reveals that most English major sophomores at Industrial University of Ho Chi Minh City have studied English for over nine years, with 53% recognizing the importance of listening skills Students find listening the most challenging language skill but acknowledge its crucial role in developing overall communication abilities They frequently encounter four types of listening exercises: multiple choice, short answer questions, summary completion, and map-based tasks On a daily basis, students dedicate about an hour to listening practice, primarily engaging with songs, news, and YouTube channels to improve their skills.
4.2.2 Factors that affected on listening skill
This study identifies key factors affecting listening skills, with limited vocabulary being the most significant at 59.9%, as poor vocabulary sources hinder understanding of spoken content containing many new words Additionally, linguistic challenges impact listening ability, affecting 54.8% of learners, because natural spoken English often includes reduced forms, colloquial words, and expressions that are difficult to comprehend Other important factors include limited cultural and social knowledge, and an inability to concentrate, while extraneous issues such as noise, poor equipment, and health problems also play a role in impeding listening comprehension.
4.2.3 The strategies in learning listening skill
Effective listening relies on specific methods and strategies, such as identifying key words before listening to focus on main points and capture essential information Research shows that 58.3% of participants find it helpful to highlight keywords beforehand, which simplifies the listening process Additionally, daily practice using platforms like VOA (56%), BBC (31%), TED Talks (22.6%), and CNN (21.4%) enhances listening skills Strategies that increase student satisfaction include avoiding translation into their native language, guessing meanings, listening for the overall gist, understanding main ideas before focusing on details, and predicting speaker responses Teachers should also focus on developing students’ micro skills in listening comprehension to improve overall understanding.
Based on the findings, the research would like to propose some suggestions for learning listening skill affectively.
Insufficient vocabulary is a primary factor affecting listening skills among second-year English majors at IUH To address this, teachers should equip students with key vocabulary related to the listening materials by encouraging them to guess the meanings of new words in context, thereby enhancing comprehension Additionally, fostering background knowledge before listening—such as discussing prior knowledge about the topic and predicting content—helps students become more familiar with the subject matter, ultimately improving their listening proficiency.
English linguistic knowledge—including pronunciation, connected speech, accents, discourse markers, slang, idiomatic expressions, and grammatical structures—is identified as the top factor in developing listening skills To enhance comprehension, students should be exposed to authentic English through listening to native speakers via songs, news, movies, plays, daily conversations, and age-appropriate stories Additionally, teachers should systematically introduce linguistic features like transition words, colloquial expressions, and grammatical structures during listening activities to improve students' understanding.
This final chapter summarizes the key findings of the research on students' listening skills and offers actionable recommendations to enhance listening learning effectiveness It discusses the limitations faced during the study, such as sample size and scope, which may impact the generalizability of the results Additionally, the chapter suggests areas for future research to further explore effective listening strategies and pedagogical approaches, aiming to support students’ language development.
This study is structured into five interconnected chapters, beginning with a concise overview of the research hypotheses The second chapter critically reviews existing literature, summarizing, classifying, and comparing prior studies thematically and chronologically The third chapter details the research methodology, including the procedures for data collection and analysis The fourth chapter presents and analyzes data from an online questionnaire, comparing findings with previous research to address the study’s three core questions Finally, the last chapter offers practical suggestions to enhance English listening skills, discusses study limitations, and provides recommendations for future research.
5.2 Suggest solution for improving listening skill.
According to survey results, English listening comprehension is primarily affected by three key factors: limited vocabulary, linguistic challenges, and difficulty concentrating To address these issues, expanding vocabulary through regular practice is essential, while overcoming linguistic challenges requires targeted language exercises and exposure Additionally, improving concentration can be achieved by creating distraction-free learning environments and incorporating focus-enhancing techniques.
Vocabulary size is a crucial factor affecting third-year students' listening skills at IUH Building a strong vocabulary enhances overall language comprehension, making listening practice more effective To improve vocabulary for listening, students should engage in daily English listening on topics of personal interest, as interest significantly boosts learning efficiency Additionally, reading extensively in English helps expand vocabulary; paying attention to unfamiliar words and using context clues to infer their meanings is particularly beneficial Consistent practice in listening and reading is essential for enriching vocabulary and improving listening proficiency.
To overcome linguistic challenges such as grammar, vocabulary, accents, discourse markers, slang, idiomatic phrases, and grammatical structures, students should be exposed to authentic English content Listening to native voices through songs, news, films, plays, and daily conversations suitable for their level is highly effective While full comprehension may not always be possible, engaging with television and radio helps students develop an appreciation of natural conversations, tone, and intonation Additionally, teachers should incorporate linguistic features like transition words, colloquial expressions, and grammatical structures during listening sessions to enhance language learning.
5.2.3 Factors related the failure to concentrate
Concentration loss during English listening tasks is often caused by trying to understand new words, the length of recordings, and simultaneous activities like searching for answers or contemplating other questions Many students admit that encountering unfamiliar words in audio materials distracts them from the main content A helpful strategy is to focus on keywords, identify the required word types, and predict answers accordingly Motivation plays a crucial role in maintaining focus and improving listening skills, especially when students find certain topics unengaging or encounter pronunciation difficulties Expanding knowledge across various topics can enhance interest, but listening remains challenging due to the effort required to grasp meaning Consistent practice—listening daily for at least an hour, even during daily routines like commuting or exercising—helps students expand their vocabulary and improve their English listening abilities, making learning more engaging and effective.