R eport writing improving listenning ability in english for students at thu dau mot university

IMPROVING LISTENNING ABILITY IN ENGLISH FOR STUDENTS AT THU DAUMOT UNIVERSITY Abstract: The purpose of this article is to promote the basic aspects of the role and importance of listenin

PEOPLE’S COMMITTEE OF BINH DUONG PROVINCE

THU DAU MOT UNIVERSITY FACULTY OF FOREIGN LANGUAGES

- Bình Dương,

2022 -ASSESSMENT Score Examiner’s Signature 1 Examiner’s Signature 2

TABLE OF CONTENT

Abstract 2

CHAPTER 1: INTRODUCTION 3

1.1 BACKGROUND OF THE STUDY 3

1.2 AIMS AND OJECTIVES OF THE STUDY 4

1.3 RESEARCH QUESTION 4

1.4 SIGNIFICANE OF THE STUDY 4

1.5 THESIS OUTLINE 5

CHAPTER 2: LITERATURE REVIEW 5

2.1 THEORETICAL FRAMEWORK 5

2.2 THEME-RELATED FACTORS 9

CHAPTER 3: METHODOLOGY 11

3.1 RESEARCH METHOD 11

3.2 POPULATION AND SAMPLING 11

3.3 RESEARCH INSTRUMENTS 12

3.4 PROCEDURE FOR DATA COLLECTION 12

3.5 DATA ANALYSIS METHODS 12

CHAPTER 4: FINDINGS AND DISCUSSION 13

4.1 THU DAU MOT UNIVERSITY STUDENTS' OVERVIEW 13

4.2 DIFFICULTY IN LISTENING ENGLISH AT THU DAU MOT UNIVERSITY STUDENTS 14

CHAPTER 5: CONCLUSION AND MAIN SOLUTIONS PROPOSED 15

5.1 SOME SUGGESTIONS FOR IMPROVING STUDENT’S ENGLISH LISTENING SKILLS 15

5.1.1 About the lecturers: 15

5.1.2 About the students: 16

5.1.3 About the school: 20

5.2 CONCLUSION: 21

IMPROVING LISTENNING ABILITY IN ENGLISH FOR STUDENTS AT THU DAU

MOT UNIVERSITY

Abstract: The purpose of this article is to promote the basic aspects of

the role and importance of listening skills in English learning, as well as

to provide methods to assist students in improving their listening skills.Thu Dau Mot University students encountered, and from there, somemethods to improve their listening skills were suggested I used aquestionnaire to conduct a survey with 40 students from Thu Dau MotUniversity These students were chosen at random I use qualitative,quantitative, and descriptive statistics to analyze the data The obtainedresults indicate that the main causes of the students' poor listening resultsare a lack of vocabulary, background knowledge, long listening texts, andmany strange topics, As a result, the measures that I believe can berecommended to students to help them improve their English listeningskills After conducting my research, I discovered three key issues thatmust be addressed in order for them to improve First, it is about teacherswho need to be more creative in their Listening lessons; second, it isabout students; in this section, I have seven suggestions for them; andfinally, it is about the school the students attend that needs to change.How to make changes to improve students' listening skills

It is hoped that the solutions proposed in this article will assist Thu DauMot University students in overcoming difficulties and improving andmaking good use of listening methods in their learning process

CHAPTER 1: INTRODUCTION

1.1 BACKGROUND OF THE STUDY

It can be stated that teaching foreign languages with the goal ofcommunication is and will continue to be the mainstream trend in ourcountry's educational institutions The primary goal of teaching andlearning English is to instill in students basic communication skills(listening, speaking, reading, and writing) Comprehending what you'rehearing English is no longer a passive skill; rather, it is evolving into anactive skill in which learners actively participate in listening andprocessing information, understanding content, and finally responding to

it According to the author Nunan[1], the communication process willachieve the desired result only when the listener responds.Communication may fail due to a lack of listening skills As a result,listening comprehension is a critical component of the communicationprocess Listening comprehension skills, in particular, play an importantrole in the development of English learning for learners Several studiesconducted around the world have demonstrated the outstanding benefits

of the extended listening method in improving listening skills, improvingpronunciation skills, expanding vocabulary in contexts, and grammaticalphenomena This method, according to Duzer (1997) [2], also teachesstudents self-discipline and self-control while learning

Currently, at Thu Dau Mot University, I notice that students continue tostruggle with English According to feedback from the vast majority ofstudents, they struggle with English listening comprehension skills morethan other skills such as reading, writing, and speaking The mostimportant skill in helping students acquire language, improvepronunciation, and communicate is LISTENING SKILL As a result, I

boldly introduce some effective methods to help students improve theirlistening skills in this article.

1.2 AIMS AND OJECTIVES OF THE STUDY

This study's subjects are 40 Thu Dau Mot University students fromvarious majors The goal of this article is to raise awareness of the roleand importance of listening skills in English learning, as well as toprovide methods to help students improve their listening skills

1.3 RESEARCH QUESTION

The purpose of this research is to determine the current state of Englishlistening comprehension among students at Thu Dau Mot University, toidentify the factors influencing listening learning, and to propose somepossible solutions to assist students in learning to listen Students improvetheir listening comprehension skills in English In order to achieve thisgoal, I posed the following research questions:

a How difficult do students find it to listen to English?

b What solutions can help students improve their English listeningcomprehension skills?

1.4 SIGNIFICANE OF THE STUDY

A questionnaire with closed and open questions and answers (Withclosed answers, the lecturer provided some answers to suggest a variety

of answers as well as answers; additionally, we used open-endedquestions to provide students with a variety of answers The studentswere given the opportunity to express their views, problems, difficulties,and wishes to the teachers) was used to focus on the difficulties studentshad with listening, the methods of improving their listening skills, their

thoughts on the content and duration of listening in the curriculum, andtheir suggestions for learning listening.

1.5 THESIS OUTLINE

Chapter 1: Describes the background of the paper, the article's aims,

research questions, significance, and the organization of the researchstudy

Chapter 2: Defines the terms used in the study report and provides an

overview of the benefits and obstacles of English listening learning

Chapter 3: Provides an overview of the research methodology used in

the study

Chapter 4: Present the data in tables and figures, and provide an

overview

Chapter 5: Explain the findings and show how they different from and

are similar to what has been found in prior published studies

CHAPTER 2: LITERATURE REVIEW

2.1 THEORETICAL FRAMEWORK

2.1.1 Definitions of Listening

According to Hasan[3], "hearing" and "understanding" are two distinctprocesses "Hearing" is a one-way process in which the listener receivesinformation with no explanation or interaction with the listening text.Listening comprehension is a two-way interaction between the listenerand the listening text that assists the listener in gaining a generalunderstanding of the listening text This "hearing" and "understanding"process occurs when the listener selects and interprets information

received by the auditory organs and other visual signs (if any) in order tocomprehend the speaker's message.

This perspective on listening comprehension is also consistent with thesecond hypothesis about language supported by Richards[4] andO'Malley & Chamot[5] This assumption assumes that listening to spokenlanguage is an activity and a complex process in which listenersconcentrate on aspects chosen for listening They deduce the meaning ofthe pine message from the sounds heard and relate what they hear to theircurrent knowledge According to Brette[6], "listening is a language skill"decisive language “It is extremely important in language acquisition”.Morley[7] found that when comparing listening to other language skills,some of us listen to "twice as much" what we say, four times what weread, and five times what we write

Listening comprehension is defined by Richards[4] and Schmidt[8] asthe process of understanding speech in a first or second language, andlistening comprehension in a second language includes both top-downand bottom-up processes (Bottom-up) Brown[9] agrees, arguing that the

"top-down" process occurs when learners use background knowledge andavailable vocabulary to grasp the content of the listening passage,whereas the "bottom-down" process occurs when learners usebackground knowledge and available vocabulary to grasp the content ofthe listening passage “-up” means to predict the meaning of new wordsbased on the context of the listening passage

Depending on the definitions above, LISTENING COMPREHENSION

is a complex skill Not only is sound reception required, but so is theanalysis and comprehension of the message content of speech

As a result, listening is a skill that takes up a lot of time in foreignlanguage classes According to Rost[10], listening skills are critical in thelanguage classroom because if you don't understand the input source at

the appropriate level, learning cannot begin As a result, listening skillsare essential for speaking skills Field[11] and Plonsky[12] agree thatlistening is the most difficult skill to teach and learn Then (Cross, 2011;Graham & Macaro, 2008; Yan, 2012; Yeldham & Gruba, 2016) simplyprovided a solution to improve students' listening comprehension andenhance their understanding of the effects of self-study, motivation, andself-confidence.

Through the opinions of scholars, as well as the reality ofcommunication activities, skills This is important in everyday life,including language learning Students can get used to the sounds inEnglish by listening to them and then pronouncing them Most linguistsalso believe that when learning any language, learners must be exposed tothat language, the best way being through listening comprehension; onthis basis, learners are exposed to the language and its culture

2.1.2 Classification of Listening

Rubin[13] and Thomson[14] define skill as Listening is classified intotwo types based on the type of love failure that occurs during the listeningcomprehension process Compatibility with turmeric: This process occurswhen the listener requests to participate in a future task and the alternateversion is doing the listening and speaking Face-to-face and telephoneconversations are examples of problems that necessitate interactivelistening Listeners can ask the interlocutor to speak more clearly, repeat,

or speak slowly if these issues are important to them Soundincompatibility: Figure This listening formula occurs when the listeneractively participates in the process of passively listening to anindependent passage phone, a speech, or a conversation

Researchers in psychology and linguistics have studied the process oflistening comprehension based on the interaction of two cognitive

processes, distinguishing two bottom-up and top-down processes.Bottom-up learners, according to Nunan[15], "separate the sequence ofspeech into forming sounds, connect the sticky sounds together to formwords, connect words together to form sentences, and continue to learn."The listener comprehends the message during the process of informationprocessing from the top down The message is conveyed exactly as thespeaker intended thanks to the presence of schemas or knowledgestructures (schemata or knowledge structure) in the brain This viewpointemphasizes the importance of background knowledge that learners use tounderstand the information they hear in order to absorb it by associatingfamiliar knowledge with new knowledge.

Anderson[16], Lynch[17] and Rubin[13] discussed the bottom-up andtop-down processes in listening comprehension According to them, thebottom-up process involves booting by recognizing sounds,distinguishing words, understanding the grammar structure, and finallyunderstanding the message's meaning This is another mechanical processthat is the focus of research Investigation of some teaching methods(Brown[9]) The top-down process occurs when people focus on thegeneral meaning of the text while listening and applying schemas Aschema, according to researchers, is a framework Wisdom, which isbased on past experiences, can be used to help the listener understand thecurrent situation The work consider ideas and guess the meaning ofwords and topic identification are two examples of top-down processes.The work is handled by the bottom-up process Understanding language

is a process that involves many stitches in succession, with the output ofeach link becoming the input of the next higher link This is whyBuck[18] refers to this process as sugar one-way

2.1.3 The importance of listening

According to Rost[10], listening is an essential skill in training a foreignlanguage learner and can even be used to predict success in languagelearning This viewpoint is also consistent with Richards[4] and O'Malley

& Chamot[5] second hypothesis of language This assumption is based onthe assumption that listening to spoken language is a complex activityand process in which the listener focuses on specific aspects of listening.They deduce the meaning of the message from the sounds they hear andrelate what they hear to their current knowledge According to Brette[6],

"listening is a linguistic skill" that determines language It is essential forlanguage acquisition." Morley[7] noted that when comparing listeningskills to other language skills, each of us hears "twice" what we say, "fourtimes" what we read, and "five times" what we write

As can be seen, listening skills are essential in the process of learning aforeign language

2.2 THEME-RELATED FACTORS

According to Underwood, learners of English as a foreign languagefrequently face the following seven potential difficulties: failure tocontrol the speaker's speed, failure to repeat what has been heard, and aspeaker's limited vocabulary Listeners who do not recognize cues, do notcomprehend information, are inattentive, and lack study habits

Rubin[13] and Thompson[14] identify three issues and offer solutions.First, the speaker speaks too quickly If the listener is unable to keep upwith the speaker's pace, they can ask the speaker to repeat, speak louder,

or say the same thing in a different, more understandable way Second,viewers of television and movies do not understand the target language.Based on visual cues, teacher questions, warm-up activities, and their

background, listeners must be able to judge or predict what they will hearnext Third, when they hear a new word or phrase, listeners tend to stoplistening As a result, they miss out on information that could help themunderstand unfamiliar words or phrases.

Rubin[13] identifies five factors that may influence listeningcomprehension They are as follows: Listening lesson characteristics such

as speaking speed, pauses, stress and rhyme, the distinction between firstand second languages, and so on Interlocutor characteristics such asgender, maturity, and language proficiency; Characteristics of theassignment, such as exercise type; Language proficiency, memory,concentration, age, gender, first language ability, background knowledge,and other characteristics of listeners (v) Top-down and bottom-upprocesses, parallel processing, listening strategies, and so on are allcharacteristics of auditory information processing

To practice good listening comprehension skills, learners must firstunderstand some basic listening comprehension strategies O'Malley &Chamot[5] distinguish three types of listening strategies: self-examination, inference based on prior knowledge, and guessing themeaning of words in context They argue that the use of these strategies isdependent on the audience According to Rubin[13], the application oflistening comprehension strategies is dependent on a variety of factorssuch as the listening text, the context, or the tasks to be completed, AndRost[10] and Ross[19] investigate whether the use of listening strategiescorrelates with language proficiency and practice, and whether improvinglistening skills improves quality understanding or not According to thefindings of this study, the more skilled group of listeners frequentlyemploy strategies such as hypothesis testing, progressive inference, andsignal extension communication

In summary, there are many listening strategies applied to eachaudience, each situation, each listening purpose, etc Teachers andlearners need to actively learn and choose appropriate methods andstrategies and apply to each type of listening The bottom line is thatwhatever listening method or strategy is applied, the ultimate goal of alllistening must be to properly understand the speaker's message andrespond appropriately to that message.

CHAPTER 3: METHODOLOGY

3.1 RESEARCH METHOD

Collected the information using a Google Forms survey Also readdocuments, scholarly research, and domestic and international studies tohelp build a logical background

3.2 POPULATION AND SAMPLING

3.2.1 Population

This research included sending questionnaires and surveys to 50 students

at Thu Dau Mot University Students from various majors will serve asresearch subjects

3.2.2 Sampling

This study will include 40 students from various disciplines Their agesrange from 19 to 21 The participants were chosen by the researcherbecause they had varying levels of English ability, learning styles, andattitudes toward English classes Most of the students participating in thesurvey have studied English for more than 5 years (grades 6 to 12) The