THUONGMAI UNIVERSITY ENGLISH FACULTY GRADUATION PAPER A STUDY ON CHALLENGES AND SOLUTIONS TO IMPROVE THE LISTENING SKILL OF SECOND YEAR S YEAR ENGLICH – MAJORED STUDENTS AT ENGLISH FACULTY, THUONG MAI[.]
OVERVIEW OF THE STUDY
Rationale
English is the official language of over 53 countries and territories worldwide, highlighting its global significance In today's era of rapid advancements in science, technology, and information, English has become increasingly popular as a foreign language, playing a vital role in international communication Its importance extends beyond individual countries, fostering global exchanges and collaboration In Vietnam, prioritizing English education is essential to ensure students are well-equipped for global opportunities and cross-cultural interactions.
Traditionally, foreign language education focused on reading comprehension and scientific research However, with the expansion of open policies, innovation, and regional and global integration, the primary goal has shifted towards developing communication skills, emphasizing the importance of listening Listening is the most frequently used skill in daily communication, accounting for approximately 45-50% of total interaction (Morley, 1999; Scarcella & Oxford, 1992; Mendelsohn, 1994) Consequently, listening comprehension plays a crucial role in effective foreign language learning and communication effectiveness.
Listening is a vital component of foreign language learning, providing students with understandable input that facilitates effective language acquisition Teaching listening skills in the classroom helps students transition from classroom English to real-life communication more smoothly Focusing on listening enhances overall language proficiency and real-world application Therefore, this study aims to raise awareness among students and teachers about the importance of developing strong listening skills for successful language learning.
The importance of listening skills in English learning has been largely underestimated and overlooked, despite their crucial role According to Hamouda (2013), EFL learners often struggle with listening comprehension because schools prioritize grammar, reading, and vocabulary, leaving listening skills underemphasized in instructional materials Teachers tend to neglect the difficulties students face in understanding spoken English, which hampers their progress In Vietnam, students typically focus on memorizing words and sentence structures without developing effective listening strategies, resulting in a gap between test scores and real-life communication ability (Nguyen, 2008) Many Vietnamese students who excel in grammar still struggle to understand native speakers in everyday conversations due to a lack of listening skills Additionally, at Thuongmai University, there is a scarcity of detailed studies on the specific listening difficulties encountered by second-year students, highlighting a need for more focused research in this area.
This study aims to provide effective strategies for teachers to motivate students and enhance their listening skills, making learning more engaging Observations at Thuongmai University over nearly four years indicate that second-year English majors face ongoing challenges with listening comprehension To address these difficulties, the research titled "A Study on Challenges and Solutions to Improve the Listening Skill of Second-Year English-Majored Students at English Faculty, Thuongmai University" was conducted The goal is to identify practical solutions that foster more interesting and effective listening practice among students.
Previous Studies
Nguyen Thi Thu Thao's 2013 research paper investigates the main challenges faced by first-year students at ULIS, VNU, in developing cognitive listening skills The study, involving 150 FELTE freshmen, utilized questionnaires and semi-structured interviews to identify key difficulties in listening comprehension Findings reveal that the primary obstacles are related to four categories: speaker, listener, listening material, and physical environment The research also highlights the learning strategies students use to overcome these challenges Based on these insights, the study proposes several pedagogical recommendations for enhancing listening comprehension teaching and learning.
A 2015 research paper by Bui Thi Thu Huong highlights the significant challenge faced by first-year students at Hai Phong University’s Foreign Language Department, notably their poor listening comprehension skills, which impact their overall foreign language proficiency Listening difficulties are attributed to various factors including issues with listening materials, students’ physical limitations, lack of access to assistive devices, insufficient knowledge and practice, and an English-speaking environment The study emphasizes that listening skills are critical for effective communication and identifies the need for targeted solutions It involved 40 first-year students from the Faculty of Foreign Languages to investigate their specific listening comprehension difficulties and propose effective strategies to improve learning outcomes.
A 2017 research paper by Phung Thi Tho titled "Research on Difficulties and Solutions in English Listening Skills of Second-Year Students at UTEHY" investigates both subjective and objective challenges students face in developing listening skills The study identifies the root causes of these difficulties and proposes targeted solutions for teachers and students to enhance the learning process Utilizing both qualitative and quantitative methods, including questionnaires and interviews, the research provides comprehensive insights into the specific obstacles students encounter Importantly, the findings not only highlight the key challenges but also offer practical strategies to improve students' English listening abilities, aiming to support their language proficiency development.
Fourth, research by Nga HT Nguyen and Nghi TT(2017) Luu on the topic:
"Difficulty in listening to second-year English majors at Tay Do, University in Vietnam".
This study investigates the key challenges second-year English majors face in listening comprehension at Tay Do University, involving 55 students from class 14 through questionnaires and interviews Findings reveal that vocabulary, pronunciation, background knowledge, and psychological factors significantly hinder effective listening Understanding these difficulties enables learners to adopt targeted strategies to enhance their listening skills The insights gained from this research are valuable for educators and students seeking to improve English listening proficiency.
A 2020 study by Trinh Vinh Hien explored listening comprehension challenges among 50 first-year English students at Lac Hong University The research revealed that students commonly struggle due to limited study time, ineffective listening strategies, and inadequate listening materials and facilities Data was gathered through both closed and open questionnaires, highlighting key issues impacting their listening skills development.
Research consistently highlights that listening difficulties stem from factors such as limited vocabulary, lack of background knowledge, poor pronunciation, environmental distractions, and psychological barriers These studies emphasize the importance of addressing these issues through targeted solutions to enhance students' listening skills Researchers recommend strategies for students and teachers to improve listening comprehension, including vocabulary building, contextual learning, pronunciation practice, and creating conducive learning environments Implementing these solutions can significantly boost listening ability and overall language proficiency.
It is the right direction in learning and teaching listening skills.
Different researchers approach the study of listening difficulties from various perspectives, selecting unique methods tailored to their focus Bui Thi Thu Huong investigates first-year students, emphasizing factors related to listening material challenges, physical limitations, assistive devices, and environmental influences In contrast, Phung Thi Tho studies second-year students and broadens the scope to include teachers, aiming to identify both subjective and objective obstacles in developing listening skills, and evaluates skill usage levels to formulate practical teaching solutions Nga HT Nguyen, Nghi TT Luu, and Trinh Van's research highlights issues such as vocabulary, pronunciation, background knowledge, and psychological factors affecting listening comprehension, though their scope remains limited The most comprehensive is Nguyen Thi Thu Thao's study, which identifies numerous factors contributing to listening difficulties across previous research and assesses the extent of students' strategic use, raising awareness of the importance of listening skills A comparative review of domestic studies reveals existing gaps and shortcomings, providing a foundation for further research that integrates diverse sources and innovative insights to deepen understanding and address unresolved issues in listening skill development.
Firstly, Research by Naizhao Guo (2005) on the topic: “Investigate factors affecting English listening Understanding and possible measures for improvement”.
This study evaluates a one-year trial of Teaching English as a Foreign Language at Shanxi University of Finance and Economics, involving 550 non-English majors and three teachers, funded by China's Ministry of Education The research aims to identify factors influencing English listening comprehension and effective strategies to enhance it within the Chinese context, guided by constructivist linguistic theory Findings highlight that cultural differences significantly impact listening comprehension, posing common challenges in English language teaching The author proposes a holistic, listening-centered teaching approach that emphasizes understanding distinct listening stages, personalized instruction, developing micro-skills, and integrating cultural studies The results demonstrate valuable insights for improving English listening education in Chinese higher education institutions.
The "Comprehensive Issues Listening Study," conducted by third-year students at STMIK Prabumulih, aims to identify students' learning difficulties to help EFL teachers develop effective strategies for improving English listening skills Using a descriptive research design, data were collected through questionnaires from 58 third-semester Information Systems students, providing objective insights aligned with the study’s objectives The study highlights the importance of teachers demonstrating positive attitudes and implementing appropriate teaching strategies to enhance students’ listening comprehension, supported by the reference questionnaire developed by Hamouda (2013) on factors affecting listening comprehension.
Research by VenChanthai Thepvongsa and Nilratana Klinchan explores the challenges faced by Mathayom Suksa students in English listening comprehension, highlighting issues such as fast speech, limited vocabulary, and weak grammar The study, conducted at Wat Salak Nuea School in Nonthaburi, Thailand, involved 60 students and five teachers using questionnaires and interviews, with data analyzed through percentages, means, and standard deviations Findings indicate that students tend to focus too much on the speaker and need more practice listening to native speakers and engaging with English media to familiarize themselves with native sounds To improve listening skills, students should expand their vocabulary, grammar, slang, and idiomatic expressions, which are essential for better comprehension.
Hamouda (2013) investigated the listening difficulties faced by Saudi students, revealing that listening comprehension is their weakest skill due to issues such as stress, pronunciation, limited vocabulary, exposure to different accents, lack of concentration, anxiety, and poor recording quality The study, which used questionnaires and interviews with 60 first-year English majors at Qassim University, highlights the significant challenges in listening learning Similarly, Professor Watjana Suriyatham’s research examined listening problems among business students at Bangkok University, focusing on the effectiveness of listening skills, providing insights into common obstacles faced by EFL learners in different contexts.
This study by Bangkok University investigates students' English listening difficulties using tools such as questionnaires, the IELTS test, and interviews, with data analysis conducted through SPSS Findings reveal that listening is the primary challenge for students, mainly caused by limited listening practice and insufficient exposure to diverse listening materials The results provide valuable insights for educators to identify and address students' hearing problems, enabling targeted instructional strategies Additionally, the study offers useful information for researchers aiming to explore listening issues more deeply and helps content developers create more effective listening materials tailored for college students.
International studies reveal common challenges in language learning, including vocabulary barriers, diverse accents, grammatical difficulties, slang, and communication stalemates Researchers have identified effective strategies for students to overcome these obstacles, based on analyzing interview data and utilizing tools like SPSS and Excel to enhance accuracy These insights aim to improve language acquisition by addressing key learner difficulties and providing targeted solutions.
Besides, each study brings its own specific features As for the Hamouda study
Several studies highlight the challenges and solutions related to developing listening skills among English learners Hamouda (2013) focused on key difficulties but did not propose specific solutions, whereas research at STMIK Prabumulih expanded to examine the influence of reading skills and effective teaching strategies to enhance listening comprehension VenChanthai Thepvongsa and Nilratana Klinchan identified that practicing with native speakers and engaging with English media are crucial for overcoming listening difficulties Watjana Suriyatham’s research found that lack of practice and limited exposure to diverse listening materials contribute to listening problems among business students in Bangkok, emphasizing similar challenges faced by both English and non-English majors Among these, Naizhao Guo (2005) provides a comprehensive overview of listening difficulties, integrating findings from previous studies and proposing methods to improve listening skills within TEFL contexts The research involving 550 students and three teachers highlights the importance of addressing cultural differences in English teaching, offering valuable insights for improving listening comprehension strategies in Chinese higher education institutions.
The researchers' findings provide a foundation for future studies to identify gaps and areas lacking consistent results While this international study considers diverse cultural characteristics and methodologies, its insights are still relevant to Vietnamese students However, further research should build on existing knowledge and explore uncensored aspects to deepen understanding.
Aims of the study
The study was carried out with the following objectives:
This study aims to evaluate the current state of English listening skills among students from the Faculty of English, University of Commerce It seeks to identify the key challenges and difficulties students face in developing their listening abilities The research also investigates the underlying causes of these listening comprehension challenges to provide targeted solutions for improving English learning outcomes.
This study aims to identify the key challenges faced by second-year English students at Thuongmai University in learning English listening skills It seeks to uncover the specific problems students encounter and provide practical recommendations and solutions to overcome these difficulties The research also offers pedagogical strategies to enhance the effectiveness of teaching listening comprehension, ultimately helping teachers motivate students and improve their listening abilities Additionally, the suggested approaches aim to equip students with the skills needed for everyday conversations, thereby strengthening their overall communication proficiency.
Research Subjects
This study investigates the challenges faced by second-year English majors at Thuongmai University in developing listening skills Based on collected data, the research proposes effective learning solutions aimed at helping students overcome common difficulties in acquiring listening proficiency The findings aim to improve listening comprehension among students, enhancing their overall English language skills Ultimately, the study provides practical strategies to support students in mastering listening skills and achieving academic success.
Scope of the study
This research paper, conducted by the English Department of Thuongmai University during the second semester of the 2021-2022 academic year, examines the challenges and solutions related to listening skills among second-year students of the English Department in the Business University Due to limitations in time and knowledge, the study focuses solely on identifying common difficulties students face in listening comprehension Additionally, the research targets only second-year students at Thuongmai University, which defines the scope of the study and limits its generalizability.
Research methodology
This study employed a quantitative research method by collecting data from 130 second-year English students at Thuongmai University Data collection included survey questionnaires and interview questions to gather detailed insights The primary objective was to obtain factual, descriptive data on listening comprehension challenges faced by second-year English majors during their second semester at Thuongmai University.
1.6.1 Population and Sampling of the Research
A population is a group of people who share Creswell’s characteristics (2012, p.
This study, conducted at the Department of English, Thuongmai University, aims to identify the challenges faced by second-year students in learning listening skills Involving 130 students from the Faculty of English during the 2021-2022 academic year, the research focuses on sophomores who have approximately 7 years of English education from high school but still experience limited proficiency Many students come from rural backgrounds with limited English practice opportunities, affecting their listening development at university Although students had a year to acclimate to the English environment, their foundational skills remain underdeveloped Since the second year includes dedicated listening courses, addressing these issues early is crucial for their overall language acquisition success.
1.6.2.1.1 Justification for the use of questionnaires
The study selected a questionnaire as the primary data collection method, recognizing its effectiveness in gathering large amounts of standardized information quickly When choosing this approach, the researcher carefully evaluated its advantages, such as efficiency and ease of data analysis, against potential drawbacks like limited depth of responses and possible respondent bias This deliberate decision underscores the importance of selecting appropriate tools to ensure accurate and reliable research outcomes.
Questionnaires are widely popular in research due to their ease of construction, high flexibility, and ability to collect large amounts of data efficiently They offer significant time savings and reduce both effort and financial costs for researchers As Dornyei highlights, questionnaires enhance time efficiency, making them a preferred tool for data collection in various studies.
According to 2003, questionnaires enable the collection of extensive data in less than an hour, making them highly efficient for researchers Additionally, modern computer software streamlines data processing, significantly reducing both time and costs As a result, questionnaires are considered the most effective and practical data collection method for research purposes.
A self-report questionnaire was developed to gather comprehensive data on listening difficulties and effective solutions, tailored specifically for second-year English majors at TMU Comprising 12 carefully crafted questions and 44 statements, the survey aims to explore the key challenges students face in listening comprehension and identify strategies to overcome them The questions are systematically organized to provide insightful insights into students' listening experiences, facilitating a better understanding of their difficulties and potential remedies This questionnaire serves as a valuable tool for enhancing listening skills and improving language learning outcomes among English majors.
Part 1 includes 4 questions (1, 2, 3,4,5) used to talk about students' attitudes towards listening skills Question 1,2) general information about students Question 3 is the students' perception of the level of listening skills (very difficult, difficult, medium difficult, easy) Question 4 is used to measure students' self-study listening skills Question 5 is to learn about the importance of listening skills for students
Part 2 consists of 3 sentences (6, 7, 8) used to talk about challenges that make it difficult for students in listening skills Question 6 is used to investigate difficulties related to listeners in listening skill with 19 commands (1-19) Question 7 is used to detect difficulties related to learners in listening skill with 14 commands (20- 34). Question 8 is used to find problems related to the material in listening skills with 9 statements (35-44)
Part 3 includes questions 9 research on factors affecting listening skills
Part 4 includes questions (10,11,12,13) about strategies students use and should do in listening skills.
Finally, question 14, open-ended question "What solution do you recommend to improve English-listening and overcome those obstables?"
1.6.2.2.1 Justification for the use of interview
To overcome the disadvantages of using questionnaires, researchers often employ interview methods, which offer deeper insights into participants' attitudes and actions (Thanajaro, 2000) Qualitative interviews are versatile tools that utilize both verbal and non-verbal channels, enabling the collection of detailed information about personal feelings, perceptions, and views This method allows learners to express themselves in their own words, providing valuable attitudes and insights Furthermore, interviews tend to achieve high response rates, high reliability, and face validity, helping researchers avoid ambiguity and misunderstanding.
Conducting interviews can be costly and time-consuming, as researchers must allocate significant time for setting up the environment, interviewing, recording, analyzing, and reporting results To address these limitations, it is essential to carefully prepare interview questions and context in advance Each interview lasted approximately 20-25 minutes, with all sessions recorded and supplemented by notes to capture key information The study involved conducting interviews with 10 sophomores to gather relevant insights efficiently.
This article presents a semi-structured interview question list aimed at understanding the listening strategies employed by sophomore students The interview is designed to explore various approaches used in learning listening comprehension, allowing the researcher to adapt questions as needed to gain deeper insights Comprising seven carefully developed questions, the interview includes three key items that are particularly important for capturing the most effective listening strategies among participants This method provides valuable data for researching language learning techniques and improving listening skills in educational contexts.
Question 1: What is the problem affecting your understanding as a listener?
This article explores the key factors that contribute to challenges in listening skills among second-year English majors Identifying the specific problems students face enables educators to develop targeted strategies to enhance their listening abilities Understanding these difficulties is essential for implementing effective interventions that improve overall language proficiency Analyzing the causes of listening difficulties helps tailor instructional methods to meet students' needs, ensuring more successful language learning outcomes.
Question 2, "Some of the above difficulties, which are the most difficult?"
The researcher aims to identify the key factors that influence hearing difficulties among students, focusing on pinpointing the primary causes of this challenge Understanding these determinants helps to determine the most effective solutions for students facing hearing impairments By analyzing these influences, students can better address their obstacles and find personalized strategies to overcome hearing-related issues, promoting better academic performance and overall well-being.
Final question: What impact do strategies have on students?
This question focuses on applying effective strategies to problem-solving Its primary goal is to identify solutions through strategic application, recognizing that success may vary depending on individual student factors Understanding which strategies work best for students is essential, making this the core purpose of the question.
An online interview was conducted with 30 students from the Faculty of English at the University of Commerce to gather insights on factors influencing English listening skills All participants willingly contributed, providing helpful and comfortable responses to support the research The primary goal was to collect students' opinions on challenges affecting their English listening proficiency and to gather suggestions for improvement These findings aim to inform strategies for enhancing English listening skills among students.
Organization of the study
My graduate paper consists of four main chapters, arranged as follows:
This program presents a synthesis of the general theory of listening skills, formulas, difficulties in learning techniques, and factors affecting listening skills.
This chapter presents a literature review on the general theoretical basis of listening skills, challenges and difficulties in learning listening skills, and factors affecting listening skills.
Chapter 3: Data analysis and research results
Detect, discuss, and analyze data collected from the questionnaire and the results are then analyzed Based on the results, solutions will be proposed
This final chapter offers valuable recommendations to enhance English listening skills among second-year students at Thuongmai University’s English Department It includes a comprehensive summary of the study’s findings, discusses its limitations, and provides practical suggestions for future research to further improve language learning outcomes.
LITERATURE OVERVIEW
Overview of listening skills
Listening is a crucial skill for mastering both native and foreign languages According to linguists like Howatt and Dakin (1974), Person (1983), and Hirsh, effective listening plays a vital role in language acquisition by enhancing comprehension and communication skills Developing strong listening abilities enables language learners to understand spoken language in various contexts, making it a fundamental component of effective language learning and teaching.
(1986) Underwood (1989), Purdy and Borisoff (1996), Brown (2001), Gary Buck
Listening is the ability to identify and understand what others are saying, encompassing comprehension of the speaker's accent, pronunciation, grammar, and vocabulary to grasp their intended meaning, as highlighted by Howatt and Dakin (1974).
According to Person (1983), listening involves complex cognitive processes that organize and combine skills in ethology, syntax, semantics, and understanding text structure These skills, controlled by the mind, are essential for developing foreign language proficiency Although the full mechanisms are not yet entirely understood, mastering listening skills is crucial for achieving language fluency.
Hirsh (1986) defines listening as a cognitive skill that involves neural responses and the interpretation of sounds to derive meaning This process includes actively selecting responses based on understanding, memorizing, attending to details, analyzing information, and incorporating prior experiences Effective listening requires integrating these components to comprehend spoken messages accurately and meaningfully.
Originally, according to Underwood (1989), listening was the act of paying attention to and trying to make sense of something we hear.
Likewise, listening is the process of receiving, making sense of, and responding to spoken and/or nonverbal messages Purdy and Borisoff (1996).
According to Brown (2001), listening is defined as "a one-way process of receiving audible signs," which involves the psychomotor process of receiving sound waves through the ear and transmitting nerve impulses to the brain Effective listening comprises three essential elements: the sender, the message, and the listener, highlighting the importance of understanding how auditory information is processed and interpreted Enhancing listening skills is crucial for effective communication, as it enables individuals to accurately receive and comprehend messages in various contexts.
Gary Buck (2001) emphasizes that listening is an active process of constructing meaning, achieved by applying both linguistic and non-linguistic knowledge to incoming audio Understanding that effective listening involves integrating various types of knowledge enhances comprehension skills Therefore, developing both language proficiency and general world knowledge is essential for improved listening abilities.
Effective listening is a complex and evolving skill, requiring individuals to manage various challenges such as different accents, unfamiliar vocabulary, and complex sentence structures It also involves overcoming background noise and maintaining focus to avoid losing attention According to Scott Shelton (2008), successful listening necessitates processing multiple elements simultaneously to accurately interpret and comprehend the intended meaning.
Listening is a complex and active interpretative process where listeners blend what they hear with their existing knowledge to understand spoken language, highlighting its importance in effective communication According to various authors, despite differing definitions, the core concept of listening centers on processing and comprehension, with Underwood's (1989) definition offering a comprehensive understanding that encapsulates others’ perspectives Effective listening involves receiving information through sensory input and processing it mentally to facilitate message transmission and understanding.
2.1.2 The importance of listening skills
Listening is a vital skill essential for effective communication in both life and education To connect with others, you must first truly hear and understand what is being said Listening involves more than just hearing; it requires active engagement to comprehend information, gather meaningful insights, and respond appropriately Developing strong listening skills enhances learning, fosters better relationships, and enables more effective exchanges of ideas.
Listening is essential for success, as effective learning begins with attentive ears rather than just visual cues Just like a child learns to speak by listening to those around them, mastering English requires developing strong listening skills first Understanding the meaning of words through active listening is crucial before you can confidently speak and communicate in English Prioritizing listening enables language learners to grasp pronunciation, context, and conversational flow, paving the way for fluent speaking Ultimately, honing your listening skills is the foundation for effective English language acquisition and confident communication.
Listening offers accessible input crucial for effective language learning, serving as a foundation for meaningful lessons Active interaction with speakers enhances comprehension and engagement, while listening exercises focus learners' attention on new vocabulary, grammar, and conversational patterns Consequently, listening comprehension creates optimal conditions for language acquisition and supports the development of overall language skills (Krashen, 1989).
Listening is a crucial component of effective communication in daily life According to Mendelson (1994), listening constitutes approximately 40-50% of total communication time, highlighting its significant role compared to other skills like reading and writing Emphasizing its importance in language learning, Rost (1994) explains that developing strong listening skills is essential for mastering classroom language and improving overall communicative competence.
1 Listening is important in a language classroom because it provides input for learners Without understanding the input at the right level, learning simply cannot begin.
2 Spoken language provides a means of interaction for learners Because learners must interact to gain understanding Access to the language's speakers is paramount Furthermore, learners' failure to understand the language they hear is a motivator, not an obstacle, for interaction and learning.
3 Authentic spoken language is a challenge for learners to understand language like native speakers use it.
4 Listening exercises provide teachers with a means for learners to draw attention to new forms (vocabulary, grammar, new interaction patterns) in the language (p 141-142).
According to Guo and Wills (2006), the media serves as the primary source through which people acquire their education, information, and understanding of the world It shapes perceptions of human problems, ideas, and values, making it a vital tool for cultural and societal development.
Stevenson (2010) emphasizes that listening is crucial for L2 and ESL learners, as it provides essential information about vocabulary, grammar, pronunciation, and word order He highlights that understanding the meanings conveyed through listening helps learners grasp important sounds of words, phrases, and sentences Additionally, different sounds, voices, and pitches significantly influence message intelligibility, making listening a vital skill for language development.
Challenges that lead to difficulty learning listening skills
Extensive research over the past two decades has focused on identifying the factors influencing learners' listening comprehension, highlighting both success and failure Studies by Robin (1994) and Christine Goh from the National University of Singapore emphasize that internal and external factors significantly impact listening skills Brown (1995) identified content relevance and contextual factors—such as vocabulary, unfamiliar topics, speech speed, and intonation—as critical challenges affecting comprehension Buck (2001) pointed out specific difficulties related to new vocabulary, speech rate, and intonations that directly influence the listening process In 2000, Hassan added the importance of developing listening skills and engaging interest, suggesting that learners' motivation and response accuracy are vital factors Overall, these studies underscore that learner, speaker, and contextual elements collectively shape listening comprehension success or failure.
Research indicates that hearing difficulties can be influenced by various factors, including content complexity, vocabulary, intonation, tone of voice, and the listener's level of interest Additionally, rational factors and the need for accurate answers play a significant role in listening comprehension Understanding these elements is essential for improving auditory understanding and communication skills.
According to Yagang (1994), listeners tend to become familiar with the accents they are most exposed to, which can pose challenges when encountering new accents Exposure to standard British or American English can lead to difficulties in understanding other English varieties, such as Australian or Japanese English Since English is spoken differently across numerous countries, learners often struggle to recognize and distinguish words when listening to unfamiliar accents for the first time.
Unfamiliar accents, such as Indian English for learners accustomed only to American English, can cause significant listening difficulties and confusion, hindering language acquisition (Buck, 2001) Excessive exposure to varied accents may lead to a marked decrease in comprehension, as highlighted by Munro and Derwing (1999) Moreover, Goh (1999) found that 66% of listeners consider accents to be a major factor affecting listening comprehension Both native and non-native unfamiliar accents can severely disrupt the listening process, making understanding either challenging or impossible for learners.
English features distinctive stress and intonation patterns that are essential for conveying meaning Stress emphasizes content words to clarify the message, while many students often struggle to differentiate between content and function words According to Renard (1975), intonation is a crucial aspect because it expresses various meanings, motives, or situations beyond the literal words spoken In context, intonation determines a sentence’s intent—rising pitch signals questions or invitations to continue, whereas falling pitch typically indicates confirmation or agreement Understanding these nuances helps learners interpret speakers' ideas and emotions accurately.
Foreign students often struggle with listening comprehension because they are unaware that words spoken in continuous speech do not carry the same stress as when spoken in isolation (Underwood, 1989) This misunderstanding can lead to difficulties in recognizing familiar words and grasping the overall meaning Additionally, excessive stress on certain words can cause students to overlook important grammar points during listening tests, hindering their ability to understand spoken English effectively.
The speed at which native speakers speak can hinder English learners, making it difficult for them to process and understand spoken language (Brown & Yule, 1983) Students often struggle to differentiate and sort out words in real-time listening, as unlike reading text, spoken language disappears quickly This rapid pace often causes learners to miss subsequent parts of conversations, increasing the challenge of following native speakers' speech Many foreign language students perceive native speakers as speaking too fast, which further complicates their ability to comprehend spoken English effectively.
Underwood (1989) highlights that rapid speech can significantly hinder comprehension, making it challenging for listeners to understand second language (L2) words when speakers speak too quickly This loss of control over speech speed can lead to serious difficulties in understanding, especially for learners These findings are supported by studies conducted by Flowerdew and Miller, emphasizing the impact of speech tempo on listening comprehension.
(1992), who reported that their subjects unanimously rated the rate of distribution as one of the greatest obstacles to knowledge Students can replay recorded materials until information is received.
According to Hasan (2000), key challenges in learners' listening comprehension include unfamiliar words, complex grammatical structures, and lengthy spoken passages His research highlights that issues such as unclear speech, lack of interest, and insufficient responses to comprehension questions further hinder students’ understanding Addressing these factors is essential for improving listening skills and enhancing overall language proficiency.
D The reduced form, elision and assimilation
In spoken English, speakers often modify their speech to convey meaning effectively, which involves slurring or dropping less important words and emphasizing others According to Brown (1977), this process helps communicate messages more clearly during articulation Madsen and Bowen (1978) identify three key features of sandhi-variation in spoken English: contraction (e.g., "gonna," "wanna," "hasta"), reduction (e.g., "could" /kʊd/ reducing to /kəd/ in phrases like "we could go to the park this afternoon"), and assimilation (e.g., /hieɪ ʃt ərləntʃ/ for "He ate your lunch") These features illustrate how spoken language becomes more fluid and efficient through natural phonological processes.
Johana (2005) highlights that phonological processes primarily impact the points where listeners need clear information, such as word beginnings and endings These processes, including assimilation, elision, and linking words, can cause difficulties for students in understanding spoken language Specifically, phenomena like liaison—linking words when the second starts with a vowel—and elision—the omission of certain sounds during rapid speech—make it challenging for learners to distinguish individual words in continuous speech This difficulty arises because students are often accustomed to seeing words as separate entities in written texts.
Simplified sentence structures enhance information retention, as evidenced by Cervantes and Gainer (1992), who found that listeners understood more when lectures were syntactically simplified Complex text organization can hinder students' ability to effectively grasp key concepts, especially if they struggle to create clear outlines Therefore, clear and straightforward writing is crucial for improving comprehension and recall in educational settings.
Density information in passages can be challenging for students, particularly beginners, due to the complexity and amount of information contained within long, dense passages (Rost, 2006) Increased information density elevates cognitive demands on L2 listeners, potentially making listening comprehension more difficult (Gilmore, 2004) Therefore, it is important to consider the impact of information density when designing listening materials for language learners.
According to Atkins (1995), shorter listening passages enhance comprehension, reduce boredom, and help learners stay focused Long listening segments can hinder students' ability to retain information and maintain concentration, leading to confusion and pauses during listening Consequently, excessively lengthy conversations can result in ineffective listening by causing students to miss important details.
Length is a significant factor that increases students' anxiety during the listening section Studies by Azmi Bingol, Celik, Yidliz, and Tugrul Mart (2014) highlight that students' language proficiency greatly impacts their ability to comprehend longer audio passages and retain information For low-level learners, listening to recordings longer than three minutes poses considerable challenges, making it more difficult to complete listening activities successfully.
Factors affecting listening to English
Teachers play a crucial role in English language education, influencing students' listening and speaking skills Research by Yan (2005) indicates that students in China often exhibit unsatisfactory listening skills due to teacher-centered, exam-focused teaching methods that frequently neglect listening practice Despite studying English at university, many students still feel frustrated when communicating in English, a situation worsened by teachers who overlook these challenges, leading to increased anxiety and frustration among learners.
Effective teaching requires that teachers possess strong subject knowledge and a high level of English proficiency, surpassing that of their students (Senan, 1997) Creating an engaging and positive classroom environment is essential, as students learn more effectively in such settings However, Yanling and Guizhen (2006) found that a lack of awareness about student anxiety can negatively impact learning; they observed that using only English for instruction in Chinese classrooms can cause confusion and stress among students Additionally, overly critical correction practices can lead to feelings of humiliation and discourage student participation, highlighting the importance of supportive and empathetic teaching methods in language education.
A successful teacher should go beyond instructional duties by forging strong relationships with students and demonstrating empathy, which enhances students' learning behavior Prior to teaching, educators need knowledge and experience in psychology and classroom management to create a positive learning environment Establishing a comfortable and flexible classroom atmosphere that recognizes individual student abilities, preferences, and dislikes is essential When teachers understand and address students' needs, the teaching process becomes more effective, leading to increased student engagement and improved learning outcomes.
Students' attitudes, along with their likes and dislikes, play a crucial role in second language acquisition, influencing overall learning success According to Rubin & Thompson (1994), attitude is a key factor in achieving proficiency in foreign language learning Learner attitudes encompass not only language skills but also how students feel about related aspects like the target culture and its people, further impacting motivation and engagement in the learning process.
A positive attitude significantly enhances a student's ability to learn a target language, as it fosters greater familiarity and success in language acquisition Research indicates a clear link between attitude and achievement, where a positive outlook boosts motivation and learning outcomes, whereas a negative attitude can diminish motivation and hinder progress Teachers should recognize that students harbor both positive and negative attitudes, but negative perceptions can be changed with appropriate support (Brown, 2000) According to Muangmood (2005), attitude is an internal factor affecting spoken language, with positive experiences cultivating a more favorable attitude and improving language learning, while negative attitudes are associated with poorer academic performance and lower language proficiency Ultimately, students with positive attitudes tend to achieve higher scores and demonstrate greater success in learning English.
A positive attitude toward the English language is essential for second language learners, as it motivates success and makes the learning process easier Creating a supportive classroom environment that encourages this positive outlook is a key responsibility of the English teacher Learners with an optimistic mindset are more likely to stay motivated and achieve their language learning goals, while those with a negative attitude may find the process boring and challenging, increasing the risk of failure in learning a foreign language.
Student motivation plays a crucial role in enhancing listening comprehension, as staying focused in a foreign language class can be challenging Maintaining even a brief attention span is essential, since losing focus can significantly hinder understanding When students find the listening topic engaging, they tend to comprehend the material more easily; however, even interested students may feel bored due to the effort required to grasp the full meaning.
The student's level of motivation has a clear influence on the learner's behavior.
Research indicates that motivation is crucial for successful foreign language acquisition According to Harmer (1991), the motivation students bring to the classroom is the most significant factor influencing their language learning success Maintaining high motivation levels enhances learner engagement and improves language proficiency outcomes.
Research by Mokkarawut (2006) demonstrated that students effectively learn to speak English driven by instrumental motivation, as they need English for academic and professional success both in Thailand and internationally Similarly, Lordasa (2007) found that instrumental motivation holds greater significance than integrative motivation, with students prioritizing career prospects over cultural integration, emphasizing the importance of practical goals in language learning.
Successful language learning requires students to understand the purpose of their studies, rather than learning English solely because it is a school requirement or a popular subject To boost motivation, teachers should regularly remind students of the significance of English proficiency for achieving personal goals, such as higher education, traveling abroad, career advancement, and accessing modern technology When students recognize the vital role of English in their lives, they become highly motivated to learn.
Classroom environment issues can significantly impact students' listening comprehension and overall learning experience Large class sizes may prevent students at the back from hearing recordings clearly, while students near windows are affected by external noise, disrupting concentration Teachers must consider these factors to create an effective learning environment Additionally, classroom temperature, whether too hot in summer or too cold in winter due to lack of air conditioning or heating, can hinder students' ability to focus on listening activities These challenges also complicate classroom management during group activities and hinder effective student feedback.
A positive classroom environment plays a crucial role in supporting successful foreign language learning by reducing student anxiety and creating a comfortable atmosphere Conversely, a stressful classroom setting can hinder language acquisition and impede student progress Creating a comfortable and supportive classroom environment is essential for enhancing student engagement and confidence in learning a new language.
Understanding students' previous learning conditions is essential when studying factors that influence their English speaking abilities (Muangmood, 2005) Reducing learner anxiety is crucial, as it can significantly impact language practice and confidence; teachers should actively work to create a supportive classroom environment to help alleviate anxiety (Yan, 2005) Teachers play a vital role in fostering a comfortable and encouraging atmosphere that promotes effective language acquisition and enhances students' speaking skills (Yan, 2005).
According to a study by Lui (2007), English teachers should create a friendly and supportive learning environment to encourage student engagement Being approachable and non-critical in the classroom helps students feel comfortable speaking English and participating actively Fostering a positive, non-threatening atmosphere reduces students' anxiety and boosts their confidence in using the language.
Listening activities in class
The National Capital Language Resource Center (NCLRC) says:
A listening activity should have clear goals and focus on developing specific listening skills without overwhelming beginner learners Effective activities aim to help students hone and practice their listening abilities in an engaging and manageable way Understanding the objectives of each listening lesson enables students to select appropriate strategies, such as recognition, which involves distinguishing details like sounds, word forms, morphology, and tonal differences to enhance comprehension.
Adjustment: Decide on the main points of the dialogue: topic, form, presentation Detail listening: Helps to identify elements in a directional pattern
Backup: Reproduce the text verbally or in writing
2.4.2 Activities to do before listening
According to Chengxi (2005), effective listening skills require students to prepare beforehand, enabling them to overcome various challenges within the literary context Listening activities should also foster students' abilities to interpret and critically analyze the material, enhancing their overall comprehension and interpretative skills.
Pre-listening activities are essential for setting clear listening goals, correcting pronunciation errors, and overcoming language barriers They also boost classroom engagement by discussing background knowledge and involving students in interactive language activities According to Gilakjani and Ahmadi (2011), these activities help students activate prior knowledge, build anticipation for the lesson, and provide essential context for effective listening comprehension.
Some pre-listening activities are mentioned such as:
Firstly, it is advisable to learn in advance some new words and grammar related to the topic to be taught new words related to the listening lesson.
Second, they often predict the content of the listening lesson based on the activities given by the teacher
Third, It is recommended to work in groups or collaborate and read platforms or classes
Finally, you should listen to the teacher about the content and context of the lesson before listening
2.4.3 Activities to do while listening
According to Gilakjani and Ahmadi (2011), activities while listening (thinking process) help students form ideas and capture specific information in the answer sheet based on what they hear
Some while listening activities are mentioned such as:
Students take notes of key words to develop into the main idea of the lesson. They often try to answer questions while they are listening.
And some of them usually just listen
2.4.4 Activities to do after listening
Gilakjani and Ahmadi (2011) highlight that activities enabling teachers to assess students’ comprehension are essential for evaluating understanding and addressing questions These activities also foster deeper learning by encouraging students to move beyond literal interpretation toward analysis and critical thinking Incorporating such assessment methods enhances overall student engagement and promotes higher-order cognitive skills.
Some activities after hearing mentioned are as follows:
Link plan linked cabinet data has been heard
Decide on the appropriate strategy and correct if necessary.
Compare the notes that have been heard.
Chapter Summary
This chapter reviews key theories, ideas, and academic research related to listening skills, providing a solid theoretical framework for the graduation thesis While most existing literature originates from foreign contexts and may not fully align with Vietnamese students’ experiences, the researcher aims to address this gap through detailed observations and analyses presented in subsequent chapters Ultimately, the researcher hopes to complement the existing literature and enhance understanding of listening skills within the Vietnamese educational context through these refined insights.