MINISTRY OF INDUSTRY AND TRADE INDUSTRIAL UNIVERSITY OF HO CHI MINH CITY FACULTY OF FOREIGN LANGUAGES ------ GRADUATION THESIS A research on the linguistic factors affecting the p
INTRODUCTION
Rationale
Vietnam is currently experiencing a phase of integration and openness, attracting numerous foreign-invested companies, which presents both opportunities and challenges for its workforce English has emerged as a vital communication tool in interactions with international partners In addition to traditional certificates like A-B-C, and widely recognized tests such as TOEFL and IELTS, the TOEIC certificate stands out as a highly valued credential among employers.
The TOEIC, or Test of English for International Communication, is a vital English certification for employees, recognized by over 500 enterprises and major corporations in Vietnam, including Oil and Gas Group, Military Telecom, and multinational companies like Microsoft and Samsung For freshmen at IUH, mastering TOEIC is crucial, as the certificate is a graduation requirement and significantly enhances job prospects in the future.
At IUH, students must take the TOEIC test, which assesses their Reading and Listening skills Among these, Listening is often the most challenging for non-English major students, leading to increased stress and lower scores compared to other skills Consequently, many students struggle with their overall TOEIC results, with Listening frequently being cited as the primary area of difficulty.
The researcher identified significant challenges faced by students in the TOEIC listening test and aims to investigate the key factors influencing freshmen's performance at IUH By conducting an in-depth study of the linguistic factors highlighted in previous research, she seeks to assist students in overcoming these difficulties and enhancing their TOEIC listening scores Consequently, she has chosen the topic "A research on linguistic factors affecting the performance of freshmen who are non-major English students on the TOEIC listening test at IUH" to address these issues.
Research Objectives
This study investigates the attitudes of IUH freshmen and the linguistic factors influencing the performance of non-English major students on TOEIC listening tests Based on the findings, the researcher offers recommendations to help students enhance their TOEIC listening test scores.
Research Question
This study will try to answer the following questions:
1.3.1 How are IUH's freshmen attitudes towards the TOEIC listening test?
1.3.2 What are the linguistic factors affecting IUH freshmen's performance on TOEIC listening test?
1.3.3 How to improve the TOEIC listening results for IUH freshmen?
Scope of the study
This research targets non-major English freshmen at IUH, specifically focusing on their performance in the TOEIC listening test While various English assessments exist, the study exclusively examines the TOEIC test, emphasizing the listening component rather than the reading or writing sections The analysis aims to identify linguistic factors that influence students' performance based on their most recent TOEIC results.
LITERATURE REVIEW
Definitions of key terms
Research indicates that language acquisition involves four key skills: listening, speaking, reading, and writing, with listening being the foundational skill for beginners Despite its importance, the precise definition of listening remains elusive, prompting significant interest and diverse opinions among researchers.
Listening is defined as a process of understanding and organizing auditory information into meaningful lexical elements (Goss, 1982) Bowen, Madsen, and Hilferty (1985) further emphasized that listening involves comprehending oral language by dividing sounds into lexical and syntactic units They described listening as a dynamic process that includes receiving the speaker's message, negotiating meaning, responding, and actively creating understanding through participation, creativity, and empathy.
Listening, as defined by Purdy (1997), is the process of receiving, interpreting, and responding to spoken and nonverbal messages Additionally, Rost (2009) emphasized that listening is essential for understanding our surroundings and is a crucial component of effective communication.
Listening is an active process that involves receiving and responding to both spoken and unspoken messages, as defined by Richard Nordquist (2016) This concept aligns with Purdy's definition and has been extensively studied in language arts and conversation analysis Effective listening goes beyond merely hearing; it requires engagement with the speaker's message.
Jafari and Hashim (2015) [6] emphasized that “ Listening is a channel for comprehensible input and more than 50 percent of the time learners spend in learning a foreign language is devoted to listening”
Listening comprehension is a multifaceted concept that has been defined in various ways by different authors These diverse definitions provide readers with a broader understanding of what listening comprehension entails.
Listening comprehension poses significant challenges for language learners Conaway's research (1982) indicates that inadequate listening skills are a more critical factor in college failure compared to issues like poor reading abilities or low academic aptitude.
Dirven and Oakeshott-Taylor (1984) defined listening comprehension as a result of teaching methodology, which is associated with concepts like speech understanding, spoken language understanding, speech recognition, and speech perception.
Mentioning the definition of listening comprehension, Gary Buck (2001) [9] also suggested
Listening comprehension is an active process that involves constructing meaning by applying various types of knowledge to incoming sounds This process incorporates both linguistic and non-linguistic knowledge.
Rost (2002) and Hamouda (2013) describe listening comprehension as an interactive process where listeners actively construct meaning This involves understanding oral input through sound discrimination, utilizing prior knowledge, recognizing grammatical structures, and interpreting stress, intonation, and various linguistic or non-linguistic cues.
Nadig (2013) defined listening comprehension as the processes involved in understanding and interpreting spoken language This includes recognizing speech sounds, grasping the meanings of individual words, and comprehending sentence syntax.
Nguyen Thi Thuy Trang (2012) identified two primary factors influencing language comprehension: Linguistic and Non-linguistic factors Linguistic factors encompass sound, pronunciation, stress, intonation, speech, syntax, vocabulary, informal language, and accent In contrast, Non-linguistic factors include fatigue, the listener's background and competence, the message, and the physical setting Notably, Linguistic factors have a more significant impact on students' TOEIC test results compared to Non-linguistic factors.
Besides that, some linguistic factors affecting listening comprehension as insufficient vocabulary and grammar knowledge were studied by Vandergrift and Baker (2016) [14]
S Bang and Ph Hiver (2016) [15] said that vocabulary and grammar knowledge was crucial for comprehending listening, while the syntactic process was more successful for native speakers in listening comprehension which was determined by Andriga et al (2016) [16]
Numerous authors have explored various linguistic factors influencing students' performance Based on these studies, the researcher categorizes linguistic factors into two main areas for detailed analysis: Vocabulary and Pronunciation Vocabulary is further divided into two aspects: Lack of vocabulary and Synonyms Additionally, Pronunciation is segmented into three components: Regional and national accents, Similar-sounding words, and Language rhythms.
In the TOEIC listening test, vocabulary played a very important role When students knew more vocabulary, they would do better on tests According to Richards and Renandya (2002) [17],
Vocabulary is essential for language proficiency, significantly influencing learners' speaking, listening, reading, and writing skills Numerous studies have shown that vocabulary is a key factor in students' academic performance Consequently, the researcher chose to focus on two specific aspects of vocabulary for a more detailed analysis: vocabulary deficiency and synonyms.
A limited vocabulary is a significant barrier for students taking the TOEIC listening test The primary reason for this deficiency is the insufficient effort in expanding their vocabulary knowledge.
According to the findings of Aušra Stepanovienė (2019) [18], low-ability listeners revealed that the main obstacle to legal English listening comprehension was vocabulary
Results of previous studies
Nguyen Thi Huyen Trang (2012) conducted a study on the key factors influencing freshmen's performance on the TOEIC listening test at Vietnam Maritime University She categorized these factors into two primary groups: linguistic and non-linguistic factors, drawing on theories from various sources.
Linguistic factors such as sound, pronunciation, stress, intonation, speech, syntax, vocabulary, informal language, and accent play a crucial role in communication In contrast, non-linguistic factors including fatigue, the listener's background and competence, the message being conveyed, and the physical setting also significantly influence understanding and interaction.
The study employed a mixed-methods approach, utilizing both quantitative and qualitative techniques, including questionnaires, observations, and semi-structured interviews, to effectively address the five primary research questions and achieve its objectives.
Based on her findings, linguistic factors caused more difficulties to students when doing TOEIC listening than the non-linguistic ones
The primary challenge identified by the researcher was the "pronunciation of speakers," which many students felt hindered their understanding This issue arose because the speakers pronounced words differently than the students were accustomed to.
Besides, “New vocabulary and structure” was another problem that hinders students from successfully listening to the TOEIC test
Tatiana Rasskazova and Natalia Glukhanyuk (2018) conducted a study to summarize research on factors influencing listening comprehension in second language (L2) learning They utilized databases such as Web of Science, Scopus, and Google Scholar, focusing on keywords like "listening," "foreign language," and "L2 learning," while primarily considering publications after 2000, though some earlier milestones were included Their research, while not exhaustive, highlights major trends in the literature on listening The study reviewed approximately 50 articles, excluding neurolinguistics to concentrate on linguistics, sociolinguistics, language teaching and learning, and psycholinguistics The selected articles were categorized based on specific challenges in L2 listening, which were identified as phonological, language, cognitive, sociopsychological, and others, with a particular emphasis on linguistic factors.
Some evident factors affecting listening comprehension as insufficient vocabulary and grammar knowledge were studied by Vandergrift and Baker (2015) [39] Moreover Bang and Hiver (2016)
Vocabulary and grammar knowledge are essential for listening comprehension, as highlighted by [40] Andriga et al (2012) found that native speakers excelled in listening comprehension through syntactic processes [41] Oh (2016) examined the roles of vocabulary, grammar, and syntax, concluding that each contributes equally to listening comprehension in about 33% of cases [42] While linguistic factors are important, other significant factors affecting listening comprehension have also been noted in the literature.
Previous studies have significantly contributed to the research on "Linguistic Factors Affecting the Performance of Non-Major English Freshmen on the TOEIC Listening Test at IUH." These studies have identified various factors influencing students' listening comprehension, with a particular emphasis on linguistic factors Notably, two key types of linguistic factors highlighted in the research are Vocabulary and Pronunciation.
Linguistic factors significantly influence the TOEIC listening test results for students at IUH and globally.
However, some previous studies still have had many limitations because they have studied many different issues in one area instead of focusing on in-depth study on a specific problem
Previous studies have primarily concentrated on individual linguistic factors, limiting their ability to generalize the essential elements that influence students' listening comprehension skills Additionally, some research merely synthesized existing studies to provide an overview of the issues under investigation.
The researcher aimed to investigate the primary factors, particularly linguistic elements, that influence the development of listening skills and enhance TOEIC listening test scores among freshmen at IUH.
RESEARCH DESIGN
Research site
The thesis examined the TOEIC listening test performances of non-major English freshmen at the Industrial University of Ho Chi Minh City (IUH) during the second term of the 2020-2021 academic year The researcher, a student at IUH for four years, selected this institution due to its reputation as a major educational facility in Vietnam Located at 12 Nguyen Van Bao Street, Ward 4, Go Vap District, Ho Chi Minh City, IUH boasts well-equipped theoretical and lecture rooms with projectors, screens, and loudspeakers, accommodating thousands of students Additionally, the university offers a canteen, dormitory, library, and multi-function gym, along with a comprehensive Internet system that facilitates easy access to information for all students.
Participants
This study focused on freshmen non-major English students at the Industrial University of Ho Chi Minh City, specifically during the second semester of the 2020-2021 academic year Approximately 100 students were randomly selected to participate in the TOEIC listening test investigation.
Research methodology and research methods
This thesis utilized questionnaires as the primary data collection method to gather quantitative data The study aimed to explore IUH freshmen's attitudes towards the TOEIC listening test, identify the linguistic factors influencing their performance, and propose strategies for enhancing their TOEIC listening results.
Quantitative research, as defined by Raimo Streefkerk (2019), involves the use of numbers and graphs to test or validate theories and assumptions This research method aims to establish generalizable facts about a subject and commonly employs techniques such as experiments, numerical observations, and surveys featuring closed-ended questions.
Quantitative research involves the systematic collection and analysis of numerical data to identify trends, averages, and causal relationships This method allows researchers to make predictions and apply their findings to broader populations, as defined by Pritha Bhandari (2020).
The researcher opted for quantitative research due to its reliance on inductive reasoning and its efficiency in data collection This method not only facilitates the quick discovery of valuable insights but is also generally faster and more cost-effective compared to qualitative research.
The research would be conducted using questionnaires included closed-ended questionnaires and opened-ended questionnaires
The main instrument for data collection in this study was a survey questionnaire The questionnaire was considered a useful instrument for the researcher to easily collect and record information
Questionnaires are the most commonly used tools for data collection in statistical research As noted by Brown (2001), they consist of written instruments that provide respondents with a series of questions or statements, allowing them to respond either by writing their answers or selecting from given options.
In this study, the researcher utilized a student questionnaire as the primary tool for data collection, which proved effective for gathering and analyzing information systematically Additionally, the researcher employed Excel to facilitate data analysis, enabling her to derive meaningful insights for the study.
The researcher created online questionnaires using Google Forms for freshmen, opting for this method due to the COVID-19 pandemic This approach allowed respondents to freely express their thoughts on the questionnaire items Additionally, the researcher included blank spaces for suggestions, enabling participants to share their opinions if they were not satisfied with the provided options The inclusion of open-ended questions aimed to gather diverse data from students.
For the students‟ questionnaires, there were four sections in this one
The first section was designed to get the students‟ personal information, such as Gmail, name, major, and time of study English of students
The second section aimed to investigate attitudes towards the TOEIC listening test of the freshmen at IUH
The third section aimed to explore linguistic factors affecting their TOEIC listening test results The final section aimed to how to improve their TOEIC listening test results for them
The questionnaires were not translated into Vietnamese, as participants had previously taken the TOEIC test Consequently, they were able to fully comprehend the meaning of all the questions and respond with ease.
Produces
The researcher developed a questionnaire for 100 students, which included 15 closed-ended questions and 1 open-ended question, guided by three research questions and the thesis content under the supervisor's direction.
The researcher obtained permission from the Board of Faculty of Foreign Languages and the supervisor to investigate online students in Facebook groups from April 10th to 30th The students involved had previously taken the TOEIC listening test, and the questionnaire was shared in various Facebook groups where freshmen participated.
The researcher conducted the online survey by introducing the group members and the study's objectives, while also clarifying any complex terms in the questionnaires Respondents were encouraged to reach out via Gmail or telephone for any clarifications needed regarding the questionnaire.
The researcher requested students to provide personal information, including their Gmail, name, gender, major, and duration of English study, prior to completing the questionnaires Respondents were encouraged to answer sincerely.
The researcher expressed heartfelt gratitude to the respondents via Gmail and presented them with a small gift upon completing the online survey Subsequently, all collected data was compiled and analyzed for results.
Data analysis
The questionnaire data were categorized into groups, including Google and Excel tools A quantitative analysis was conducted using descriptive statistics, beginning with the tallying of participant responses for each question These figures were then converted into percentages using Excel, allowing for effective visualization through charts and tables.
CHAPTER IV: FINDING AND DISCUSSION
This chapter presents a statistical analysis of IUH freshmen's attitudes towards the TOEIC listening test, explores the linguistic factors influencing their performance, and discusses strategies to enhance their TOEIC listening results.
The data was effectively presented using various tables, charts, and figures, followed by a comprehensive analysis that included comparisons and discussions Additionally, she addressed three research questions based on the collected data from Parts I to III.
How are IUH's freshmen attitudes towards the TOEIC listening test?
4.1 IUH's freshmen attitudes towards the TOEIC listening test
The first question in Part I of the questionnaire aims to assess students' perceptions of the significance of the TOEIC test Participants are instructed to select from five options: not important, neutral, important, no idea, and others The results are visually represented in a pie chart, displaying the responses as percentages.
Figure 4.1 Do you think the TOEIC listening test is especially important for students?
Do you think the TOEIC listening test is especially important for students?
Figure 4.1 illustrates students' varying attitudes towards the importance of the TOEIC test The results from question 1 indicate that a majority of students at IUH recognize the significance of the TOEIC listening test in their academic and professional pursuits.
A significant 60% of students at IUH consider the TOEIC listening test to be important for their future, indicating a strong awareness of its relevance Meanwhile, 20% of students remain neutral on the matter, while only 10% view the test as unimportant, with a small percentage expressing no opinion.
The TOEIC test significantly influences students' learning and enhances their future job prospects As a result, most freshmen at IUH exhibit a positive attitude and increased interest in taking the TOEIC test.
4.2 How do you think about the TOEIC listening test?
Figure 4.2: How do you think about the TOEIC listening test?
Very difficult Difficult Neither difficult nor easy
How do you think about the TOEIC listening test?
The 4.2 column chart illustrates students' perceptions of the TOEIC listening test, revealing that a majority found it to be very challenging The primary factors contributing to this difficulty, as discussed in Chapter II, include insufficient vocabulary and pronunciation skills.
The findings revealed that over 53% of students rated the TOEIC listening test as "Very Difficult," while 28.4% considered it "Difficult." Consequently, the majority of students expressed fear regarding the test, with only 16.7% feeling "neither easy nor difficult" and a mere 1% finding it easy.
In summary, a significant number of IUH students found the TOEIC listening test to be quite challenging, indicating a general apprehension towards understanding languages other than their native tongue.
4.3: How do you feel when you do the TOEIC listening test?
Figure 4.3: How do you feel when you do the TOEIC listening test?
The bar chart illustrates six distinct emotions experienced by students during the TOEIC listening test, including feelings of tension, anxiety, nervousness, fear, and a sense of being overwhelmed.
Tense Anxious Nervous Scary Unable to concentrate
Figure 4.3 How do you feel when you do the
TOEIC listening test? concentrate, and other feelings In general, most students considered that they felt very nervous when they participated in this test
A significant majority of students experienced nervousness and anxiety during the TOEIC listening test, with 67% and 56% reporting these feelings, respectively Additionally, 16% of students expressed feelings of fear, while 9% reported tension and difficulty concentrating Participants also shared other emotions, including boredom, tiredness, and even happiness.
In summary, many students at IUH found the TOEIC listening test challenging, leading to a range of emotions Most freshmen approached the test with a lack of confidence, experiencing negative feelings such as nervousness and anxiety These factors likely contributed to lower scores on their listening assessments.
4.4: How much time do you spend practicing your listening skills?
Figure 4.4: How much time do you spend practicing your listening skills?
The pie chart illustrated the time IUH freshmen dedicate to practicing their listening skills Notably, the findings from questions 4.5 revealed that the majority of students invest less than an hour on these skills, representing the highest percentage overall.
How much time do you spend practicing your listening skills?
1 hourMore than 1 hourMore than 2 hoursOthers
The pie chart indicates that 57.8% of participants spent less than an hour practicing their listening skills, the highest percentage among all options This suggests that most students are not adequately familiar with the voices encountered in the real TOEIC listening test due to limited practice time at home In comparison, 15.7% of students dedicated one hour to practice, while 13.7% practiced for more than one hour, and 7.8% for over two hours Additionally, a small fraction, totaling 5%, reported spending more than three or four hours on listening practice.
Most freshmen dedicate insufficient time to practicing the TOEIC listening test, contrary to the expectation that they should invest over 2 hours daily on listening skills This increased practice is essential for students to become familiar with a variety of voices.
4.5: Which TOEIC listening parts make you feel the most bored and hardest?
Figure 4.5: Which TOEIC listening parts make you feel the most bored and hardest?
Part II- Question and Response
Which TOEIC listening parts make you feel the most bored and hardest?
The bar chart illustrated the sections of the TOEIC listening test that non-English major freshmen found most challenging Overall, a majority of students struggled with Part III - Conversation, while a smaller number reported that Part I - Photographs was not as difficult.
The bar chart indicates that 70.6% of participants felt that their students typically struggled the most with Part III - Conversation, which had the highest percentage of responses In contrast, difficulties with Part IV - Short Talk were noted by 35.3% of participants, ranking it second in terms of challenges faced by students.
By contrast, the freshmen also chose that students just had some bad feelings with and Part 2- Question and Response and Part I- Photographs followed by 21.6% and 12.7% respectively
What are the linguistic factors affecting IUH freshmen's performance on TOEIC
4.6: What are the linguistic factors affecting IUH freshmen's performance on the TOEIC listening test?
Figure 4.6: What are the linguistic factors affecting IUH freshmen's performance on the
Listeners find it difficult to grasp since there are so many vocabularies.
Listeners are unfamilier with synonyms, which causes hard problems in listening.
Students can not understand the main ideas of TOEIC listening test if the speakers speaks many different voices: English- English, British- American, etc.
The similar- sounding words in the TOEIC listening test that affect the students' listening comprehension ability and make them easy to confuse in choosing the correct answers.
Language rhythm is the cause of low listening test results because it may be due to pronunciation based on the used of " incorrect" spoken language rhythms.
What are the linguistic factors affecting IUH freshmen's performance on the TOEIC listening test?
The bar chart presents data on the linguistic factors influencing the performance of IUH freshmen in the TOEIC listening test for the 2020-2024 courses The findings indicate that a majority of students acknowledged five key linguistic factors impacting their test performance, which represented the highest proportion of responses However, a minority of students completely disagreed with the existence of these issues.
In the first part of figure 4.6, it is evident that 76.5% of participants struggled with the test due to an overwhelming number of vocabulary words This highlights that a limited vocabulary in foreign language learning significantly hinders students' ability to comprehend the meanings of words in the TOEIC listening test.
Only 4.9% of respondents found the test easy to understand due to the abundance of vocabulary, while 18.6% of IUH's freshmen remained neutral on the matter.
The majority of students, approximately 79.4%, believe that listeners are unfamiliar with synonyms in the TOEIC listening test, while only 4.9% feel that listeners are familiar with them, indicating no significant challenges in listening Additionally, 15.7% of participants remained neutral on this issue This highlights a significant gap between the two contrasting viewpoints of agreement and disagreement.
In the third part of the study, 70.6% of respondents indicated difficulty in understanding the main ideas of the TOEIC listening test when speakers used various accents, such as British and American English This approval rating significantly surpassed the 7.8% of those who disagreed Additionally, 21.6% of students chose a neutral response.
A significant majority of students, 83.8%, believe that similar-sounding words in the TOEIC listening test hinder their listening comprehension and lead to confusion when selecting the correct answers In contrast, only 5.9% disagreed with this statement, while 4.5% completely disagreed Additionally, 10.8% of students remained neutral on the issue This data highlights a substantial disparity between those who agree and those who disagree regarding the impact of similar-sounding words on test performance.
A significant 34.3% of students believe that language rhythm negatively impacts their listening test results, attributing this to the use of "incorrect" spoken language rhythms Among them, 20.5% expressed agreement, while the remainder indicated strong agreement Furthermore, only 7.9% of students found it easy to comprehend the language rhythms of speakers during the test.
Surprisingly, there were 57.8% of students had neutral with the above problem Because they felt that language rhythm was not the main cause of low listening test results for them
In conclusion, the findings indicated that students faced various linguistic challenges impacting their TOEIC listening test scores, including vocabulary acquisition, synonym recognition, comprehension of diverse accents and language rhythms, and significant difficulties in memorizing similar-sounding words, which constituted the largest portion of their struggles.
How to improve TOEIC listening test results for IUH freshmen?
DICUSSION
The analysis in the A.FINDINGS section reveals insights from questionnaires regarding students' attitudes towards the TOEIC listening test, identifies linguistic factors influencing the performance of IUH freshmen, and suggests strategies for improving their scores.
Students' attitudes towards the TOEIC listening test:
Students generally held a positive attitude towards the TOEIC listening test, recognizing its significance However, many felt that scoring well was challenging due to a lack of confidence, leading to feelings of nervousness and fear during the exam This anxiety contributed to lower test scores Additionally, over half of the students practiced listening for less than one hour, rather than the recommended two hours, which resulted in feelings of boredom and difficulty, particularly in Part III - Conversations.
The linguistic factors affecting IUH freshmen’s performance:
Many students struggle with vocabulary in tests, particularly in the TOEIC listening section, where a limited vocabulary hinders their understanding of key terms A survey at IUH revealed that 68.6% of students felt unacquainted with synonyms, highlighting the need for enhanced vocabulary and synonym knowledge prior to the TOEIC exam.
Pronunciation significantly influences freshmen's performance on the TOEIC listening test, with three key aspects identified: regional or national accents, similar-sounding words, and language rhythms Notably, students reported that similar-sounding words were the most challenging, often leading to confusion when selecting the correct answers.
The ways to improve their score:
Students at IUH believe that effective strategies are essential for succeeding in the TOEIC listening test However, many of them adopt misguided approaches It is crucial that these strategies are rational and well-informed to enhance test performance.
Figures 4.8, 4.9, and 4.10, the results showed that most students did not get the right strategies
To excel in the TOEIC listening test, students must understand linguistic factors and adopt effective strategies Research highlights several key strategies that can significantly enhance students' scores.
- Before doing the test: Students must read through and underline the keywords
-While doing the test: Students must try to understand the main ideas
-When cannot understand: Students must try to read options again and choose logically
This study demonstrated high reliability and revealed both similarities and differences when compared to previous research It focused on factors influencing students' listening comprehension, specifically in relation to the TOEIC listening test The researcher examined two primary factors: Pronunciation and Vocabulary Vocabulary was further categorized into two aspects: Lack of vocabulary and synonyms, while Pronunciation was divided into three components: Regional and national accents, similar-sounding words, and language rhythms.
A study examining the linguistic factors influencing the TOEIC listening test performances of non-English major freshmen at IUH presents a unique and innovative perspective, distinguishing it from prior research topics.
CONCLUSION
CONCLUSION
This study investigates the attitudes of IUH freshmen and the linguistic factors influencing the performance of non-major English students on TOEIC listening tests The findings lead to recommendations aimed at helping students enhance their TOEIC listening test scores.
How are IUH's freshmen attitudes towards the TOEIC listening test?
Most students also had the good attitudes towards the TOEIC listening test (see more in B
What are the linguistic factors affecting IUH freshmen's performance on TOEIC listening test?
The results showed that two common linguistic factors had a great influence on students' TOEIC scores such as Pronunciation and Vocabulary
Freshmen at IUH reported that synonyms significantly impacted their TOEIC listening test performance, more so than a limited vocabulary As a result, students faced considerable challenges in recognizing synonyms during the TOEIC exam.
Pronunciation, particularly the presence of similar-sounding words, significantly impacts students' listening comprehension abilities Many students reported that these similar-sounding words often lead to confusion when selecting the correct answers Ultimately, synonyms and similar-sounding words are the two primary linguistic factors influencing freshmen's performance at IUH Therefore, to enhance their listening skills, students should concentrate on mastering these two linguistic elements.
How to improve the TOEIC listening results for IUH freshmen?
The study revealed that many students enhance their TOEIC listening scores through popular methods such as listening to music, watching English movies, and expanding their vocabulary Additionally, the research proposed strategies tailored for IUH freshmen to boost their test performance, focusing on techniques to employ before and during the TOEIC listening test, as well as approaches for when comprehension of the speaker is challenging The survey responses indicated varied preferences among students, prompting the researcher to recommend further improvements to the strategies outlined in the previous section.
RECOMMENDATIONS
Freshmen at IUH who are not majoring in English can enhance their attitudes toward the TOEIC listening test by understanding the linguistic factors that influence their performance By recognizing these factors, they can develop effective strategies to overcome the challenges they encounter during the test.
This graduation paper aims to assist students in understanding the key linguistic factors that influence TOEIC listening scores and to identify effective strategies for addressing these challenges.
The TOEIC test holds significant importance for first-year students at the Industrial University of Ho Chi Minh City, as all non-English majors are required to pass it before graduation Many students encounter challenges, particularly with the TOEIC listening section Consequently, the researcher has selected the topic of linguistic factors influencing the performance of non-English major freshmen on the TOEIC listening test at IUH for her graduation report.
LIMITATIONS OF THE STUDY
The study offered valuable insights; however, it faced limitations that impacted the quality of the graduation report Notably, the global outbreak of the Coronavirus pandemic, particularly in Vietnam, posed significant challenges for the researchers.
Firstly, it is so difficult to collect the data because it was an online survey, not an offline one
Secondly, the responses to the questionnaire may not reflect accurately what the respondents really think
The study is limited to 100 non-majored English freshmen at IUH, which restricts the generalizability of its findings.
FURTHER STUDY
The research has shed light on the cognitive processes of students, the linguistic factors affecting their performance, and strategies to enhance TOEIC listening test scores However, further investigation is necessary The researcher recommends that future studies focus on exploring teachers' perspectives and teaching methods for TOEIC, aiming to address students' weaknesses effectively.
[1] Goss, B (1982) Listening as Information Processing Communication Quarterly, 30, 304-
[2] Bowen, J D., Madsen, H., & Hilferty, A (1985) TESOL Techniques and Procedures Boston, MA: Heinle & Heinle Publishers
[3] Purdy, M (1997) What is Listening? In M Purdy, & D Borisoff (Eds.), Listening in Everyday Life A Personal and Professional Approach Lanham, MD: University Press of America
[4] Rost, M (2009) Teacher Development Interactive: Listening White Plains NY: Pearson Longman
[5] Richard Nordquist (2016) ThoughtCo https://www.thoughtco.com/listening-communication-term-1691247
The study by Jafari and Hashim (2015) explores the impact of normal versus moderately slow speech rates on listening comprehension among students in English as a Foreign Language (EFL) classes The research highlights the importance of considering students' perspectives to enhance their listening skills By comparing different speech rates, the authors aim to identify effective teaching strategies that cater to diverse learner needs in the EFL context.
[7] Conaway, M (1982) Listening: learning tool and retention agent In Algier A S and Algier
K W (eds), Improving reading and study skills San Francisco, CA: Jossey-Bass
[8] Dirven, R., & Oakeshott-Taylor, J (1984) Listening Comprehension (Part I) Language Teaching: The International Abstracting Journal for Language Teachers and Applied Linguistics, 17(4), 326-343 http://dx.doi.org/10.1017/S026144480001082X
[9] Gary Buck, (2001) What Practitioners says about Listening: Research Implications for the Classroom Foreign Language Annals, 17-31
[10] Rost, M (2002) Teaching and Researching Listening London: Longman
[11] Hamouda, A (2013) An Investigation of Listening Comprehension Problems Encountered by Saudi Students in the EL Listening Classroom International Journal of Academic Research in Progressive Education and Development, 2(2), 113-15
[12] Nadig, A (2013) Listening Comprehension Encyclopedia of Autism Spectrum Disorders, 17-43
[13] Nguyen Thi Huyen Trang (2012) “A study on major factor affecting the freshmen‟s performances on TOEIC listening test at Vietnam Maritime University”, Master‟s thesis, Vietnam National University, Hanoi
[14] L Vandergrift, and S Baker (2015) "Learner variables in second language listening comprehension: An exploratory path analysis." Language Learning 65.2, 390-416.DOI: 10.1111/lang.12105
[15] S Bang, and Ph Hiver (2016) "Investigating the structural relationships of cognitive and affective domains for L2 listening." Asian-Pacific Journal of Second and Foreign Language Education 1.1,6-7, DOI: 10.1186/s40862-016-0013-8
[16] S Andringa, N Olsthoorn, C van Beuningen, R Schoonen, & J Hulstijn, (2016)
"Determinants of success in native and non!native listening comprehension: An individual differences approach." Language Learning 62.s2, 49-78 DOI: 10.1111/j.1467 9922.2012.00706.x
[17] Richards, Jack C And Willy A Renandya (2002) Methodology in Language Teaching New York: Cambridge University Press
[18] Aušra Stepanovien (2019), “BARRIERS TO ACADEMIC LISTENING: RESEARCH PERSPECTIVES”, ISSN 2335-2019, e-ISSN 2335-2027 DARNIOJI DAUGIAKALBYSTĖ / SUSTAINABLE MULTILINGUALISM 1/2012 http://dx.doi.org/10.7220/2335-2027.1.13 file:///C:/Users/PC/Downloads/Documents/14-54-3-PB.pdf
[19] Lynch, T (2009) Teaching second language listening Oxford: Oxford University Press, 48-
[20] Velička, A (2007) Teorinis ir eksperimentinis kalbinės veiklos rūšių tarpusavio integracijos tyrimas Filologija, 15(4), 16-23
[21] Bulgăr, Gh.(2000), Dictionar de sinonime, Bucureşti, Editura Palmira
[22] Richard Nordquist (2019) ThoughtCo https://www.thoughtco.com/synonymy-definition-1692019
[23] M Lynne Murphy (2018) Oxford Bibliographies https://www.oxfordbibliographies.com/view/document/obo-9780199772810/obo-
[24] Underwood, M (1989) Teaching listening New York: Longman
[25] Hewings, M (2004) Pronunciation practice activities Cambridge: Cambridge University Press
[26] Vandergrift, L (2007) Recent Development in Second Language Listening Comprehension Research In Graeme Porte (Ed.), Language Teaching: Surveys and Studies Cambridge University Press, Canada 291-210 http://dx.doi.org/10.1017/s0261444807004338
I don't know!
[28] Walker, N (2014) Listening: the Most Difficult Skill to Teach Encuentro, 23, 167-175
[29] Yarmey, A.D (1995) Earwitness Speaker Identification Psychology, Public Policy and Law, 1(4), 792-816
[30] Bull, R (2010) Voice Identification by Witnesses/Victims 2nd Pan-American/Iberian Meeting on Acoustics, November 17th, 2010, Cancun, Mexico https://www.researchgate.net/publication/254222849_The_otheraccent_effect_in_voice_recogniti on
[31] Ur, P (1984), Teaching ListeningComprehension.Cambridge: Cambridge University Press
[32] Goh, C (1999) Teaching Listening in the Language Classroom Singapore: SEAMEO Regional Language Centre
[33] Buck, G (2001) Assessing Listening Cambridge: Cambridge University Press http://dx.doi.org/10.1017/CBO9780511732959
[34] Buck, G (2001) Assessing Listening Cambridge: Cambridge University Press Retrieved from http://dx.doi.org/10.1017/CBO9780511732959
[35] Ur, P (1984) Teaching Listening Comprehension.Cambridge: Cambridge University Press
[36] Richard Nordquist (2018) ThoughtCo https://www.thoughtco.com/rhythm-phonetics-poetics-and-style-1692065
[37] Nguyen Thi Huyen Trang (2012) “A study on major factor affecting the freshmen‟s performances on TOEIC listening test at Vietnam Maritime University”, Master‟s Thesis, Vietnam National University, Hanoi
[38] Tatiana Rasskazova, Natalia Glukhanyuk (2018) Factors Affecting Listening In L2 Learning Conference: 12th International Technology, Education and Development Conference Project: Listening as a skill in artificial bilingualism environment (adults) DOI:10.21125/inted.2018.1117
[39] L Vandergrift, and S Baker (2015) "Learner variables in second language listening comprehension: An exploratory path analysis." Language Learning 65.2, 390-416 DOI: 10.1111/lang.12105
[40] S Bang, and Ph Hiver (2016) "Investigating the structural relationships of cognitive and affective domains for L2 listening." Asian-Pacific Journal of Second and Foreign Language Education 1.1, 6-7 DOI: 10.1186/s40862-016-0013-8
[41] S Andringa, N Olsthoorn, C van Beuningen, R Schoonen, & J Hulstijn (2012)
"Determinants of success in native and non!native listening comprehension: An individual differences approach." Language Learning 62.s2, 49-78 DOI: 10.1111/j.1467-9922.2012.00706.x
[42] E Oh (2016) "Comparative studies on the roles of linguistic knowledge and sentence processing speed in L2 listening and reading comprehension in an EFL tertiary setting." Reading Psychology 37.2, 257-285
[43] Raimo Streefkerk (2019) Scribbr https://www.scribbr.com/author/raimo/page/3/
[44] ] Pritha Bhandari (2020), Scribbr https://www.scribbr.com/methodology/quantitative-research/
[45] Brown, J.D (2001) Using Surveys in Language Programs Cambridge, UK: Cambridge University Press
Good morning, we are Tang Thi Kha Phuong and Nguyen Thi Quynh Nhu, conducting a thesis titled “A Research on Linguistic Factors Affecting the Performance of Non-Major English Freshmen on the TOEIC Listening Test at IUH.” Our survey aims to gather data on the attitudes of IUH freshmen and the linguistic factors influencing their performance on the TOEIC listening test Based on our findings, we will provide recommendations to help students enhance their TOEIC listening test results.
You are also encouraged to ask through Gmail: miinmiin.pnpn@gmail.com and Telephone number: 0911648390, if there is anything in the questionnaire you don't understand
We appreciate that you can take some minutes to fill out this online survey Thanks a million We love you so much!
Part 1: How are IUH freshmen’s attitudes towards TOEIC listening test?
1 Do you think the TOEIC is especially important for students?
2 How do you think about the TOEIC listening test?
(Please choose one option only)
3 How do you feel when you do the TOEIC listening test?
(You can choose more than one option)
4 Do you think that TOEIC listening test is interesting for students?
(Please choose one option only)
5 Which TOEIC listening parts makes you feel the most bored and hardest?
(You can choose more than one option)
B Part II -Question and Response
Part 2: What are the linguistic factors affecting IUH freshmen's performance on TOEIC listening test?
Please give your opinion to the following situations:
6 Listeners find it difficult to grasp since there are so many vocabularies
7 Listeners are unfamiliar with synonyms, which causes hard problems in listening
8 Students cannot understand the main ideas of TOEIC Listening test if the speaker speaks many different voices: English - English,
British - American, British - Australian, etc
9 The similar-sounding words in the TOEIC listening test such as accept /except, loose/lose, that affect the students' listening comprehension ability and make them easy to confuse in choosing the correct answers
10 Language rhythm is the cause of low listening test results because it may be due to pronunciation based on the use of "incorrect" spoken language rhythms
Part 3: How to improve TOEIC listening results for IUH freshmen?
11 What do you usually do to improve your listening skill ?
(You can choose more than one option)
A Buy references and practice listening at home
B Listen to music and watch movies in English
C Listen to news in English
D Going to English centers to revise for TOEIC
12 From your point of view, do you think students need to have the strategies for TOEIC listening test?
(Please choose one option only)
13 What do you usually do before doing the TOEIC listening test?
(Please choose one option only)
A Read through and underline the key words
B Have a look but do not read anything
14 What do you usually do while doing listening TOEIC?
(You can choose more than one option)
A Try to understand every words and details
B Try to listen to every detail
C Read the options while listening
D Try to understand the main ideas
15 What do you usually do when you cannot listen to the test?
(Please choose one option only)
B Try to read options again and choose logically
16 What other language factors affect the listening skills that you want to improve? ( not include non-linguistic language factors)
If you have, tell our why?
Student’s name: …TANG THI KHA PHUONG…… Student Code: 17033551……… Supervisor’s name: ………DINH THI HOA, M.A ……….………
Performance (3) Time management (10 minutes) (2) Questions response (2)
Coherence and Organization (4) Grammar mistakes (3)
Introduction Research topic and research goals (5) CLO 2
Theoretical framework (5) Review of previous studies (5)
Collecting and analyzing data (5) Relevance between research findings and goals (5)
Evaluating and discussing the findings (5)
(10) INDUSTRIAL UNIVERSITY OF HO CHI MINH CITY
Roles & Distribution Establish Goals Meeting Minutes
Contribution to the team project Taking responsibility
Supervisor’s Appraisal (10) Communication skill (2) CLO 7
Student’s name: …………TANG THI KHA PHUONG…… Student Code: 17033551
Performance (6) Time management (10 minutes) (4) Questions response (4)
Coherence and Organization (4) Grammar mistakes (3)
Introduction Research topic and research goals (5) CLO 2
Theoretical framework (5) Review of previous studies (10)
Collecting and analyzing data (5) Relevance between research findings and objectives (5)
Evaluating and discussing the findings (10)
Conclusion Conclusion & recommendation (10) CLO 4 INDUSTRIAL UNIVERSITY OF HO CHI MINH CITY
Rubrics for Written Graduation Thesis (70%)
Item/ Weight Unsatisfactory Developing Satisfactory Exemplary
There are consistent mistakes in the required format
There are several mistakes in the required format
There are minor mistakes in the required format
There are hardly any mistakes in the required format
The development of paper is vague; no apparent logical order of presentation
The paper is presented with connected concept and ideas, clear transitions
The paper is presented in logical sequence and well organized
The paper is clearly stated, well-developed and well organized
There are consistent spelling and grammar mistakes in the paper
There are several spelling and grammar mistakes in the paper
There are minor spelling and grammar mistakes in the paper
There are hardly any spelling and grammar mistakes in the paper
Research topic and objectives of research (5)
The research topic area is unclearly described Little evidence shows the significance and objectives of the research topic
The research topic is presented, and the significance and objectives of the paper is justified
The research topic is adequately defined The significance and objectives of the paper is well justified
The research topic is introduced in a coherent and interesting manner The significance and objectives of the paper is well justified
Research questions are not successfully defined
Research questions are coherently and clearly defined
Research questions are scientifically meaningful and challenging
The literature is defined in an unclear manner
Definition of key concepts is insufficient
The literature is linked with the research topic
The literature is linked with research topic
The key concepts related to the research topic are defined
The literature is intricately linked with the research topic and appropriately explained The key concepts related to the research topic are also clearly defined
The previous studies are inadequately relevant with the research topic and inappropriately summarized
The previous studies are relevant with the research topic and summarized
The previous studies are quite relevant with the research topic and appropriately summarized
The previous studies are adequately relevant with the research topic and appropriately summarized
The author displays such a low level of research
The author correctly presents the research methods and
The author justifies his/her choice of analysis methods and
The author defends their choice of research methodology, which may be seen as controversial, yet exhibits strong organization and effective application They demonstrate a thorough understanding of relevant research methods, systematically applying them to support their findings.
The author describes the data collecting and analyzing stages, but the description does not form a coherent and logical whole
The analysis methods are mainly chosen to answer the research questions, but the author has an insufficient command of the methods
The author correctly presents the data collecting and analyzing stages and outlines the analysis The analysis demonstrates a good command and reliable use of the method
The author effectively outlines the stages of data collection and analysis, utilizing the data proficiently in the analysis Sensible methods are chosen to summarize the information derived from the data.
The author effectively outlines the stages of data collection and analysis, utilizing the data skillfully in the analysis By selecting appropriate methods, the author successfully summarizes the information derived from the data.
Relevance between research findings and objectives
The author demonstrates a poor level of understanding in the analysis of the research findings The research findings are inadequate in meeting objectives of study
The author demonstrates satisfactory understanding in the analysis of the research findings
The research findings may be adequate but not as described
The author demonstrates adequate levels of understanding in the analysis of the research findings
The research findings are adequate relevant to the objectives of the study
The author demonstrates advanced levels of understanding in the analysis of the research findings The research findings are relevant to the objectives of the study
Evaluating and discussing the findings
The thesis fails in making contribution to the knowledge base of the discipline and field of study
The research findings make a minor contribution to the knowledge base of the discipline and field of study
The research findings make a good contribution to the knowledge base of the discipline and field of study
The research findings make a significant contribution to the knowledge base of the discipline and field of study
No logical conclusions are reached
Answers to research questions studied and discussion about them is
The conclusions are partially logical The link between the conclusions and research questions is left somewhat unclear The final
The conclusions are presented logically and answers to research questions are explained in a good manner
The conclusions are presented in a logical manner, but they fail to fully address the research questions, leaving gaps in the connection to the study's perspective The final summary does not effectively convey the purpose and findings of the research While the author shows some understanding of the strengths and weaknesses of their work, the summary only partially reflects the study's objectives and results.
The final summary effectively conveys the study's purpose and findings, showcasing the author's strong grasp of both the strengths and weaknesses of their research It is coherent and relevant, clearly communicating the objectives and results of the study.
References are of poor quality
The format and layout are inconsistent and not in line with APA style
The referencing is in a proper manner, but the layout of the bibliography is consistent with APA style There are, however, a few inconsistencies
The referencing is in a proper manner and the layout of the bibliography is largely in line with APA style
The referencing is in a proper and extensive manner The format and layout of the bibliography are correct and in line with
Item/ Weight Unsatisfactory Developing Satisfactory Exemplary
Organizational structure present but unclear with underdeveloped introduction, body and conclusion
Organizational structure present clearly with introduction, body and conclusion A few transitions
Appropriate organizational pattern used and easy to follow with developed introduction, understandable body part and satisfying conclusion Main points are smoothly connected with transitions
An effective organizational pattern captivates the audience and facilitates a seamless flow throughout the speech The introduction engages listeners, while the conclusion provides a satisfying closure Key points are articulated clearly and are cohesively linked through smooth transitions.
Very little gestures or eye contact
Monotone voice or insufficient volume
Little gestures or eye contact
Monotone voice or insufficient volume Little poise Heavy reliance on notes Abundant oral fillers and nonverbal
Adequate use of gestures, eye contact, language, and voice Limited oral fillers and nonverbal distractions
Effective use of gestures, eye contact, vivid language, and voice to add interest to speech Poised with use of notes for reference only No oral fillers and distractions
Mispronunciatio ns are frequent and cause some difficulty for the listener pronunciation features nonverbal distractions Clear pronunciation
No regard for time constraints six or seven minutes above or below the allotted time
Presentation given within four or five minutes above or below the allotted time
Presentation given within two or three minutes above or below the allotted time
Presentation given within time constraints (from 9-11 minutes)
Unable to respond many questions
Most questions are responded competently
Nearly all questions are responded knowledgably and respectively
All questions are responded knowledgably and respectively
Students show a weak communication skill in meetings with the supervisor and group members
Students show an adequate communication skill in meetings with the supervisor and group members
Students show a good communication skill in meetings with the supervisor and group members
Students show a very good communication skill in meetings with the supervisor and group members
Students are always late in meetings with the supervisor
Students are sometimes late in meetings with the supervisor
Students are usually punctual in meetings with the supervisor
Students are always punctual in meetings with the supervisor
Students show an unwilling attitude towards assigned work, complete work late often and make no reference from the supervisor
Students show a positive attitude towards assigned work, complete work late sometimes and can make a relevant reference from the supervisor
Students show a positive attitude towards assigned work, complete work on time or make alternative arrangement and make a good reference from the
Students show a willing attitude towards assigned work, complete work on time or make alternative arrangement and make a good reference from the supervisor supervisor
Student’s name: TANG THI KHA PHUONG Student code: 17033551
Item/ Weight Unsatisfactory Developing Satisfactory Exemplary
There is no planning & decision-making process, decisions are made by individuals
A procedure for planning & making decisions is established by the group, but it is not clear and/or it focuses on individuals
A clear procedure for planning & making decisions in research work is informally established by all members of the group
A clear procedure for planning & making decisions in research work is formally established by all members of the group
The group does not establish roles for each member and/or the workload is unequally distributed
The group establishes informal roles for each member The workload could be distributed more equally
The group establishes clear and formal roles for each member and distributes the workload equally
The group establishes and documents clear and formal roles for each member and distributes the workload equally
Scheduled meetings minutes are rarely recorded, and the
Scheduled meetings minutes are often recorded,
Scheduled meetings minutes are usually
Scheduled meeting minutes often lack coherence, leading to scattered efforts It is crucial to identify and record the contributions of each team member to enhance accountability and collaboration.
Name of member: TANG THI KHA PHUONG
Item/ Weight Unsatisfactory Developing Satisfactory Exemplary
Contribution to the team project
Does not collect any relevant information; no useful suggestions to address team's needs;
Collects information when prodded; tries to offer some ideas, but not well developed, and not clearly expressed, to meet team's needs;
Collects basic, useful information related to the research, occasionally offers useful ideas to meet the team's needs;
Collects and presents to the team a great deal of relevant information; offers well-developed and clearly expressed ideas directly related to the group's topic
Does not perform assigned tasks; often misses meetings and, when present, does not have anything constructive to say; relies on others to do the work;
Performs assigned tasks but needs many reminders; attends meetings regularly but generally does not say anything constructive; sometimes expects others to do his/her work
Performs all assigned tasks; attends meetings regularly and usually participates effectively;
Performs all tasks very effectively; attends all meetings and participates enthusiastically;
Rarely listens to, shares with, and
Usually listens to others but
Generally, listens to others' points of
Effective communication in a team setting is crucial A good team member actively listens to others and supports their efforts, using appropriate and respectful language They make a concerted effort to understand different perspectives and help develop ideas while giving full credit to their contributors In contrast, poor team members may use inappropriate language, show a lack of attention during discussions, and dismiss others' ideas without consideration.
Evaluator's name: NGUYEN THI QUYNH NHU
This research investigates the linguistic factors that influence the performance of non-major English freshmen on the TOEIC listening test at the Industrial University of Ho Chi Minh City The study aims to identify key elements that impact listening comprehension and overall test results among these students By analyzing various linguistic aspects, the research seeks to provide insights that can enhance English language instruction and improve TOEIC outcomes for non-major students.
Student name: …TANG THI KHA PHUONG… Student ID No.: 17033551
Supervisor name: ….DINH THI HOA, M.A …
Week Date Content Supervisor’s comments & Signature
1 16/11/2020 - Teacher gives the documents related to Graduation Thesis including Examiner‟s Evaluation Form, Supervisor‟s Evaluation Form, Rubrics for Written Graduation Thesis)
- Teacher discusses about the Topic
2 24/02/2021 - Answering the question related to the documents
INDUSTRIAL UNIVERSITY OF HO CHI MINH CITY FACULTY OF FOREIGN LANGUAGES
- Finding 10 documents related to the topic
- Teacher checks it and gives her comments
- Teacher gives the ideas about the survey questions
5 25/04/2021 - Submitting the survey question.(online)
- Teachers checks the survey question again
The supervisor‟s approval of the students‟ submission (Yes/ No): ………