BA THESIS AN INVESTIGATION INTO THE LISTENING PRACTICE ACTIVITIES USED BY FIRST-YEAR ENGLISH-MAJORED STUDENTS AT VNUA ĐIỀU TRA CÁC HOẠT ĐỘNG LUYỆN NGHE CỦA SINH VIÊN NĂM THỨ NHẤT CHUYÊN
INTRODUCTION
RATIONALE FOR THE STUDY
In today's competitive job market, proficiency in English is essential for securing quality employment Organizations prioritize candidates who demonstrate strong English communication skills, both in speaking and writing Additionally, learning English facilitates interaction with individuals from other countries, enabling the exchange of ideas and cultural understanding Consequently, developing effective communication skills in English, encompassing listening, speaking, reading, and writing, is a fundamental objective in education.
Listening is often regarded as the most challenging language skill for learners, primarily due to the intricate nature of comprehension in a second or foreign language It involves recognizing and understanding spoken content, which requires attention to voice, pronunciation, grammar, vocabulary, and overall meaning English learners frequently struggle with comprehension due to unfamiliar pronunciation and insufficient listening skills To address these challenges, regular practice in listening to English is essential for students.
Effective listening is crucial for learning, significantly influencing a student's communication skills both in and out of the classroom A lack of understanding in listening can hinder a student's overall educational experience.
Listening has evolved from a passive skill to a proactive one, where students actively engage in processing information to understand and respond effectively According to Steil, Barker, and Wakson (1983), the listening process is only complete when the listener can provide a meaningful response, which is essential for successful communication Poor listening skills can lead to communication breakdowns, making listening comprehension a fundamental aspect of effective communication For English learners, mastering listening is vital as it serves as the gateway to understanding and effective communication.
At VNUA, many English-majored students struggle with listening skills more than with grammar and vocabulary, primarily due to their backgrounds in rural areas where English education focuses on words and grammar rather than listening The university's program, consisting of 120 lessons per semester, allocates insufficient time for developing listening comprehension skills Additionally, students often dedicate only 1 to 2 hours per week to self-study listening practice, and many rely on reading tape scripts before listening exercises, which hinders their progress This reliance leads to a desire to understand every word in Vietnamese, causing fatigue and anxiety during listening lessons, as students fail to identify central content and core information.
The challenges of winter classes and varying student qualifications create difficulties for teachers in managing classroom dynamics In classes where both teachers and students are non-native speakers, students miss out on exposure to authentic native English, which hampers their responsiveness in real communication scenarios Many students exhibit passive attitudes during listening practice, which is particularly concerning for English majors, as listening skills are crucial for pronunciation and overall language proficiency For first-year English majors, mastering listening skills is vital, especially as they aim to reach advanced levels such as B2 and C1, making consistent practice essential.
In an effort to enhance the listening skills of first-year English-majored students at VNUA, I aim to conduct a study titled “An Investigation into the Listening Practice Activities Used by First-Year English-Majored Students at VNUA.”
AIMS AND OBJECTIVES OF THE STUDY
The aim of the study: This study aims to find out the listening practice activities used by First-year English-majored students at VNUA
To investigate the listening practice activities used by first-year English- majored students at VNUA
RESEARCH QUESTIONS
What listening practice activities are used by first-year English-majored students at VNUA ?
SCOPE OF THE STUDY
This study focuses on a survey conducted with 100 first-year English majors at VNUA, followed by semi-structured interviews with 10 participants to gather in-depth insights.
Subjects of study: Listening practice activities of first-year English- majored students at VNUA
Research guests: English language learning activities of First-year English-majored students at VNUA
Scope of study: First-year English-majored students at VNUA ( 100 students)
SIGNIFICANCE OF THE STUDY
This study is of great significance to English-majored students at VNUA because of the following reasons:
It raises students’ awareness of the importance of the listening skills in learning English
It helps to find out the activities that are used the most frequently and suggest them to other students to assist them with their English listening practice.
DESIGN OF THE STUDY
Apart from the abstract, references and appendices, this study consists of three main parts:
PART 1 - INTRODUCTION presents the rationale of the study, aims and objectives of the study, research questions, the scope as well as the significance of the study
PART 2 - DEVELOPMENT is divided into 3 chapters:
Chapter 1 - LITERATURE REVIEW – provides theoretical background for the study including definition of listening, types of listening, factors affecting
English listening skills, suggested in-class activities, and listening activities outside the classroom
Chapter 2 – METHODOLOGY describes the methodology used in the research including the research methods, research setting/ context, data collection, and data analysis
Chapter 3 - FINDINGS AND DISCUSSIONS - reports and discusses the findings of the study
PART 3 - CONCLUSION summarizes the main issues that have been addressed in the study, points out the limitations, draws pedagogical implications concerning the research topic and recommends several listening activities to English-majored students at VNUA
LITERATURE REVIEW
REVIEW OF THE PREVIOUS STUDIES (AT HOME & ABROAD)
1.1.1 Related research studies at home
In Vietnam, research conducted by Ly Thi Minh Duc at Hue National High School highlights the significance of pre-listening activities in English classes, emphasizing the crucial role of listening skills for students This study aims to enhance students' listening practices effectively Additionally, Vu Quynh Anh's investigation at Hanoi University explores the impact of listening strategies on developing listening skills, further underscoring the importance of effective listening practice for students.
Similarly, Nguyen Thi Tam (2012) has conducted “An investigation into the reality of using pre-listening activities in English third-year classes at PhuXuan University”
Almutairi (2012) demonstrated the effectiveness of schema theory in enhancing listening comprehension among EFL secondary-stage students To improve listening skills, a focused strategy is essential for effective second language use The findings indicate that middle school EFL students benefit significantly from this approach Consequently, I have developed more effective lessons for listening activities, aimed at analyzing information to identify suitable and impactful listening practice activities for first-year English majors at VNUA.
In order to find how effective pre-listening activities are listening lessons,Berne (1995) explores “How does varying pre-listening activities affect
REVIEW OF THEORETICAL BACKGROUND
Listening is a fundamental human activity that involves hearing and processing sounds, from birdsong to conversations It is an unconditioned reflex, allowing us to absorb various auditory information effortlessly However, developing strong listening skills requires consistent practice, especially in contexts like English communication, where fluency is essential These skills play a crucial role in both personal and professional success, significantly influencing one's future opportunities.
Listening is defined by Howatt and Dakin (1974) as the ability to identify and understand spoken language, requiring comprehension of accent, pronunciation, grammar, and vocabulary A good listener can perform these tasks simultaneously Thomlison (1984) expands this definition to include "active listening," which emphasizes empathetic understanding of the speaker's message Hamouda (2013) adds that listening comprehension involves not only understanding what has been heard but also the ability to repeat the text, even if the listener may not fully grasp its meaning.
To sum up, all of definitions are given with a view to definition of listening includes “active listening”, which goes beyond comprehending as
8 understanding the message content to comprehension as an act of empathetic understanding of the speaker
There are 2 methods that you need:
For the listening comprehension, according to Richards and Schmidt
Listening comprehension is defined as the ability to understand speech in either a first or second language, encompassing both top-down and bottom-up processes Top-down processing involves utilizing background knowledge and vocabulary to grasp the content, while bottom-up processing focuses on using contextual clues to infer the meanings of unfamiliar words Both processes are crucial for students in enhancing their listening skills.
Listening strategies, as defined by Richards and Schmidt (2002), are "a conscious plan to process incoming speech," particularly when listeners face challenges due to insufficient understanding Brown (2006) further describes these strategies as skills that "reduce the burden of listening" for students In preparation for exams like IELTS, TOEIC, and TOEFL, listening strategies are categorized into two main types: preparation strategies that enhance fundamental listening and learning skills, and test-taking strategies tailored to specific exercises Researchers select textbooks for these assessments because they effectively evaluate learners' English comprehension and feature exercises similar to those encountered by first-year English majors at VNUA.
Listening may be a passive skill because you don’t have to produce language so as to use your listening skills
Listening as a receptive skill is actually important since being attentive to others help us learn new vocabulary, improve our pronunciation among other benefits
Listening types will be defined by the goal of the listening
This reseach draws on the work of Wolvin and Coakely (1996) et al to look at the assorted sorts of listening
General Listening Types: The two main forms of listening - the foundations of all listening sub-types are:
Discriminative listening begins at a very early age, potentially even before birth in the womb This fundamental type of listening focuses on recognizing different sounds rather than understanding the meanings of words or phrases For instance, as infants grow, they learn to distinguish between the unique sounds of their parents' voices, identifying the differences between their father's and mother's tones.
Discriminative listening develops through childhood and into adulthood
As we age and accumulate life experiences, our ability to discern various sounds enhances significantly We not only become adept at recognizing different voices but also develop the skill to identify subtle variations in sound production, which is crucial for understanding their meanings This includes recognizing foreign languages, distinguishing regional accents, and interpreting the emotions and feelings conveyed by the speaker.
The ability to discern the nuances of sound, such as happiness, sadness, anger, or stress, enhances our understanding of the message being conveyed When combined with visual cues, discriminative listening skills allow us to interpret body language, deepening our connection with the speaker.
10 fully – as an example recognizing somebody is unhappy despite what they're saying or how they're saying it
And comprehensive listening involves understanding the message or messages that are being communicated Like discriminative listening, comprehensive listening is prime to any or all listening sub-types
To achieve comprehensive listening and understanding, listeners must possess adequate vocabulary and language skills Complicated language or technical jargon can hinder this process Additionally, two individuals may interpret the same message differently, which becomes even more challenging in group settings like classrooms or business meetings, where multiple interpretations can arise from a single statement.
Comprehensive listening is enhanced by non-verbal communication cues such as tone of voice and gestures, which can significantly improve understanding but may also lead to confusion and misunderstandings In various listening scenarios, seeking clarification and employing reflective skills are essential for effective comprehension.
Discriminative and comprehensive listening are essential prerequisites for specific listening types, which are defined by the listener's goals In interpersonal communication, three primary types of listening are most commonly observed.
Informative listening, also known as listening to learn, focuses on the listener's primary goal of comprehending the delivered message This type of listening is prevalent in various aspects of our lives and plays a crucial role in our learning process To enhance understanding, three key factors are essential: vocabulary, context, and active engagement.
Effective listening encompasses various styles, including critical listening, which involves analyzing the message's ethos, logos, and pathos to form a judgment Additionally, therapeutic or empathetic listening aims to deeply connect with others by understanding their feelings and emotions Unlike sympathy, empathy requires a genuine understanding of another person's perspective Practicing empathic listening with friends, family, and colleagues fosters stronger interpersonal relationships, as those with shared experiences and values are often better equipped to listen empathetically.
For other listening types, although usually reduced or useful in interpersonal relationships there are other kinds of listening, these include:
For appreciative listening is listening for enjoyment, a decent example is being attentive to music, especially as some way to relax
Rapport listening is a powerful technique that fosters trust and likability in interactions For example, a salesman who attentively listens to a customer can build rapport, enhancing the likelihood of closing a sale This attentive listening approach is particularly effective in negotiation scenarios, where establishing a connection is crucial for success.
Selective listening is a negative form of listening characterized by a listener's bias towards certain messages This bias can stem from preconceived notions or emotionally challenging communications It often indicates a breakdown in communication, as filtering out messages prevents a full understanding and reinforces existing biases, hindering future interactions.
To sum up, effective listening is extremely often the inspiration of strong relationships with others, at home, at university
1.2.3.Factors affecting English listening skills
Listening is a crucial component of effective communication, as it involves actively engaging with what another person is expressing By honing our listening skills, we demonstrate genuine concern and interest in understanding both the individual and the context of the conversation Various factors can influence English listening skills, highlighting the importance of this ability in fostering meaningful interactions.
RESEARCH METHODOLOGY
To seek the answers to the research questions, I conduct a survey on the listening activities frequently used by English-majored students at VNUA
The research methods used in this paper are: Theoretical Research method, Survey Questionnaire, and In-depth interview
An online survey was conducted among first-year English majors at VNUA, specifically targeting classes K65ENGA, K65ENGB, K65ENGC, and K65ENGD, to gather insights on their listening practice activities The questionnaire, adapted from Nguyen Thi Tam's 2012 survey, comprised five questions and was distributed using Google Forms.
The article explores students' listening time during daily activities, focusing on their listening motivation and the methods they use to practice listening skills Questions 1 to 3 assess the duration of listening activities, while question 4 delves into the factors that drive students' motivation to listen Additionally, the article investigates the various practices students employ to enhance their listening abilities.
5) From there survey students' listening activities and tasks (from questions 6 to
Then conducted interviews with 10 online survey students to investigate their listening activities
Below are questions that were used for the interview, including the following:
(1) What are your difficulties when you practice listening at home? (
(2) What is your purpose of listening at home?
(3) What materials do you use to practice listening at home?
(4) What kinds of tasks do you accomplish when you practice listening to English?
(5) How will you improve your listening skills?
RESEARCH SETTING/CONTEXT
This study, conducted from March to May 2021 during the second semester of the 2020-2021 academic year at the Faculty of Education and Foreign Languages at Vietnam National University of Agriculture, involved 100 K65 English-majored students Despite varying English proficiency levels, all participants utilized the same learning materials with the goal of achieving a B1 level according to the Common European Framework of Reference for Languages (CEFR) by the semester's end.
DATA COLLECTION
Survey of semi-structured questionnaires
Interview students once in April 2021
No Things to do Time Expected outcomes
1 Edit and submit completed BA proposal thesis
Submit completed BA proposal thesis to the departments
Complete investigation and collect data
6 Complete graduation thesis 22/05/2021- Complete graduation
7 Submit graduation thesis at the faculty office
01/07/2021 Submit graduation thesis at the faculty office.
DATA ANALYSIS
Using the Statistical Package for the Social Sciences (SPSS) software to analyze the collected data
FINDINGS AND DISCUSSIONS
MOTIVATIONS FOR LISTENING PRACTICE
Some of the questions in the survey we used a 5-scale to choose from 1 - 5
In which: Distance value = (Maximum – Minimum) / n = (5-1)/5 = 0.8
Meaning of levels as follows:
Table 3 1: Students’ motivations for listening practice
To watch movies in English without subtitles 3.97 1.0
Love for the English language 3.96 0.9
To explore cultural and social issues around the world 3.80 1.1
To improve their English listening proficiency 3.77 1.3
To complete tasks assigned by teachers 3.07 1.0
Table 3.1 reveals that four out of five statements regarding students' motivations to practice their listening skills have a mean score above average (3.40) The top motivation is the desire "to watch movies in English without subtitles," with a mean of 3.97 and a standard deviation of 1, indicating strong agreement among students Following closely are the motivations of a "love for the English language" (mean = 3.96), the interest "to explore cultural and social issues around the world" (mean = 3.80), and the goal "to improve their English listening proficiency" (mean = 3.77).
The standard deviation of 1.3 for the statement "to improve their English listening proficiency" indicates a lack of consensus among students in their responses, suggesting that their answers varied widely from 1 to 5.
The only statement with Mean under average (3.40) is “to complete tasks assigned by teachers” (Mean = 3.07), showing this is not the motivation for listening practice among students
The statistics further show that students’ intrinsic motivations are stronger than extrinsic ones.
STUDENTS PRE-LISTENING ACTIVITIES
Table 3 2: Students pre-listening activities
Predicting information based on the topic and context of the text and verifying it while listening 3.74
Learning vocabulary and grammar used in the listening text 3.61
Looking at pictures in the listening lessons, reviewing socio-cultural knowledge related to the topic of the listening task
Table 3.2 highlights that students effectively co-predicted information based on the listening topic and context, which served as a crucial first step before engaging with the audio material The survey results indicate a strong pre-listening activity among students, with an average score of 3.74 for predicting information related to the topic and context Additionally, students demonstrated a moderate level of vocabulary acquisition (3.61) and an understanding of grammatical structures in the listening text, as well as utilizing visual aids during the listening lessons.
A review of socio-cultural knowledge related to listening reveals an average score of 3.57 Students often rely on their pre-existing vocabulary knowledge to predict the content of listening passages Many prefer to make guesses independently rather than using visual aids or studying the material, as this section is generally perceived as easy for them.
Mean= 3.74, 3.57 and 3.61 are equal numbers showing that the choices of
A survey of 100 students reveals a consensus on three key strategies for the first activity: learning vocabulary, understanding grammatical structures, and engaging with visual aids in listening passages, as well as reviewing cultural knowledge pertinent to the listening topic.
SD = 0.9 shows no difference for the 3 choices above
The initial step in enhancing students' listening skills involves predicting answers based on the context of the lesson, utilizing vocabulary, grammar, visual aids, and cultural knowledge relevant to the topic.
STUDENTS WHILE-LISTENING ACTIVITIES
Figure 3.3.1: Teacher giving instructions on listening practice
The pie chart illustrating responses to the question, "Does the teacher provide specific methods?" reveals that 84 participants, or 85%, answered yes, while 15 participants, accounting for 15%, responded no This indicates that the majority of teachers offer students specific listening practice methods to enhance their listening skills.
Students' engagement in listening practice outside of class is average, indicating a lack of motivation to enhance their listening skills beyond the classroom Despite the teacher providing various methods for practicing listening outside of class, students primarily rely on in-class instruction.
3.3.2 Students’ focus during their first time listening
Table 3.3.2: Students’ focus during their first time listening
Focus on the new words 2.39 1.1 Listen to word by word 3.25 1.2
Table 3 presents the selected questions, emphasizing a total of 3.77 for both word-by-word listening and key point recognition, particularly for moderate-level learners Students tend to concentrate on listening to each word, as this approach aids in identifying the main ideas, thereby enhancing their overall listening comprehension.
Through the interview, 90% (9/10) student all agree that listen to word by word method is easy to practice listening
Students primarily enhance their listening skills by tuning into English radio stations and watching movies, focusing on key points This method is the most accessible and preferred choice for improving their listening practice.
3.3.3 The number of times of listening to a recording
Figure 3.3.3: Number of times of listening to a recording
The chart illustrates that students typically listen to a listening exercise 2 to 3 times, with 36 votes (37%) indicating a preference for 2 times and 33 votes (34%) for 3 times This suggests that students believe one listening is insufficient for comprehension, as the speaking pace is often rapid and requires listeners to capture key ideas to understand the content Therefore, it is recommended that students listen to a lesson 2 to 3 times to fully grasp the main information, and possibly more if they are unfamiliar with the material.
3.3.4 Time spent on listening practice per day
The chart indicates that 41% of respondents listen at home for 1 to 1.5 hours, making it the most common choice Following closely, 38% of participants listen for 1.5 to 2 hours, while the least amount of time spent listening is under 30 minutes This data highlights that the average listening duration among students is predominantly between 1 to 1.5 hours.
How often do you to listen?
26 day is enough to know with a relatively small amount of time Students need to increase their listening time to improve their listening skills
Figure 3.3.4: Time spent on listening practice per day
Table 3.3.4.: Time spent on listening practice per day
The analysis of students' listening practice reveals that only 5% of respondents practice for a single day, indicating minimal engagement In contrast, 28% of students dedicate 5-6 days per week to listening practice, representing the average commitment Notably, the highest percentage, 44%, demonstrates that a significant number of students engage in daily listening practice for 1 to 1.5 hours, highlighting a strong dedication to improving their skills.
3.3.5 Frequency of listening practice outside classroom
How long do you listen at home?
1 hour 30 - 2 hoursMore than 2 hours
Figure 3.3.5 : Frequency of listening practice outside classroom
Table 3.3.5: Frequency of listening practice outside classroom
Option 1 day 1 - 2 days 3 - 4 days / week
A recent survey indicates that teachers tailor specific learning methods for students both at home and in the classroom To enhance listening skills, students typically engage in listening activities for 1.5 to 2 hours at home, with practice occurring 1 to 2 days per week.
Students' engagement in listening practice outside of class is average, indicating a lack of motivation to enhance their listening skills beyond the classroom Despite the teacher providing various methods for practicing listening outside of class, students primarily rely on in-class instruction for improvement.
And through interview questions and time surveys, it is found that students improve their English by practicing listening more, actively listening to create a comfortable spirit when listening
How many day/week at home?
Table 3.3.6: Students’ while-listening activities
Listening and grasping main ideas 4.07 0.8
Listening and taking notes on main ideas and details
To enhance students' listening activities, three specific methods were provided for them to choose from, with the option to focus on understanding and summarizing the main idea receiving the highest agreement (mean= 4.07) This approach not only aids in comprehending the content but also allows for efficient narration Compared to other methods, the five-point strategy proves to be a time-saving alternative, as traditional note-taking can be time-consuming and may hinder the ability to capture essential details during brief listening sessions Thus, prioritizing the main idea is the most effective strategy for listeners.
3.3.7 Students’ sources for listening practice
Table 3.3.7: Students’ sources for listening practice
Watch movies/ TV series/ gameshows/ talkshows in
Listen to news in English 3,45 0,9
Listen to course book tapes or CDs 3,45 1,0
Listen to foreigners by talking directly to them 3,44 1,0
Through interviews and observations, first-year students at home mainly learn to listen with smartphones (about 90%), some of them use laptops When in class,
29 students listen to radio and listen to cool calculations in the machine practice room
Students preferred self-study methods for improving their English listening skills, with an average rating of 4.13 for listening to English waves Watching movies was the second most popular choice, rated at 3.9, indicating a significant interest In contrast, listening to textbook tapes received a neutral rating of 3.45, while listening to news and engaging with foreign speakers were less favored, as these activities made many students uncomfortable.
Listening to music and watching movies has become increasingly popular among English learners With advancements in technology, smartphones have emerged as the ideal tool for these listeners, allowing them to enjoy music anytime and anywhere—be it at school, on the street, at home, or in a coffee shop This accessibility provides students with a valuable opportunity to enhance their listening skills.
To effectively engage students, it is advisable for them to watch movies and listen to music instead of relying solely on English news or audio tapes from textbooks This approach not only enhances their learning experience but also serves as a motivational tool that teachers should adopt.
POST-LISTENING ACTIVITIES
Table 3.4.1: Students’ post-listening activities
Listing, discussing, and evaluating the content of the listening task 3.53 0.9
Practising pronunciation by listening to and repeating the listening task accurately and naturally 3.79 0.9 Consolidating newly learned vocabulary in new 3.87 0.8
30 situations and in the situations in the listening task)
Upon the third listening, students focus on summarizing information and noting specific responses, with a mean agreement of 3.87 on the importance of reinforcing newly learned vocabulary in new listening contexts This indicates that students actively work to consolidate and retain vocabulary to enhance their limited language skills The standard deviation of 0.9 suggests a strong consensus among students regarding this approach Additionally, the minimal variation in responses implies that students engage in pronunciation practice through repetition to improve their phonetic skills Furthermore, methods such as listing, discussing, and evaluating are likely employed by teachers to facilitate better comprehension of listening materials.
Here are 3 tasks in the listening sessions that I have outlined for students to explore together
Table 3.4.2: Students’ focus during different times of listening
When you listen for the first time, your focus is on gathering general information about the topic On the second listen, you concentrate on capturing more specific details by jotting down individual words and creating illustrations based on what you've heard.
With a standard deviation of 0.8, the student consensus indicates a close agreement The first task, which involves gathering information about the listening topic (Mean = 3.74), suggests that students prioritize identifying main ideas over quick listening The second task focuses on detailed listening, where students engage by writing, typing, or illustrating what they hear.
Students will engage in listening practice 2-3 times during each lesson Initially, they will focus on grasping the main information, followed by a more detailed analysis in the second listening session, culminating in a summary of the content.
From there we lead to the third task of summarizing the listening passage and writing down a specific answer Give specific answers to the listening content
SUMMARY
Through the survey, I can see that the time that students spend to improve their listening skills is 1- 1 hour 30 with 2-3 listening times 3-4 days / 1 week
Many students engage in listening practice, yet they often lack sufficient exposure to improve their skills Challenges such as vocabulary and pronunciation persist, indicating a need for enhancement To foster a greater love for the English language, educators should delve into socio-cultural and economic topics, which can enrich vocabulary and strengthen phonetic skills through the use of songs.
A recent interview revealed that 90% of students utilize smartphones and laptops to enhance their listening skills They often practice by repeatedly listening to the same song or increasing their exposure to various songs Additionally, all students reported specific learning methods, including listening to music, watching movies with subtitles, and viewing talk shows, to further develop their listening abilities Engaging in diverse listening practice activities is also a common strategy among students to elevate their proficiency.
This survey has provided valuable insights for my research, highlighting specific methods to assist students in enhancing their English proficiency It emphasizes the crucial role of listening skills for English majors at VNUA.
This study explores the listening activities employed by first-year English language students at the National University of Agriculture (VNUA) It aims to identify the listening practice methods utilized by these students and to offer specific strategies for enhancing effective English listening skills.
In this thesis, I explored various documents to identify the most effective methods for enhancing English speaking skills using smartphones The first chapter provides an overview of both domestic and international studies related to listening practice activities, focusing on theories that improve understanding of English listening skills.
Chapter 2 outlines the research methods employed in this study, which included a 14-question survey aimed at evaluating students' overall English learning and specific listening skills The survey was administered to 100 first-year K65 students majoring in English at VNUA, providing crucial data to inform effective training methods and enhance student motivation for improving listening skills The research has deepened my understanding of students' activities before, during, and after listening practice, leading to targeted recommendations for enhancing their listening abilities.
This study focuses on effective methods for enhancing listening practice among first-year English language students at VNUA, highlighting the critical role of listening skills in their overall language development.
The effectiveness of listening practice is evident in the increased awareness among students, as indicated by questionnaire data Students are becoming more focused in their studies, demonstrating greater effort, patience, and dedication This research successfully highlights the significance of listening practice, enabling students to enhance their learning outcomes.
CONCLUDING REMARKS
A recent study highlights that students face significant challenges in developing listening skills at home, primarily due to a lack of motivation and insufficient time dedicated to practice To address this, it is crucial for teachers to emphasize the importance of listening skills in both learning and communication Additionally, educators should implement specific methods to encourage more active listening practices among students Research indicates that effective listening can be achieved by increasing study time and maintaining a consistent, structured approach to learning.
To enhance their listening skills at home, students should establish a daily schedule dedicated to listening practice This structured approach not only combats laziness but also fosters proactivity, ultimately inspiring them to engage in daily listening activities.
LIMITATION OF THE CURRENT RESEARCH
This study has certain limitations, as it was conducted solely at Vietnam National University of Agriculture over a four-month period from March 1, 2021, to July 1, 2021 It did not include long-term observations or involve other students from the university.
The investigation has many shortcomings, due to the complicated situation of the ongoing Covid-19 epidemic, the investigation has also been affected, and the
34 issue has not been able to go into depth nor really understand the investigation deeper
The survey on students' listening activities and learning motivation presents significant challenges due to the complex interplay of various factors This study primarily employs two methods—surveys and interviews—while excluding observational and experimental approaches.
RECOMMENDATIONS
To enhance their listening skills, students should engage in diverse activities beyond textbook exercises, such as watching movies, video clips, and listening to teachers and peers during group practice A variety of listening formats makes the learning experience more engaging and improves students' listening abilities However, merely practicing listening through question-answering or fill-in-the-blank exercises is insufficient for achieving proficiency in a foreign language.
Note: Five essential listening skills for English students (from Raphael Ahmed and Jamie Johnson)
When you turn on your TV and see a man in a suit in front of a large map displaying symbols like a sun, clouds, and thunder, you can anticipate a weather forecast This segment will likely include terms such as 'sunny', 'windy', and 'overcast', along with future tense phrases like 'It'll be a cold start to the day' and 'there'll be showers in the afternoon'.
The context of a situation, whether it's a news report, a university lecture, or a conversation in a supermarket, influences the choice of words and language style used by the speaker Our understanding of the world enables us to anticipate the type of information we are likely to encounter.
35 topic of a talk or a conversation, all the related vocabulary stored in our brains is 'activated' to help us better understand what we're listening to
Enhance your predictive skills by engaging with recorded TV shows or YouTube clips Pause the video after a few sentences to anticipate the upcoming events or the speaker's next words This practice not only sharpens your listening abilities but also boosts your comprehension and engagement with the content.
Listening for gist involves adopting a broad perspective, much like a superhero soaring through the sky This elevated viewpoint allows one to grasp the overall landscape, including population density and the types of housing present in various regions.
Listening allows you to grasp the 'whole picture' of information, but it unfolds in a sequence Within this sequence, content words such as nouns, adjectives, and verbs play a vital role in helping you construct that picture This process is often referred to as listening for gist.
To enhance your listening skills, choose a short video with subtitles on a topic that captivates you Start by using the title to anticipate the content, then focus on identifying key content words during your initial listening Afterward, watch the video again with subtitles to check your understanding Assess how much you grasped the first time, and revisit the video a week later to test your improvement.
Detecting signposts in language is crucial for understanding spoken content, much like how traffic lights guide drivers These linking words help us follow the speaker's ideas and direction, making them especially important in presentations and lectures.
To enhance your listening skills, practice identifying signpost language in business presentations or lectures Utilize course books that include a CD and audio script, and listen carefully to pinpoint various signpost phrases Repeat the audio as needed, and then compare your notes with the provided script for accuracy.
- Listening for details : Imagine you are a detective taking a closer look at those buildings you saw earlier on as a superhero This time, rather than taking
In the broader context, you seek specific information while dismissing anything that doesn't align with your criteria When focusing on details, your attention is directed towards particular types of data, such as numbers, names, or objects, allowing you to disregard irrelevant information This approach enables you to refine your search and obtain the necessary details efficiently.
To enhance your listening skills for specific details, choose a type of information to focus on and select programs that provide that content For instance, tuning into a weather report can help you gather detailed weather information, while following sports news will keep you updated on the latest results.
When traveling in a foreign country where you don't speak the language, you may encounter situations that require you to infer meaning For instance, if you attempt to pay your bill with a credit card at a restaurant and the server responds apologetically, you can deduce that the establishment likely does not accept credit cards, prompting you to pay with cash instead.
Teachers play a crucial role in students' lives, serving as their primary support system after themselves To enhance listening skills effectively, educators should implement structured methods and establish a clear schedule that encourages students to adhere to their practice Additionally, it is essential to present a variety of exercises, ranging from easy to challenging, and to set specific time limits for their completion, helping students overcome difficulties and improve their learning outcomes.
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4 Farrokhi, F (2012) The effects of two pre-task activities on improvement of Iranian EFL learners' listening comprehension Theory and Practice in Language Studies, 2(1), 144-150
5 Hashim, F (2012) The effects of using advance organizers on improving EFL learners' listening comprehension: A mixed method study
6 Rixon, S (1986) Development listening skills.London: Macmillan publisher Ltd
7 Rost, M (1990) Listening in language learning.London: Longman
8 Schwartz, A.M (1998) Listening in a foreign language.Washington,
DC: Center For Applied Linguistics
Thựctrạngvànhậnthứcsửdụngđiệnthoạithôngminhđểrènluyệnkỹnăngnghe của sinhviênnăm 3 chuyênngànhtiếngAnhtrườngĐạihọcNgoạingữ - ĐạihọcHuế - T2016-161-GD-NN
11 https://www.skillsyouneed.com/ips/listening-types.html
12 Iris Center (2012) Iris web Influence of teacher perceptions Retrieved on
May20th2018,fromhttps://iris.peabody.vanderbilt.edu/module/div/cresource/ q1/p02/#content
13 Linang, E.R (2005) Teachers report on the use of pre-listening activities in activating students' prior knowledge in Malaysian ESL classroom in Kuching.Unpublisheddoctoraldissertation,UniversityMalaysian Sarawak
14 Martinez, Y (2015) Pre-listening stage.Retrieved on August 3rd, 2018, from: http://prezi.com/tbbyjkwr86hb/pre-listening-stage/
15 Rajaei, Z.(2015) The role of pre-listening activities on EFL learners' listening comprehension International Journal of Foreign Language
Teaching & Research, 3(10), 35-43.Rees, G (2003) Pre-listening activities.Retrieved on May 25th2018, from https://www.teachingenglish.org.uk/article/pre-listening-activities
16 https://www.britishcouncil.vn/hoc-tieng-anh/tieng-anh-nguoi-lon/kinh- nghiem/cac-hoat-dong-luyen-nghe-tieng-Anh-hieu- qua?fbclid=IwAR3jaSvP0g5Qim-JTlg9oTKNnbvX7ub-
17 https://www.britishcouncil.vn/hoc-tieng-anh/tieng-anh-nguoi-lon/kinh- nghiem/cac-buoc-thuc-hanh-ky-nang-nghe-tieng-anh?fbclid=IwAR1B9J2-BJSMF_7fMM0WvXnmQR7aHSk8S965KHsDhm06rZWbqLn37QMbINM
With an aim to investigate the listening practice activities used by first-year English-majored students at VNUA, I would like to receive your opinions on the following issues
Please put an (X) mark on the idea that best suits your opinion
1 Does the teacher instruct you how to practice listening? (tick the best answer) (Giáo viên có hướng dẫn bạn cách luyện nghe không?) o Yes o No
2 How many days a week (How often) do you practise your listening skills outside classroom? (tick the best answer)
(Bạn luyện nghe ngoài giờ lên lớp bao nhiêu ngày mỗi tuần? Tần suất luyện nghe của bạn như thế nào?) o Everyday o 5 - 6 days / week
3 How much time per day do you spend practising your listening skills outside classroom? (tick the best answer)
(Bạn dành bao nhiều thời gian luyện nghe mỗi ngày ngoài giờ lên lớp?) o Less than 30 minutes o 30 - 1 hour o 1 - 1 hour 30 o 1 hour 30 - 2 hours o More than 2 hours o 3
4 What is your motivation for practising your listening skills? (Động lực luyện nghe của bạn là gì?)
- To improve your English listening proficiency (Để nâng cao trình độ tiếng Anh) o Strongly disagree (Rấtkhôngđồng ý) o Disagree ( KhôngĐồng ý) o Neutral (Trunglập) o Agree (Đồng ý) o Strongly agree (Rấtđồng ý)
- To complete tasks assigned by teachers (Để hoàn thành bài giáo viên giao) o Strongly disagree (Rấtkhôngđồng ý) o Disagree ( KhôngĐồng ý) o Neutral (Trunglập) o Agree (Đồng ý) o Strongly agree (Rấtđồng ý)
- To watch movies in English without subtitles (Để xem phim tiếng Anh không cần phụ đề) o Strongly disagree (Rấtkhôngđồng ý) o Disagree ( KhôngĐồng ý) o Neutral (Trunglập) o Agree (Đồng ý) o Strongly agree (Rấtđồng ý)
To investigate global cultural and social issues, respondents can express their opinions on a scale ranging from "Strongly disagree" to "Strongly agree," including options for "Disagree," "Neutral," and "Agree."
- Love for the English language (Do yêu thích tiếng Anh) o Strongly disagree (Rất không đồng ý) o Disagree ( Không Đồng ý) o Neutral (Trung lập) o Agree (Đồng ý) o Strongly agree (Rất đồng ý)