An investigation into the effects of applying the dictation technique in improving the listening skills of Englishmajored juniors at the Industrial University of Ho Chi Minh City was made.

Listening is one of the most important skills. In the process of learning English, if you understand well, learners can communicate in English confidently and effectively. To learn a language, especially English, students must first learn to listen. However, in the English class, listening seems to be overlooked because the language teacher focuses a lot on grammar and reading. Students spend years in middle and high school learning grammar structure and reading skills, rarely practicing speaking or listening. Most of the students do not really study well in English, especially with listening skills; they are not aware of their importance, so they have not spent much time practicing this skill. In such a context, teachers play a key role in guiding, inspiring, and motivating students to perceive and consciously practice listening more and more properly. In this article, the author mentions the dictation listening method as a useful tool to help teachers find suitable resources or design their own dictation listening exercises to teach listening skills more effectively while helping students improve and enhance their English listening practice skills.

CHAPTER I: INTRODUCTION

1.1 Rationale

Listening is one of the most important skills In the process of learning English, if youunderstand well, learners can communicate in English confidently and effectively To learn alanguage, especially English, students must first learn to listen However, in the English class,listening seems to be overlooked because the language teacher focuses a lot on grammar andreading Students spend years in middle and high school learning grammar structure and readingskills, rarely practicing speaking or listening

Most of the students do not really study well in English, especially with listening skills; they arenot aware of their importance, so they have not spent much time practicing this skill In such acontext, teachers play a key role in guiding, inspiring, and motivating students to perceive andconsciously practice listening more and more properly In this article, the author mentions thedictation listening method as a useful tool to help teachers find suitable resources or design theirown dictation listening exercises to teach listening skills more effectively while helping studentsimprove and enhance their English listening practice skills

While reading and writing skills can be directly observed, listening is an abstract and complexprocess of identifying, understanding, and interpreting spoken language Many students haveserious hearing problems Choosing the right method has great significance in developinglistening skills and improving students' comprehensive foreign language learning efficiency.Dictation is one of the teaching techniques that can be used By using dictation, students not onlysit and listen to the material but also focus on the phrases, sentences, and clauses they hear inshort-term memory and repetition

This study shows us the importance of dictation techniques and demonstrates that dictationtechniques are important This technique has potential for learners It helps to improve listeningskills effectively and positively The study attempts to investigate the impact of dictation useand, ultimately, to define an overarching definition of dictation, the advantages and challenges ofdictation, and strategies for dictation

For the above reasons, the topic "An investigation into the effects of applying the dictationtechnique in improving the listening skills of English-majored juniors at the Industrial University

of Ho Chi Minh" City" was made

1.2 Research Objectives

This study aimed to explore the definitions of spelling methods In addition, this study wasconducted to understand the benefits and effectiveness of this method in improving listeningability Besides, explore the limitations and challenges that this method faces in helping studentslearn easily avoid errors when applying

1.3 Research questions:

The study mainly focused on the following three questions:

1 What is dictation technique in listening skill?

2. What are the benefits and challenges of applying the dictation technique in listening skills ofEnglish-majored juniors at Industrial University of Ho Chi Minh City?

3 How can we apply dictation technique effectively in listening skill?

1.4 Scope of the study

This study was limited to third-year students majoring in English at the University of Industry in

Ho Chi Minh City Furthermore, these students are using dictation to improve their listeningskills This study was limited to a specific number of students The researcher decided to select

120 third-year students to conduct an online survey through a Google Form in order to collect thedata that they needed

CHAPTER 2: LITERATURE REVIEW

According to Underwood (in Gilakjani, 2011), listening is an action that involves payingattention to the speaker and attempting to interpret what we hear Rost (1994) explains thatlistening is an activity that helps students understand their environment Listening is also anecessary element in creating effective communication Despite the fact that every researcher hastheir own definition of listening, all studies demonstrate that listening is the process ofrecognizing and understanding what others are saying The act of understanding vocabulary andgrammatical structures, identifying different sounds, and interpreting stress and intonation mayall be summed up as hearing due to the aforementioned components

The definitions given above lead the researcher to the conclusion that listening is the capacity torecognize and understand what others are saying Listening is the process of interpreting spokenlanguage, which includes recognizing sound discourses, comprehending the meaning of specific

words, and comprehending the grammar of sentences that may be used in a conversation ordiscourse.

2.1.1.2 Significance of Listening

According to Rost (1994), listening is vital for language acquisition since it gives students inputand is crucial for their language development Wilson (2008) listed a few more justifications forlistening, including information collection, enjoyment, agreement, appraisal, and criticism Inaddition, the other reason for listening is to improve speaking skills by improving pronunciation.Krashen (1985) and Hamouda (2013) contend that having good listening abilities is crucial forreceiving information that is easy to comprehend If there is no input, learning will not takeplace According to Hasan (2000) and Hamouda (2013), listening comprehension creates theideal circumstances for the development of other language abilities Listening comprehension iscrucial since it is a mechanism by which we receive input, and without it, learning cannot takeplace, according to Rost (1994) and Ziane (2011) According to Doff (1995) and Ziane (2011),speaking development is significantly influenced by listening That is, until we improve ourlistening skills, we cannot improve our speaking abilities According to Rost (2002), mastery ofspeaking is correlated with growth in listening He proceeded by saying that, as listening is thelanguage ability that is most commonly employed in everyday life, it is also the most crucialtalent to develop This presumption holds that one of the essential skills for a language learner togain input during the learning process is listening In fact, listening input has a significant impact

on both written and spoken output Teachers and students should pay close attention whenlistening in order to achieve their oral and written goals

2.1.1.3 Difficulties in listening

Azmi Bingol, Celik, Yidliz, and Tugrul Mart (2014) assert that there are many challenges thatstudents may have when trying to understand what they are hearing The idea is to be aware ofthese challenges and make an effort to resolve them

2.1.1.3.1 Quality of Recorded Materials

Hasan (2000) noted that the challenges students have in listening comprehension connected tothe hearing material include new terms, lengthy, complicated texts, and challenging grammaticalstructures Students’ difficulties were related to the listener In addition to the listening content,the pupils had issues with the listener It implies that their difficulties with hearing and

understanding were caused by themselves According to Asmawati (2017), a listener's limitedcommand of the English language makes it difficult for them to understand what is being said.

2.1.1.3.2 Accent

Rosa (2012), who argues that poor pronunciation is the main problem leading to the students’difficulty in listening comprehension, Kurniawati (2015) mentioned a few factors that causestudents’ difficulties in listening comprehension: declining health conditions or illnesses, elusivematerial, lack of support, and lack of training to improve English listening, whether with theirclassmates or with native speakers Munro and Derwing (1999) assert that excessive accentedspeech can cause serious comprehension loss Regional accents can affect the spoken messagethat listeners comprehend, and known accents are simpler to grasp than unfamiliar accents, claimBloomfield et al (2010) According to the book "Accessing Listening," when listeners first hear

a strange accent, like Indian English, after studying American English for a long time, the newaccent completely disrupts the listening comprehension process and prevents them fromunderstanding the lecture in its entirety (Buck, 2001).Azmi Bingol, Celik, Yidliz, and TugrulMart (2014) assert that there are several barriers to listening comprehension that students mayexperience The objective is to be aware of these challenges and make an effort to address them

2.1.1.3.3 Memory

All listeners use a set of cognitive processes known as memory, commonly referred to asworking memory, to interpret, temporarily store, and remember information (Baddeley & Hitch,1974) The relationship between working memory and listeners' understanding of secondlanguage has been shown in a number of research According to a study by Miyake andFriedman (1998), listeners with greater memory capacity were more effective at understandingthe message while it was being delivered in a second language According to Leeser (2007), theperformance for common themes improves when working memory span improves during thelistening comprehension process, particularly in the case of short term memory Therefore, it isanticipated that increasing memory capacity and cognitive skills will have a positive influence onlistening comprehension in foreign languages

2.1.2 Dictation technique

2.1.2.1 Definition of Dictation technique

Johansson (1973) argued that dictation should be changed for more advanced pupils because it isonly suitable for starting students He suggested partial dictation as a solution to this issue Test-

takers who opt for partial dictation receive a passage with some ostensibly challenging languagepassages blanked out The entire chapter is recorded on tape and is only spoken aloud to test-takers once Students must listen to the recording and mark the passage with the missinginformation Richards, Platt, and Weber (in Fachrurrarzy, 1989) noted that dictation is a methodused in language instruction and language assessment in which a material is read out to thestudents, with pauses when the students are required to try to properly record what they heard.Grammar and vocabulary may be learned using dictation as a model for learning Englishphonetics Dictation has also been considered an effective tool that can help teachers and learnersduring language teaching and learning processes to promote learning (Hassankiadeh, 2013: 129).Hassankiadeh (2013: 130) highlights the fact that, although some research focusing on dictation

as a tool for learning rather than merely a testing procedure, there is little focus on the methods,tactics, and strategies that might be employed in language schools Additionally, Richards andSchmidt (2010) pointed out that the dictation approach requires students to write down exactlywhat they heard amid pauses after hearing a passage read aloud to them It is a technique thatmay be applied to language instruction or testing

In short, the act of decoding continuous sound sequences and rebuilding them into written formslike words, phrases, and sentences is known as dictation

2.1.2.2 Kinds of dictation technique:

Dictation has been used in different forms In reality, conventional dictation is the fundamentaltype of dictation; however, additional types have developed to make up for it According toFarhady, Jafarpur, and Birjandi (2007), they include partial dictation, prompted imitation, dicto-comp, and dictation with competing noise

a Partial dictation

The construct validity of partial dictation as a test of listening comprehension in English as aforeign language was investigated by Cai (2012) The study's objective was to show that partialdictation items can assess higher-order listening comprehension skills He came up with twodifferent dictation items The initial type of test was a typical partial dictation test While holdingthe written form with gaps, the students listened to a tape

Sigott (2004) suggested that it is unlikely that partial dictation is a true reduced redundancy testsince test developers choose which parts are "challenging" and should be removed rather than

deleting them randomly Further, he argues that Johansson's (1973) assertion that partialdictation is a test of general language

Competency should be subjected to more rigorous empirical tests because deletion in partialdictation is not done at random We want to show that partial dictation is valid according to thecriteria in this study

b Elicited imitation

In terms of the information supplied to the examinee, this is comparable to dictation, but itdiffers in terms of the response method In this scenario, the examinee hears the information, justlike in conventional dictation, but is required to repeat it or else recall what was said rather thanwrite it down In this instance, the students listen to the material, but instead of writing it down,they are asked to repeat it or otherwise recount what was said Nasution (2017) describes this as

a research technique intended to reveal learners' grammatical competence by having them repeatsentences The rationale behind this is that, when their capacity is strained, their errors willreveal their underlying rule system (p 17–18)

c    Dicto-comp

Chun (2010) shows that in the dicto-comp, the learners have to remember the ideas in a text ofmore than one hundred words and express them in the words of the original or in their ownwords (p 120)

d Dictation with competing noise

 Noise dictation is another name for this kind of dictation The insertion of noise during dictation

is meant to mimic a natural environment In this sort of dictation, the examinees are giveninstructions to listen to a text one or more times as it is read out or played back on tape at aconversational pace They are then instructed to recall what they heard and write it down

2.2 Results of previous studies

2.2.1 The benefits of applying the dictation technique in listening skill

Dictation is a popular technique with positive effects that has been widely used Therefore, manyprevious studies have been conducted and discovered various advantages of this technique.Most studies show that using dictation makes students' ability to hear the target language moresuccessful Rahmat (2018) conducted a study with the title "The Effect of Using EducationalMultimedia in Dictation on Students’ Listening Comprehension" A listening comprehension testwas used as one of the research tools in this study In the academic year 2014–2015, the study

conducted a survey of 175 students (containing an experiment group and a controlled group) at

MA DARUL HIKMAH Pekanbaru Their findings showed that this technique, a form oflistening exercise, was a useful instructional strategy for helping students increase their listeningcomprehension, particularly when learning narrative audio and text Yet, the majority of thestudy's conclusions only touch on the most basic issues without stressing more significant ones.Hariswan Putra Jaya, Nova Lingga Pitaloka and Alhenri Wijaya (2020), they conducted theresearch with the title: Running Dictation to Develop Students' Listening ComprehensionAbility The goal of the study was to determine if employing the running dictation approachimproved students' listening comprehension and their perceptions of the technique This studyfocused on 19 second-semester FKIP Sriwijaya University Class II B students who were enrolled

in the Intermediate Listening course A questionnaire and a hearing test were used to gather thedata 50 questions made up a listening test, which was separated into three categories:monologues, lengthy discussions, and short conversations A questionnaire was used to find outhow the students felt about utilizing running dictation The researchers employed descriptivestatistics, percentages, paired sample t-tests, normality tests, and quantitative data analysis Thestudy's findings revealed that the second-semester pupils significantly improved after applying

An additional study on the benefits of dictation techniques conducted by Chun (2010),developing Intensive Listening Skills: a case study of employing Rapid Speech for long-termdictation jobs This study found that dictation encourages students to pay attention andconcentrate on relevant words and expressions, which is similar to the findings of the otherstudies stated above Students can also identify their listening process flaws Dictation practicealso improves good memory skills for the target language items and encourages the capacity todraw conclusions from context The study used a range of tools, including dictation practice andthree questionnaires, to collect both research data Unfortunately, only 61 people simultaneouslyparticipated in the inquiry By drawing general conclusions, the researcher will not be able tosuccessfully complete the study's objective with a significant impact size

It is believed that students at IUH would gain from adopting dictation method based on priorresearch on the benefits of this methodology First off, kids' listening comprehension is enhancedthrough dictation Second, by encouraging focus, precision, and correctness in listeningactivities, students have the opportunity to apply their understanding of vocabulary,pronunciation, and grammar Finally, learning new terminology related to the languages used in

contemporary science, technology, social, and economic fields The next step is for students toidentify their areas of weakness when it comes to hearing and comprehending English spoken bynative speakers and work harder to develop their listening skills Dictation practice also enhancesgood memory skills for the target language and encourages the capacity to draw conclusionsfrom context.

2.2.2 The challenges of applying the dictation technique in listening skill

In connection with previous research results, many researchers have conducted research toexplore the impact of dictation on language proficiency learning

The majority of the students at MADARUL HIKMAH Pekanbaru were found to be unable tograsp English conversation when they were listening to the dialogue of an English movie that theinstructor had showed them, according to an observation that was conducted on Thursday,January 22, 2015 Only about 5 students, or 20% of the students, were able to do so They couldhear the movie's English dialogue, but they were unable to understand it, so they preferred toread the translation script at the bottom of the TV screen That implies that the lessons they havebeen learning in school for a very long time will not be particularly helpful to them in real life.Additionally, it demonstrates that English language instruction is ineffective there

Besides, Fatimah Mulya Sari conducted research with the title" Improving Students’ ListeningAbility and Thought Dictation Technique at the First Year School." In this study, the researcherdiscovered certain issues with pupils who had trouble writing whole sentences The researcherneeds more time to persuade the students to discuss their issues In contrast, more than half of thekids in this class participated in class activities and understood the dictation activity Dictation is

a useful teaching method that may be used to increase students' listening skills since it canencourage active engagement from the students and improve their listening skills during thesession According to Takeuchi (1997) and Kiany and Shiramiry (2002), it has beendemonstrated that dictation can help EFL students perform better on tests of listeningcomprehension

Previous research suggests that juniors at IUH majoring in English may face difficulties whenparticipating in dictation activities due to poor visual thinking and memory capabilities This canlead to meaning errors, structural errors, phonological and spelling errors, and the dialect andpronunciation of the native speaker Additionally, poor memory capabilities make it difficult for

people to recollect information, construct words, organize written sentences, and assemblephrases properly.

2.2.3 The use of dictation technique in listening skill

Dictation, according to Zhiqian (1989), can assist both the instructor and the students ineffectively fulfilling the learning objectives According to this, dictation is therefore aparticularly effective tool for teaching English effectively fulfilling the learning objectives.According to this, dictation is therefore a particularly effective tool for teaching English.Dictation may be used to teach listening in a variety of ways, including:

- First off, dictation may be used to instruct pupils of any academic level Dictation iseffective even in very large classes

- Second, dictating and listening are quite similar The kids' attention is completelyconcentrated when the teacher dictates anything to them

- Thirdly, dictation encourages pupils to actively engage in listening exercises Dictation isvery beneficial for helping the students master the use of a language

- Fourthly, dictation enables students to transfer the spoken language to the writtenlanguage In creating the written language, the students are trained to reproduce spokenlanguage based on their comprehension

- Finally, practicing dictation allows you to improve your vocabulary, reading speed, and anumber of other linguistic skills, including spelling and punctuation Dictation istherefore helpful for learning languages

You should concentrate on acquiring the idea of a book while reading it for the first time in itsentirety (Wang Ping, Liu Hongquan, 2008) To correctly finish certain words and take somenotes while listening to the main, the second and third times are repeated in phrases Studentsshould practice both dictation and listening while listening, and if the group is paused, theyshould use the pauses to record the content Verify the content's major points one last time,paying close attention to grammar, spelling, and other linguistic errors We must hone ourabilities while also acquiring the fundamental knowledge necessary to listen well By watchingmovies and listening to music, we can improve our listening abilities and become moreaccustomed to the accent, speech rate, and pronunciation of native speakers Moreover, keepexpanding your vocabulary As listening is an abstract activity, it is impossible to comprehendthe entirety of the text if you lack the vocabulary necessary to comprehend the context You

should become proficient in the simplest grammatical structures in addition to expanding yourvocabulary Listening abilities are crucial for students majoring in English since they serve as aninput from which you can generate information.

Overall, students run into a number of issues when putting the dictation approach into practice,but if these obstacles can be surmounted, dictation can be an effective tool that maximizesbenefits and promotes the growth of listening skills

CHAPTER III: RESEARCH DESIGN

Chapter III gives a quick description of the participants and the context of the study In addition,the researcher presents the methods and methodologies used Data collection and analysistechniques are also thoroughly described

3.1 Research site

The study was carried out in April 2023 at the Faculty of Foreign Languages, IndustrialUniversity of Ho Chi Minh City One of the important reasons why the researcher chose to dothe research at IUH's FFL is that the current researcher is a third-year English major at IUH Due

to time constraints and the fact that the survey was on holiday, it was not possible to conduct thesurvey in class Researchers conduct an online survey The tool used in this study is GoogleForms to create online forms and surveys with a variety of questions It can be said that this is aform that is not too strange for students to do dissertations in The survey will be sent via a linkfrom Google Forms to online social networking platforms such as Facebook and Zalo for surveyparticipants

3.2 Participants

The subjects of the study are third-year English majors from the Faculty of Foreign Languages,Industrial University of Ho Chi Minh City The researcher selected 120 students to participate inthe survey via a Google Form link Survey participation was based on the willingness of studentswho used the dictation method to participate in the study We decided to select third-year Englishmajors as the subjects of this study because they have learned to listen from levels 1 to 3 inuniversity, the frequency of using the method is high, and they will be able to accurately assessthe impact of this method The actual experiences of the children in the process of learninglistening skills through the dictation method will help researchers get the most useful andaccurate results

3.3 Research methodology and research methods

3.3.1 Research methodology

This study used a combination of quantitative methodology We choose this methodologybecause it enables us to gather a variety of data and get a full understanding of the topic beingstudied According to Creswell (2002), quantitative research is the process of collecting,

analyzing, interpreting, and writing the results of a study Methodology may therefore be quiteuseful in learning everything there is to know about any research In order to provide the mostpertinent results, it is true that the methodology utilized in the study would aid us in bettercomprehending the participants' views on the impact of the dictation approach on the acquisition

of listening skills

3.3.2 Research methods

The researcher uses the questionnaire as the main research method because it is suitable andmeets the requirements of the research paper This research method was used to easily collectmulti-faceted information from the research subjects and better understand the effect of using thedictation method on learning listening skills based on their real-life experiences In fact, aquestionnaire survey is one of the most popular data collection methods, and it can also serve as

a very useful tool for researchers to collect a lot of information in a short period of time Thismethod not only ensures the number of survey participants but also saves time and effort, andthrough the survey, we can find out more fully and deeply about the children's listeningexperience

The survey gathered information from 120 third-year FFL students at IUH who use the dictationtechnique to improve their listening skills General information, students' views of the dictationtechnique, the benefit challenges of applying the dictation technique and the use of dictationtechnique in listening skill are the major sections

Part I: General Information: There are one question in this section for general information aboutlevel of listening skill of third-year students at Ho Chi Minh City Industrial University

Part II: Student’s views of dictation technique: This section consists of five questions about how

to use dictation to improve listening skills and how often it is used

Part III:  The benefits and challenges of applying the dictation technique in listening skill: Thissection includes two questions about the benefits and challenges of using this method There are

5 levels to giving an answer, including (1-strongly disagree); (2-disagree); (3-neutral); (4-agree);and (5-strongly agree)

Part IV: The use of dictation technique in listening skill: This question is about what factors havecontributed to improved dictation technique Surveyors can select multiple options at the sametime Moreover, they can add their own opinions in this section

3.4 Procedures

The researcher worked on this project for four months First and foremost, the researcher takesthe first six to seven weeks to choose a study topic that is pertinent to the students' currentcircumstances The researcher discovers and reads a lot of study-related material to begin writingthe first chapter as soon as the research topic has been chosen The researcher then starts toestablish the research aim and create research questions pertinent to the issue The researcherstarted defining keyterms throughout the course of the following two weeks by reading andquoting the definitions that were used to explain the keyterms utilized in the study In order tocompare, contrast, and highlight the limits of earlier studies and continue writing chapter 2, theresearcher locates and examines earlier studies after defining the relevant terminology Theresearcher decides on the site, the participants, compiles a list of questionnaires relevant to thestudy subject, and completes chapter 3 of the research paper during the course of the followingfour to five weeks After compiling a collection of questionnaires, the researcher started utilizingGoogle Forms to create an online survey that students could do The survey link was thendistributed to groups of specialized students Call the IUH English majors if you need assistance

In order for the students taking Listening 3 to highlight any challenges they are having, theresearchers also sent the link to those students Once they have the information, the researcherstarts gathering and analyzing statistical data from Google Forms The remainder of the researchreport, including the references list, acknowledgements, and abstract, is usually written by theresearcher

3.5 Collecting the data

The quantitative methodology: Google Forms' online technology automatically saved participantreplies, enabling long-term data preservation Google Forms is also more effective, saves time,and costs less The researchers exported the replies as graphs or percentage figures on May,

2023, and then started data analysis

3.5 Data analysis

The survey was done using Google Forms, an online data gathering tool, after 120 participantsprovided complete responses The data was collected by Google Forms and automaticallyillustrated in the form of relevant graphs Data would be downloaded and examined in Ms Excelafter collection Using the Microsoft Excel program, the data were statistically examined in the

form of charts and tables The researcher takes the data from the statistical findings on GoogleForms, enters them into Microsoft Word, and does data analysis.

CHAPTER IV: FINDINGS AND DISCUSSION

4.1 Findings

In this section, the researcher provides and discusses a goal-driven finding that investigates the impact of using dictation to learn the listening skills of third-year English majors at IUH The discussion is presented through the interpretation of the results of the closed-ended questionnaireexpressed in simple quantitative and percentage form, which is then verified and elaborated with the results of the questions interview Research results were collected from 120 survey

respondents Most of them were third-year English majors Students used dictation in an English listening class

To answer the research problem posed in the research objective, the results obtained from the student questionnaire are presented in the form of charts and tables as follows:

4.1.1 Background Information

Two multiple-choice questions are used in the survey's first and second questions to gather data from pupils These inquiries are not directly relevant to the research issue, but rather to general information about students

Question 1: What year are you in?

Figure 1: What year are you in?

The question is baseline information asked to determine in which year they are students Becausethis is a research topic on the application of dictation techniques for English-majored juniors atthe Industrial University of Ho Chi Minh City, the research object was initially identified as astudent majoring in English Therefore, the research writer mainly focuses on distributingquestionnaires to this audience From the chart, we see that the respondents are third-yearstudents, and they are currently studying Listening 3 Thereby, it shows that the research objectcompletely meets the requirements of the topic

Question 2: How would you rate your level in listening skill?

Figure 2: Students' Level in Listening

Table 3.1 Students’ Level in Listening

The pie chart presents data on percentages of students' listening skill levels Looking at the chart,

it can be seen that with a percentage of 100%, the percentage of students with average listening skills accounts for the highest percentage (57.5% of the students' listening skill levels) 100%) Ranked second, about 30% of students think that their listening level is at a good level The students' listening level was at a low level of about 9.2% out of 100% Meanwhile, the level of hearing at a very good level only accounted for 3.3% From that, we can see that the rate of hearing at medium and low levels accounted for twice the rate of hearing at good and very good levels The results showed that more than half of the students who participated in the survey still had difficulties with their listening skills

Listening skills play an important role; they are considered an input to help us receive

information However, not all students achieve a good listening level in this skill At the same time, students may also be looking for ways to overcome and improve their listening skills