BỘ GIÁO DỤC VÀ ĐÀO TẠO TRƯỜNG ĐẠI HỌC DÂN LẬP HẢI PHÒNG NHIỆM VỤ ĐỀ TÀI TỐT NGHIỆP Sinh viên: Bùi Thị Thu Hương Mã SV:1412751072 Tên đề tài: Difficulties of learning listening comprehen
INTRODUCTION
Rationale
English has become an increasingly important global language, widely used in various countries and serving as the mother tongue for over 350 million people It is the international language of business, politics, science, technology, and tourism, driving a high demand for English education worldwide, including Vietnam In Vietnam, English is taught at all educational levels and is a compulsory subject in most schools due to its vital role in communication Mastering English, especially listening and speaking skills, is highly desired by language learners, but listening remains particularly challenging due to various influencing factors Many students, including myself and classmates from different universities, face difficulties in listening comprehension, often feeling unconfident and struggling to understand spoken messages These challenges motivate further research into improving listening skills for language learners.
“Difficulties of learning listening comprehension faced by first-year students of Foreign Languages Department at Hai Phong University”
Research objectives
The study is aimed at the following goals:
1) To find out the most common difficulties in learning listening comprehension faced by the HPU first-year English major
2) To identify the causes of the problems of listening comprehension faced by the HPU first-year English major
3) To find out and give some solutions to minimize the difficulties and improve efficiency in listening comprehension.
Research scope
This study focuses on first-year English majors at Hai Phong Private University to identify common challenges students face in their listening skills The research involves a sample of 40 first-year students from Course 21 in the Foreign Languages Department The aim is to analyze the difficulties encountered by these students and propose effective strategies to enhance their listening abilities Findings will provide valuable insights for improving English listening competence among beginner-level students.
Research tasks
The study involves fulfilling the following tasks:
1) To study the definition, types of listening, process of listening comprehension, factors making listening comprehension difficult
2) To investigate the most common difficulties in listening comprehension encountered by the first-year English majors students and causes of it
3) Based on the major findings, possible suggestions to the problems are proposed to minimize the difficulties and enhance effectiveness in listening comprehension.
Research method
To complete this study, I extensively reviewed relevant books and academic papers available online, ensuring a comprehensive understanding of the subject Additionally, I greatly benefited from documents introduced and provided by my supervisor, which proved to be invaluable resources for my research.
The questionnaire was designed as a convenient and cost-effective tool for data collection, allowing students to respond anonymously and encourage honest answers It included both closed and open-ended questions to gather comprehensive insights The questionnaire targeted first-year foreign language students to assess their attitudes towards listening skills, identify their listening difficulties, and understand their expectations from teachers As first-year students often face challenges in developing listening skills, this stage is crucial for equipping them with effective techniques and strategies early on Implementing appropriate listening strategies during this period helps students build and improve their listening competence over time.
After collecting the questionnaire responses, data analysis is performed to identify key insights By examining statistical data, I assess the current situation, pinpoint common difficulties, and determine underlying causes This comprehensive analysis enables me to propose practical and effective solutions to address the identified problems efficiently.
Design of the research work
The research work has three main parts, namely: Introduction, Development and Conclusion The part “Development” consists three chapters
Chapter 1 is entitled “Theoretical basis of the study” It includes 4 sections The section one is about definition of listening, the next section argued about the significance of listening, then the section 3 is about the types of listening and the last one is about factors make listening comprehension difficult and it is also the most important part of this chapter
Chapter 2 is named “An investigation into the first-year students of foreign languages department difficulties in listening comprehension” It has three sections Section one is devoted to the survey which focuses on the methods used to gather and analyze data and describes the current situation of students at HPU The second section presents data analysis based on the collected results of the survey The last section makes discussion of some common problems faced by students and possible causes of these problems
Chapter 3 is entitled: “Recommendations to improve listening comprehension skill of students” It provides some recommendations for improvement of the listening comprehension.
THEORETICAL BASIS OF THE STUDY
Introduction
This chapter, titled "Theoretical Basis of the Study," provides essential foundational knowledge about listening skills to give readers a comprehensive overview of the topic It covers key concepts such as the definition of listening, its importance in communication, and the various types of listening Additionally, the chapter explores the factors that hinder effective listening, highlighting challenges that learners may encounter in developing this vital skill.
Definition of listening
Listening comprehension involves more than just hearing; it is a psychological act of interpretation that enables understanding and meaning-making from sound waves According to Roland Barthes, hearing is a physiological process that occurs subconsciously, while listening involves active engagement on three levels: alerting, deciphering, and understanding how sounds are produced and their impact on the listener Effective listening requires the ability to identify and interpret a speaker’s accent, pronunciation, grammar, vocabulary, and overall meaning simultaneously In essence, listening is the skill of receiving, evaluating, and comprehending spoken messages, making it a crucial component of effective communication and language mastery.
Effective listening is an active process where understanding depends on the listener’s engagement, as Anderson and Lynch (1988) emphasize that "the listener has a crucial part to play in understanding by activating various types of knowledge and applying it to what they hear." To be a proficient listener, one must analyze and decipher the message sent, utilize strategies and skills to extract meaning, and respond appropriately based on the content, theme, and purpose of the conversation Additionally, listening is closely connected to thoughts, emotions, and intentions, highlighting its comprehensive role in effective communication.
Listening is an active process that involves identifying and understanding the speaker's pronunciation, grammar, and vocabulary Effective listening requires learners to engage actively, concentrating on comprehending the spoken message rather than passively hearing Developing strong listening skills enhances communication, making it essential for language learners to practice actively, interpret spoken language accurately, and adapt to various listening contexts.
Significance of listening
Listening is the most frequently used language skill and plays a crucial role not only in the classroom but also in everyday life As the first step in language learning, listening requires concentration and quick understanding, which can be challenged by factors like context, theme, content, and body language Developing strong listening skills is essential because they directly influence speaking abilities; Lundsteen emphasized that listening is the first noticeable language skill Perceiving language input through listening is key to acquiring a new language, making it the gateway to language learning Additionally, listening provides the necessary context and situations for developing other language skills such as speaking, reading, and writing.
Types of listening
Listening skills including of two main types are casual and focused listening going together, up to the aim of listening (Nguyen Thi Van Lam and Ngo Dinh Phuong, 2006)
Casual listening involves hearing without a specific purpose or focused attention Typically, we pay little to no heed to the information unless something captures our interest As a result, we often find it difficult to remember the details of what we've just heard This type of listening is common in everyday life, where attention is often divided and content is not deeply processed.
Remembering while listening is a common experience, such as when we listen to music, news on the radio or TV, or chat with a friend while doing household chores This active listening enhances memory retrieval and engagement with auditory information Incorporating mindful listening practices can improve overall memory recall and auditory comprehension Effective listening techniques are essential for boosting cognitive retention during everyday activities.
Focused listening involves attentively concentrating on audio with the specific goal of understanding and gathering relevant information, unlike casual listening which is more relaxed This effective listening technique is essential in settings such as classrooms, meetings, and seminars, where paying close attention helps to comprehensively grasp important topics Focused listening enhances information retention and communication skills, making it a vital skill for academic and professional success.
Listening process
Listening process divides into five periods:
Chart 1.1 Five periods in listening process Receiving - Understanding - Remembering - Evaluating - Responding Receiving
It refers to the response caused by sound waves to the ear of listener It is the physical response
At this stage, you learn what the speaker means through the thoughts and emotional tone It is crucially important to communication process and exists in all speech
Remembering is needed for maintaining conversation because it means that a message has not only been delivered and interpreted but also added to the listener mind’s storage bank
Humans are moral beings with selective attention, which affects how we process information during conversations As a result, only certain details are stored in our memory, causing a discrepancy between what we actually saw or heard and what we later remember This selective recall highlights the imperfect nature of human memory and perception.
This stage is mostly executed by conscious awareness, consists of judging the messages in some way Meanwhile, you might try to penetrate the speaker’s underlying intentions or motives
Effective communication relies on speakers receiving clear feedback from listeners, whether verbal or nonverbal, to confirm that the message has been understood Providing prompt feedback is essential for sustaining and prolonging meaningful conversations.
In conclusion, listening is the psychological process of receiving, attending to, constructing meaning from, and responding to spoken or nonverbal messages (Syed Arif Ali Shah - Published on Jul 5, 2010).
Factors make listening difficult
Listening in learning English can be challenging due to the strong relationship between reading and listening skills (Lund, 1991; Osada, 2004) Research has predominantly focused on reading because it is easier to study and observe, leading to limited understanding of listening comprehension For instance, listeners tend to have poorer memory for spoken information compared to readers' retention of written content (Lund, 1991) Additionally, individual listener characteristics significantly affect listening performance, influencing it in different ways from reading skills (Park, 2004).
Factors prevent listening process relating to both listener and passage delivered
Working memory refers to the sensible system that is significant to the processing, storage, and output of information in memory (Baddeley and Hitch,
1974) Working memory is the thought including of a storage component and a control component called the central controlling The central executive plays a role that could not be replaced in the process of operating in working memory
Working memory plays a crucial role in language comprehension by supporting decoding and identification of words and sentences It helps retain and organize key information during the analysis of complex or ambiguous sentences, especially for individuals with higher working memory capacity who can better hold and process information until understanding is achieved Theoretical evidence indicates that working memory is essential not only for listening comprehension (Engle, 2002) but also for reading and higher-level cognitive tasks such as explanation and multitasking (Konig, Buhner, and Murling, 2005).
2.6.1.2 Proficient level to the second language
A significant factor affecting comprehension is the gap between the listener's vocabulary knowledge and the vocabulary used in the message When a passage discusses a completely different topic or belongs to a specialized field that the listener is unfamiliar with, understanding becomes challenging Limited or no prior knowledge of the subject reduces the listener’s ability to grasp the message fully, often resulting in little to no comprehension or only partial understanding.
Effective communication requires tailored vocabulary; doctors use specialized medical terminology, while business professionals rely on different jargon If the listener is not familiar with the appropriate vocabulary, they may misunderstand or miss crucial information, leading to potential misunderstandings or errors in decision-making Clear and context-appropriate language is essential to ensure accurate understanding and successful exchanges across various fields.
According to Goh (2000), language students tend to pronounce unfamiliar words based on their native pronunciation, which can hinder understanding The research highlights that a listener's pronunciation and grammar skills significantly influence how quickly they assess and respond to spoken English Complex sentences with lengthy and intricate grammar structures pose challenges for learners with lower grammar proficiency, making it difficult to analyze and produce appropriate responses Additionally, improper pronunciation can prevent listeners from accurately perceiving spoken words, emphasizing the importance of correct pronunciation for effective communication.
Background knowledge of the topic, content, and culture
Listeners’ background knowledge significantly influences their ability to understand spoken content For instance, during a conference on a specialized topic, individuals lacking basic knowledge in that area may struggle to grasp the speaker’s intended message Similarly, when visiting a foreign country, understanding local dialects and colloquial expressions becomes challenging for those unfamiliar with the language, hindering effective communication.
2.6.2 Factors relating to passage and listening materials
Passage length significantly impacts listening comprehension, as longer passages increase cognitive load and the likelihood of missing critical information (Alderson et al., 2006; Bejar et al., 2000; Carroll, 1977; Rost, 2006) Unlike reading, listening occurs in real-time without the opportunity to revisit missed details, which can disrupt understanding and hinder subsequent information processing (Goh, 2000; O’Malley et al., 1989) Longer passages may overwhelm listeners' working memory capacity, leading to comprehension difficulties and information loss (Henning, 1990) Additionally, less proficient learners often struggle to grasp the meaning of longer passages due to word-by-word decoding efforts, further impairing their ability to follow continuous speech (Field, 2004; Vandergrift, 2003; Vandergrift and Tafaghodtari, 2010).
Assessing the complexity of a passage primarily involves examining its sentence and phrase structures, including factors like sentence syntax, negatives, dependent clauses, and referential elements A common question is whether simplifying sentence structures improves understanding—however, research offers mixed results Blau (1990) found that sentence complexity has little impact on listening comprehension among high-proficiency English learners, suggesting that syntactic simplification does not significantly enhance second language listening efficiency Conversely, Nissan et al (1996) highlighted that sentences containing two or more negatives significantly increase difficulty, making comprehension more challenging for listeners.
Infrequent words in a passage increase its complexity and difficulty, making listening comprehension more challenging When listeners encounter low-frequency words they are less familiar with, they may need extra time to infer their meanings or ignore them altogether, which hampers understanding (Nissan et al., 1995) Texts containing familiar words facilitate easier comprehension, enabling students to grasp information more efficiently Knowing the meanings of words boosts students' interest and motivation, positively impacting their listening skills Additionally, words with multiple meanings can cause confusion if used improperly in context, emphasizing the importance of appropriate word usage for effective comprehension.
Culturally specific vocabulary and idioms
Kostin (2004) examined how idioms and culturally specific vocabulary affect listening comprehension, highlighting their impact on understanding spoken language According to The American Heritage Dictionary (2000), an idiom is an expression composed of two or more words whose overall meaning cannot be inferred from the individual words For example, the idiom "It's raining cats and dogs" cannot be understood solely by knowing the meanings of "rain," "cats," and "dogs," emphasizing the importance of familiarity with idiomatic expressions for effective comprehension Incorporating idioms and culturally specific vocabulary in language learning can enhance listening skills and cultural understanding.
Understanding the cultural context of a language is essential for learners, as it significantly impacts their comprehension during listening activities When listening tasks feature unfamiliar cultural materials, learners may encounter substantial difficulties in understanding the content Therefore, teachers play a crucial role in providing background knowledge beforehand to ensure learners can effectively grasp the cultural nuances and improve overall comprehension.
Passages with familiar topics tend to enhance listening comprehension, as they are generally easier for listeners to understand compared to unfamiliar ones (Sadighi-Zare, 2006; Tyler, 2001) Additionally, the nature of the topic—whether academic or non-academic—significantly affects comprehension; common everyday issues are easier to grasp using simple, frequent words, whereas academic topics pose greater challenges, especially for listeners lacking specialized knowledge.
Different types of passages, such as lectures and recorded conversations, have distinct structures, impacting how listeners process information During a lecture, listeners must understand long stretches of uninterrupted speech without the opportunity to pause or revisit content, requiring quick identification of relevant versus irrelevant information (Flowerdew, 1994) Lectures often use specialized language and complex sentence structures, including clauses, subordinate clauses, and pronouns, which can pose comprehension challenges for listeners (Tyler, Jeffries, and Davies, 1988) To overcome these difficulties, listeners need to spend time researching and referencing relevant materials to better understand the content.
Research indicates that passage organization and type can significantly impact listening comprehension by affecting working memory performance Well-organized information facilitates easier encoding and retention in working memory, enhancing comprehension (Anderson, 2004; Baddeley et al., 1984) Additionally, the influence of working memory on reading comprehension and recognition tasks varies depending on whether the topic is familiar or unfamiliar (Leeser, 2007) Consequently, the organization and familiarity of a passage play crucial roles; less organized or unfamiliar topics tend to make listening comprehension more challenging.
2.6.2.4 Auditory features of the passage
RESEARCH METHOD
Research design
This study utilizes a descriptive quantitative research design to explore the listening skills challenges faced by freshmen in the Foreign Languages Department at Hai Phong Private University The research aims to gather comprehensive data on the specific problems encountered by students, providing valuable insights into their listening difficulties Employing this methodology enhances the understanding of students’ listening proficiency and helps identify key areas for improvement to inform future language learning strategies.
Population and sample
The study focuses on freshmen of the Foreign Languages Department at Hai Phong Private University, who constitute the research population Specifically, the research includes all 40 students from class NA2101 during the 2017–2018 academic year This entire class serves as the sample for the study, providing comprehensive data for the research objectives.
Many students have studied English for seven years—four years in secondary school and three years in high school—yet their English backgrounds are quite similar due to past high school curricula As a result, students had limited opportunities to practice their English skills, which affected their proficiency Upon entering HPU, they faced numerous challenges in studying English, particularly in listening activities However, they have recognized their difficulties, needs, and achievements related to these skills, highlighting areas for further improvement.
Data collection instruments
The questionnaires were designed for students in the way that the researcher finds them easy to summarize and analyze the collected data Questionnaires for students consist of 14 questions which are specified in the three research questions Therefore, the survey questionnaire for students was delivered to 40 major first - year students of NA2101 in Foreign Languages Department, HPU to find information for the three research questions
The questionnaire comprises 14 questions, with questions 4 to 8 focusing on collecting participants' opinions regarding the development of listening skills Questions 9 to 11 in Part II aim to identify the main factors influencing English listening proficiency These insights help understand learners’ perceptions and the challenges faced in improving their listening abilities, providing valuable information for enhancing language learning strategies.
14 of part III mainly seek for activities for improving English listening skill for first-year students of NA2101 in Foreign Languages Department, HPU
To ensure the reliability and validity of the sample data, questionnaires for NA2101 learners were distributed directly during class break time and collected immediately, allowing students to focus on their recent experiences Prior to completing the survey, the researcher explained the study’s purpose and significance, addressing any misunderstandings about the questions In addition to written instructions on the questionnaire, oral explanations in Vietnamese were provided to eliminate confusion A total of 15 students participated in the survey, providing valuable responses.
Data collection
This section outlines the processes involved in gathering information to identify solutions for the identified problems The data collection steps in this study include systematic methods to ensure accurate and comprehensive information gathering Effective data collection is crucial for analyzing the issues thoroughly and developing informed solutions.
Explaining about the questionnaires to the students The researcher explains the items clearly to avoid misunderstanding
Giving instruction to the students to fill out the questionnaires
Data analysis
The next step after the researcher collects the data is analyzing the data There are some steps in analyzing the data They are presented as follows:
Reading and identifying the questionnaires that had been answered
Classifying the result of the questions
Composing tables to classify students’ problems and strategies used based on the questionnaires
Calculating the result taken from the students’ answer based on the tables
Going to conclusion based on the data analysis.
Conclusion
Almost 40 copies of the questionnaire delivered to the learners The data are analyzed in this part of the study in the below tables and charts which show the responses for the questions in the questionnaires Besides, the second question the questionnaires bring a result that according to students’ opinion, listening skill is very difficult.
FINDINGS AND DISCUSSIONS
Findings
4.1.1 Student’s real situations of learning English listening skill
Most students come from rural areas and had limited opportunities to practice English speaking and listening skills during high school Instead, they focused primarily on reading and writing to prepare for university entrance exams, resulting in high test scores but limited communicative proficiency Despite studying English for 7 to over 9 years, many students struggle with practical communication and listening skills, highlighting a gap between exam performance and real-world language use.
The article outlines a research survey consisting of ten questions aimed at first-year NA2101 students in the Foreign Languages Department at HPU The first three questions focus on gathering students’ opinions and experiences related to studying English listening skills Questions four and five aim to identify the key factors affecting students’ English listening performance The final five questions primarily explore effective activities and strategies to enhance English listening skills among first-year students This structured approach provides comprehensive insights into student perceptions, challenges, and preferred methods for improving listening proficiency.
The 40 copies of the questionnaire delivered to the learners The data are analyzed in this part of the study in the below tables and charts which show the responses for the questions in the questionnaires Besides, the second question the questionnaires bring a result that according to students’ opinion, listening skill is very difficult
Chart 2.1: The students' assessment of learning listening skill
Very Difficult Difficult Normal Easy 55%
The chart clearly shows that listening skills are challenging to learn, with 55% of learners considering it difficult Many students find listening to English and developing this skill to be problematic, as 23% believe it is very difficult Interestingly, the same percentage (20%) of learners see listening as a normal skill, while only 2% find it easy Observations indicate that the students who find listening easy are often top performers or those studying in urban areas with access to English centers or international schools Overall, the survey confirms that learning and improving English listening skills is a significant challenge for most learners.
4.1.1.2 The importance of listening skill
The third question in the questionnaire aims to assess the opinions of teachers and students in the Foreign Languages Department at HPU regarding the importance of listening skills This section provides insights into their perceptions of listening as a crucial component of language learning, highlighting its role in effective communication The results help to understand how both educators and learners prioritize listening in the educational process, informing strategies to enhance language instruction at HPU.
Chart 2.2.Students’ attitudes towards the importance of English listening skill
Most students at the Foreign Languages Department, HPU, agree that developing listening skills is crucial for learning English, with 83% emphasizing its importance Only 4% of students consider listening skills to be somewhat important This indicates that the majority recognize the vital role of English listening skills across various fields in life, highlighting its significance in language acquisition and practical communication.
Listening skills are essential for effective communication in real-life situations Developing strong listening abilities is particularly important when learning English, as it enhances understanding and conversational proficiency Prioritizing listening practice can significantly improve overall language skills and facilitate better interactions in everyday life.
4.1.2 Causes of difficulties in English listening skill
4.1.2.1 Some problems in learning English listening skill
The fourth question of the questionnaire was developed to explore the specific listening challenges faced by students The results, depicted in the chart below, highlight common difficulties students encounter with listening skills These findings provide valuable insights into the areas where students need targeted support to improve their listening comprehension.
I find it difficult to guess the meaning of unknown words by linking them to
I find it difficult to use the context to guess those parts of a listening text that I cannot hear clearly
I find it difficult to understand listening texts in which there are too many unfamiliar words
I find it difficult to understand the meaning of words which are not pronounced clearly
I find it difficult to understand listening texts which have difficult grammatical structures
I find it difficult to understand well when speakers speak too fast 77%
I find it difficult to understand the listening text when speakers speak with varied accents
I find it difficult to really concentrate on listening 25%
I find it difficult to reduce my anxiety before doing the listening task 35%
Unclear sounds resulting from a poor-quality CD-player interfere with my listening comprehension
Table2.1 The problems of students having in learning English listening skill
Poor qualities CDs and CD players
Statistics in Table 2.3 reveal that students face multiple challenges when developing listening skills The most common issue, reported by 77% of students, is difficulty understanding speakers when they speak too quickly Additionally, 62% struggle to comprehend listening texts filled with unfamiliar words and unclear sounds caused by poor-quality audio equipment Conversely, only 25% find it challenging to manage anxiety before completing listening tasks Overall, listening comprehension remains a significant obstacle for students, highlighting the need for targeted improvements in this area.
4.1.2.2 The difficulties are often encountered by students when learning English listening skill
To improve listening skills among first-year English major students at HPU, it is essential to identify the common challenges they face The researcher aims to investigate the reasons that hinder students' English listening comprehension, with a specific focus on the fifth question in the questionnaire Several factors frequently affect students' ability to learn English listening effectively, providing valuable insights for developing targeted strategies to enhance their listening skills.
Poor qualities CDs and CD players
Below is the chart of the difficulties in students’ listening skill
Chart 2.3.Difficulties in students’ listening
The chart indicates that poor-quality CDs and CD players are not significant issues, with only 8% of learners finding them problematic for listening The most common challenge, cited by 53% of students, is limited practice time in class Additionally, 24% of learners struggle with unfamiliar content in listening transcripts, and 10% find the speaking speed too fast Other factors affecting listening comprehension include teaching methods, background knowledge, and pronunciation practices, each identified by around 5% of learners.
In short, most of students agree that the difficult of students often have in English listening skill is that they don’t recognize words that they know
4.1.3.1 The kinds of listening text which students expect to practice more
The question sixth of questionnaire for students mentioned to the kinds of listening text which students expect to practice more
The collected data has shown in the below chart:
Chart 2.4.Students’ interest in extra listening activities
The bar chart reveals that 42% of students favor listening to films or stories, making it their most preferred activity, while only 2% show no interest in this genre Conversely, 51% of students find listening to news, speeches, or lectures boring, with just 6% interested in these monologues Additionally, although listening to songs is appealing to many, only 30% of learners enjoy them, and 12% are not enthusiastic about songs Watching films, listening to dialogues, conversations, or interviews is also popular, with 20% and 11% respectively identifying them as their favorite activities Overall, the majority of students prefer engaging with dialogues, conversations, and interviews.
4.1.3.2 The factors affecting to the interest in English listening skill
Question 7 of the questionnaire explores the key factors that influence students' interest in English listening skills The survey identifies four main factors, with students providing their opinions on how each factor affects their engagement Understanding these influences is essential for improving listening skill development and tailoring effective language learning strategies.
Chart 2.5.Factors motivating students’ learning listening skill
The most influential factor affecting students’ motivation is effective teaching methods, with 50% of students affirming their importance and 16% considering them highly influential; therefore, teachers should prioritize teaching strategies across all skills, including listening Listening activities also significantly motivate learners, as 30% find exciting activities highly motivating and 44% believe they are influential, while only 7% see no effect Additionally, interesting listening topics play a crucial role, with 11% ranking them as most influential and 35% acknowledging their significance, whereas 25% feel topics do not impact their listening skills In contrast, equipment is the least influential factor, with 54% of learners believing that modern equipment has no effect on their listening learning, highlighting a surprising disconnect given the perceived importance of proper tools.
4.1.3.3 The activities students like most in listening English class
The questionnaire for students includes a question about their preferred activities in listening English classes, highlighting those they enjoy the most Commonly favored activities encompass various exercise types such as audio comprehension, interactive listening exercises, and group discussions These engaging methods help enhance students' listening skills and make the learning process more effective Incorporating popular activities into lesson plans can boost student participation and improve overall language proficiency.
The collected data are shown in the below table:
Table 2.2.Students’ opinion about the activities that they like most in listening
Discussion
4.2.1 Opinions of students about English listening skill
Data analysis indicates that both teachers and students face significant challenges in teaching and learning English listening skills Specifically, over half of first-year students at HPU's Foreign Languages Department find English listening difficult, with 55% reporting it as challenging and 23% describing it as very difficult, highlighting the need for targeted listening comprehension support.
4.2.2 Current situation in learning English listening skill
First-year students in the Foreign Languages Department identify key challenges in developing their English listening skills, including poor-quality CDs and CD players, unfamiliar listening content, and limited practice time in class Additionally, a significant subjective factor is students' tendency to focus on every word, which hampers their ability to keep up with the speech speed—77% of students reported this issue Addressing these challenges can improve listening comprehension and overall language proficiency.
The most popular classroom activities among students are ticking off items they hear, accounting for 40%, and selecting the correct answers, at 19% Most students agree that effective listening activities include pre-teaching related vocabulary and predicting the content of listening texts through teacher-led activities before listening Additionally, students believe that taking notes while listening can significantly enhance their English listening skills.
In conclusion, in order to get the maximum benefits of offered technique, some recommendations are proposed to the major first-year students in Foreign Languages Department
4.2.3 Suggestions for improving English listening skill
4.2.3.1 Solutions for factors relating to listener
To facilitate listening tasks and improve the learners' listening skills in process of learning listening, the learners should:
Listening for the speaker's purpose;
Looking for the signals of what is to come;
Looking for summaries of what has gone before;
Looking for non-verbal clues
To improve English listening skills, students should actively change their bad habits and enhance their background knowledge Spending 5 to 10 minutes daily listening to short English news or broadcasts can significantly boost comprehension Many students tend to focus on understanding every word, which can lead to fatigue and frustration, resulting in guesswork rather than true understanding Instead, learners should concentrate on grasping the overall message, summarize key ideas, and take notes during listening It’s more effective to understand content in the target language without relying on translation into the mother tongue Regular practice outside of class—such as listening to English songs, VOA broadcasts, or watching foreign channels like HBO and films—helps familiarize learners with native accents and everyday speech Additionally, expanding knowledge about English-speaking countries, their culture, and social norms can further improve listening comprehension and language proficiency.
4.2.3.2 Solution for factors relating to passage and listening materials
While not all tips can be followed or all problems overcome, certain aspects of the message and speaker are inevitable However, teachers can still enhance students' listening skills by providing appropriate listening materials, background knowledge, linguistic support, and engaging classroom environments Offering useful exercises and strategies helps students develop effective listening techniques and better comprehension skills Here are some helpful ideas to support listening proficiency.
When selecting listening materials, it is essential to grade them appropriately according to students’ proficiency levels and prioritize authentic content over idealized, filtered samples Although natural speech presents challenges such as varying voices and frequent overlaps, exposing students to genuine audio materials enhances their listening skills and prepares them for real-world communication.
Design task-oriented listening exercises that actively engage students and promote subconscious learning Effective activities include tasks where students express agreement or disagreement, take notes, label pictures or diagrams based on instructions, and answer related questions These purposeful exercises enhance listening skills by making learning interactive and aligned with students’ interests.
To enhance English listening skills, it's essential to provide students with a variety of input sources, including lectures, radio news, films, announcements, everyday conversations, and English songs For lower-level learners, select short and simple listening texts with minimal redundancy, while offering more complex, authentic materials with greater redundancy for advanced students Additionally, supplement listening practice with background and linguistic knowledge, covering complex sentence structures and colloquial expressions to support comprehension and language development.
During a single lesson, teachers often assume multiple roles, acting as psychologists, actors, or singers to enhance student engagement Incorporating singing into lessons makes learning both enjoyable and effective, fostering better comprehension To maximize these benefits, teachers should leverage creative teaching strategies that resonate with students' interests and learning styles This approach not only increases student motivation but also improves language retention and overall understanding.
to prepare the learners before they listen to anything;
to show them pictures of characters from the song;
Encourage listeners to actively participate by incorporating actions alongside songs, which helps build their confidence and enhances understanding of the lyrics This interactive approach provides additional clues, making the listening experience more engaging and meaningful.
Reusing the same song repeatedly can build learners' confidence, which is essential at all stages of language learning Recognizing familiar words in a song boosts motivation and enhances listening skills Listening to songs you enjoy not only makes the learning process more enjoyable but also strengthens both linguistic and logical comprehension.
Using songs and chants in the classroom enhances students' listening and speaking skills by providing opportunities to imitate natural language These activities help learners practice pronunciation, rhythm, and intonation, making their speech sound more authentic Incorporating music and chants into lessons fosters active engagement and improves overall language fluency, making language learning both effective and enjoyable.
Songs serve as an effective starting point for language learning, allowing learners to progress to more sophisticated materials that incorporate hesitations, rephrasing, and diverse accents To ensure language comprehension, the difficulty level should be tailored through careful selection of tasks, emphasizing understandable content (Yagang, 1994).
Utilizing authentic materials like workplace training videos, audio recordings of real exchanges, and TV or radio broadcasts significantly enhances listening skills Providing opportunities for both top-down and bottom-up processing is essential; top-down activities engage learners in discussing prior knowledge about a topic, while bottom-up exercises build confidence in accurately hearing and understanding language components such as sounds, words, intonation, and grammar.
CONCLUSION AND RECOMMENDATIONS
Summary of the study
This study is structured into five chapters, each serving a specific purpose to achieve the author's objectives The first chapter provides an overview of relevant theories related to the study, laying a foundational understanding The second chapter explores the theoretical basis of learning English listening skills, emphasizing key concepts The third chapter outlines the research methodology, including data collection through questionnaires and interviews conducted within the English Department The fourth chapter analyzes the findings to answer the three research questions introduced at the beginning of the study Finally, the last chapter offers recommendations and suggestions aimed at improving English listening skills at HPU, contributing to practical enhancements in language learning.
Contribution and recommendation of the study
The study finds out new problems in process of listening of listeners with English and provides additionally useful solutions for improving listening skill
The study identifies key challenges in teaching and learning English listening skills among freshmen at Hai Phong Private University’s Foreign Languages Department These challenges include students’ listening abilities, the quality and relevance of listening materials, and inadequate supporting equipment Through data analysis, the research highlights specific issues affecting listening comprehension and engagement Based on these findings, the study proposes targeted solutions to enhance and develop freshmen’s English listening skills, aiming to improve overall language proficiency at the institution.
For students, to develop the listening skill for the long term, students also should practice daily for short memory by listening short news or dialogues then take notes and repeat content of the passage Additionally, learning for new words, more and more, doing many exercises for improving grammar Reading more and more documents or watching videos on social network to know more and have knowledge of culture of the local
Effective listening instruction primarily depends on teachers' roles in grading listening materials, designing task-oriented exercises, and providing diverse input to students These strategies are essential for enhancing students' listening skills and overall comprehension Implementing varied and thoughtfully curated listening activities can significantly improve the efficiency of language learning.
Limitation of the study
While the study benefits from robust collection methods and comprehensive survey questionnaires for students, limitations such as limited time, inadequate sources, the researcher's expertise, and unforeseen factors have led to several shortcomings These constraints may affect the overall reliability and depth of the findings.
Due to time constraints and limited experience, the researcher was unable to employ additional methods such as classroom observation, which could have enhanced the reliability of the findings.
Due to the limited scope of the study, the researcher focused solely on first-year students in the Faculty of Foreign Languages at Hai Phong Private University, representing a small subset of the department Consequently, the findings cannot be generalized to the entire student population Additionally, the researcher was unable to explore all aspects of the students' difficulties, suggesting the need for further comprehensive research in this area.
In addition, the techniques suggested in this research are selected from different reliable but limited sources
Despite the limitations, this exploratory research aims to improve the teaching and learning of English listening skills in the Foreign Languages Department at HPU It seeks to contribute valuable insights that can enhance language education strategies, ultimately supporting students’ proficiency in English listening comprehension.
Suggestions for the further study
Because of the limitation, this study could not cover all of aspects of the study Besides, the study only focuses on difficulties for only first-year students in foreign languages department in order to help them improve their listening skill Moreover, for the further studies, to get better results, the researcher should invite more participants and the data collection method Together with using survey questionnaires and interviews, observation is also necessary to get more persuasive conclusions
This research was conducted under the guidance of a supervisor and through dedicated self-effort, with certain limitations acknowledged Constructive comments and feedback are valued to enhance future studies.
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41 Syed Arif Ali Shah – Published on Jul 5, 2010
This survey questionnaire is designed for my graduation paper namely:
First-year students at HPU's Foreign Languages Department face significant challenges in English listening comprehension, impacting their overall language proficiency According to the study, these students often struggle to understand spoken English due to limited vocabulary, pronunciation differences, and inadequate listening practice The article highlights that effective listening skills are crucial for language acquisition, yet many students find it difficult to grasp spoken sentences in real-time To assess their listening abilities, students are required to complete activities such as choosing answers by circling options, marking checklists, or expressing ideas in written form, all while their personal information and responses are kept confidential Improving listening comprehension among these students is essential for their academic success and future communication skills.
1 How long have you been learning English?
A 5 years B 6 years C 7 years D Over 7 years
2 In your opinion, English listening skill is………
A Very difficult B Difficult C Quite difficult D Not difficult E Others
3 What do you think about the importance of English listening skill?
A Very important B Important C Quite important D Not important E Others
4 What problems related to listening do you face up with? (Please tick in the right column and more than one choice)
I find it difficult to guess the meaning of unknown words by linking them to
I find it difficult to use the context to guess those parts of a listening text that I cannot hear clearly
I find it difficult to understand listening texts in which there are too many unfamiliar words
I find it difficult to understand the meaning of words which are not pronounced clearly
I find it difficult to understand listening texts which have difficult grammatical structures
I find it difficult to understand well when speakers speak too fast
I find it difficult to understand the listening text when speakers speak with varied accents
I find it difficult to really concentrate on listening
I find it difficult to reduce my anxiety before doing the listening task
Unclear sounds resulting from a poor-quality CD-player interfere with my listening comprehension
5 Which of the following reasons possibly make it difficult you to learn listening English?
A Poor –quality CDs and CD players
C Limited practice time at class
6 What kinds of listening texts do you expect to be introduced? (Put the tick (√) in your choice)
Kinds of listening texts The least favorable
7 What most motivate you to learn listening skill?
Items Most influential Influential Not influential
8 What listening activities do you like most?
A Tick off (phrases/ pictures/items)