CERTIFICATE OF ORIGINALITY I, the undersigned, hereby certify my authority of the study project report entitled A STUDY ON THE FACTORS AFFECTING THE LISTENING SKILLS OF 10th GRADERS AT P
INTRODUCTION
RATIONALE FOR THE STUDY
Listening is an essential skill for mastering any language, as highlighted by Nunan (1998), who states that it is fundamental to language learning and effective communication In fact, over 50% of the time that students engage with a foreign language should be dedicated to listening.
Hamouda (2013) who confirms that listening is a fundamental language skill in foreign language
To effectively acquire a language, it is essential to receive comprehensible language input, as understanding is crucial for any learning to take place According to Rost (2002), enhancing listening skills is fundamental to achieving proficiency in speaking.
This research thesis, titled “A Study on the Factors Affecting the Listening Skills of 10th Graders at Phuc Tho High School, Phuc Tho District in Ha Noi,” aims to explore the various elements that influence listening abilities among high school students.
Listening is a crucial skill in effective communication, as it directly influences our ability to speak sensibly The interdependence of listening and speaking means that a lack of understanding can lead to missed information and inappropriate responses In language learning, listening provides essential comprehensible input, facilitating the overall learning process Teaching listening skills in the classroom enables students to transition more smoothly from academic English to real-life communication This research aims to emphasize the importance of listening skills for both students and teachers.
Learning listening skills is often the most challenging aspect of acquiring a foreign language Unlike reading, where individuals can revisit the text for clarification, listening requires immediate comprehension This makes it particularly daunting for students in various contexts, such as TV programs, meetings, discussions, lectures, and conversations.
The chosen thesis title addresses the lack of interest among students in developing their listening skills, as many find listening classes tedious and challenging This research aims to identify the factors influencing listening skills and propose effective strategies to make the learning process more engaging and efficient for students.
AIMS AND OBJCTIVES OF THE STUDY
This study aims to examine the current state of listening skills development at Phuc Tho High School in Phuc Tho District, Hanoi.
I could work out the factors affecting listening skill
In the light of that general aim, some specific objectives are drawn up to outline of the study as follows:
• To investigate the current state of learning listening skills in Phuc Tho High School, Phuc Tho District to find out the factors affecting listening skills
• To propose some recommendations to help the students in Phuc Tho High School, Phuc Tho District enhance their listening skills.
RESEARCH QUESTIONS
The objectives of the research could be specified briefly into these research questions:
• What are some possible factors influencing 10 th graders’ listening skills in Phuc Tho High School?
SCOPE OF THE STUDY
Research subject: The factors affecting listening skill of 10th graders at Phuc Tho High School, Phuc Tho District in Ha Noi
Research Object: Learning listening skills of 10 th graders at Phuc Tho High School, Phuc Tho District in Ha Noi
The study focuses on 80 tenth-grade students at Phuc Tho High School in Ha Noi, all of whom possess a B1.1 proficiency level as per the new textbook program established by the Ministry of Education and Training These students receive three English lessons each week.
SIGNIFICANCE OF THE STUDY
This study is crucial for 10th graders at Phuc Tho High School in Ha Noi, as it identifies key factors influencing their listening skills By understanding these factors, both teachers and students can adopt effective strategies to enhance listening proficiency, ultimately aiming to elevate students' listening abilities.
Other learners of English may also find this study beneficial.
DESIGN OF THE STUDY
Apart from the acknowledgement, 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 and the significance of the study
PART 2 - DEVELOPMENT is composed of 3 chapters:
Chapter 1 - LITERATURE REVIEW - provides theoretical background for the study including The definition of listening, The importance of listening skills, Types of listening, and factors affecting listening comprehension
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 makes some recommendations to help the students improve their listening skills.
DEVELOPMENT
1.1 REVIEW OF PREVIOUS STUDIES (AT HOME AND ABOARD)
1.1.1 Related research studies at home
Duong and Chau (2018) conducted a study in Vietnam focusing on listening comprehension issues among English majors Their research utilized data from a questionnaire and semi-structured interviews, which were analyzed both statistically and qualitatively The findings revealed that the primary factors contributing to low listening comprehension included unfamiliar words, slang, idioms, colloquial expressions, and complex sentence structures Additionally, factors such as rapid speech, unclear pronunciation, varying accents, anxiety, lack of visibility of speakers' facial expressions, and background noise significantly impacted the students' listening abilities.
Quyen and Dan (2018) examine the challenges faced by first-year English major students at universities in the Mekong Delta, highlighting significant difficulties in listening comprehension The primary issues identified include the quality of listening materials, linguistic features, the listening process, and factors related to both speakers and listeners Key causes of these challenges are unfamiliar vocabulary, speaker pronunciation and accents, the impact of tape recorders, and a lack of concentration and practice.
Díaz (2012) conducted a study to identify factors affecting English as a Foreign Language (EFL) learners' listening comprehension at a public university The research utilized non-participant observations and semi-structured interviews for data collection The findings indicated that several factors hinder EFL learners' listening comprehension, including the speaker's accent and delivery speed, students' limited vocabulary, difficulties in concentration, discussions on unfamiliar topics, and background noise.
LITERATURE REVIEW
REVIEW OF PREVIOUS STUDIES (AT HOME AND ABOARD)
1.1.1 Related research studies at home
Duong and Chau (2018) conducted a study in Vietnam focusing on listening comprehension issues among English majors Through a combination of questionnaires and semi-structured interviews, they analyzed the data both statistically and qualitatively The findings revealed that the primary obstacles to listening comprehension were unfamiliar vocabulary, slang, idioms, colloquial expressions, and complex sentence structures Additionally, factors such as rapid speech, unclear pronunciation, varying accents, anxiety, lack of visibility of speakers' facial expressions, and background noise significantly impacted the students' ability to understand spoken English.
Quyen and Dan (2018) examine the challenges faced by first-year English major students in the Mekong Delta, highlighting significant difficulties in listening comprehension The primary issues identified include the quality of listening materials, linguistic features, the listening process, and the characteristics of both speakers and listeners Key factors contributing to these challenges are unfamiliar vocabulary, speaker pronunciation and accent, the impact of tape recorders, and a lack of concentration and practice.
In a study by Díaz (2012), the factors affecting English as a Foreign Language (EFL) learners' listening comprehension at a public university were investigated Data was collected through non-participant observations and semi-structured interviews The findings indicated that several elements hinder EFL learners' listening skills, including the speaker's accent and delivery speed, students' limited vocabulary, difficulties in maintaining concentration, discussions on unfamiliar topics, and background noise.
Kutlu and Aslanolub (2009) conducted a study on the factors influencing listening skills among 265 fifth-grade students from four private schools in Ankara Their research revealed that the "number of juvenile books at home," "number of books at home," "time spent reading books," "time spent reading newspapers," and "time spent listening to the radio" significantly impact the listening performance of fifth-grade students.
Reina (2010) investigated the listening performance of students in a second-level EFL course at the University Foundation Juan de Castellanos in Tunja, Colombia, through six workshops utilizing English songs The study found that using songs as educational material enhances listening skills and encourages discussions on cultural and social issues Additionally, the results suggest that practicing listening with songs effectively trains students to achieve higher levels of comprehension.
REVIEW OF THEORETICAL BACKGROUND
Listening, as defined by Howatt and Dakin (1974), is the skill of recognizing and comprehending the spoken words of others This process includes interpreting a speaker's accent, pronunciation, grammar, and vocabulary, as well as fully grasping their intended meaning.
Wolvin and Coakley (1982) regarded listening: “the process of receiving, attending to and assigning meaning to aural stimuli”
According to Pearson (1983), listening is a complex skill that requires the simultaneous organization and integration of phonology, syntax, semantics, and an understanding of text structure, all governed by cognitive processes Therefore, it is evident that while often overlooked, listening is a crucial component in achieving language proficiency.
Hirsch (1986) defines listening as a skill that encompasses neurological responses and sound interpretations, enabling individuals to understand and derive meaning This process involves reacting, selecting relevant meanings, remembering, attending, analyzing, and incorporating prior experiences.
According to Bentley and Bacon (1996), listening is a crucial component of second language acquisition, characterized as an active process where the listener actively constructs meaning from spoken input.
Listening, as defined by Brown (2001), extends beyond simply receiving audible symbols; it involves a complex process that includes the psychomotor reception of sound waves through the ear and the transmission of nerve impulses to the brain This multifaceted activity consists of three key elements: the sender, the message, and the listener.
Listening comprehension is an active process of constructing meaning by applying various types of knowledge, including both linguistic and non-linguistic knowledge (Gary Buck, 2001).
Effective listening is a challenging and engaging process, as noted by Scott Shelton (2008) It requires the ability to navigate various accents, unfamiliar vocabulary, and complex sentence structures, all while managing background noise Additionally, listeners must consciously avoid distractions to fully comprehend the intended message Mastering these skills simultaneously is essential for successful communication.
Effective listening is essential in language acquisition, as emphasized by Lorena Manaj The ability to listen efficiently leads to greater success and satisfaction in communication Listening goes beyond just hearing; it involves a receptive state that fosters understanding and allows the listener to actively participate in the communication process.
1.2.2 The importance of listening skills
Listening is a crucial language skill that plays a vital role in the educational development of students at all levels, as highlighted by Coakley & Wolvin (1997) It serves as the primary means through which individuals acquire knowledge, information, and a deeper understanding of the world and human interactions, shaping their ideals, values, and appreciation for various aspects of life.
In this day of mass communication, it is of vital importance that students are taught to listen effectively and critically
According to Oxford (1990), the four essential skills in English—reading, listening, speaking, and writing—are interconnected and rely on one another for effective communication A lack of good listening skills can hinder a student's ability to read, speak, and write proficiently Consequently, it is crucial for educators to focus on enhancing students' listening abilities to support their overall communication skills.
According to Brown (2004), listening is a crucial component of speaking, as one cannot effectively speak a language without also listening He emphasizes the significance of listening in language acquisition, noting that a person's ability to produce spoken language, beyond monologues and speeches, is directly linked to their listening comprehension skills.
Jafari and Hashim (2015) in Gileakjani & Sabouri (2116: 124)
Listening accounts for 50 percent of the time learners dedicate to acquiring a foreign language, highlighting its essential role in language learning Meiliana emphasizes that listening serves as the foundational step in mastering oral language skills.
Listening is a crucial receptive skill that must be mastered before one can effectively produce speech (Meiliana, 2013: 7) To achieve proficiency in a language, developing strong listening abilities is essential With effective listening skills, individuals can significantly enhance their speaking capabilities.
Nguyen Thi Van Lam and Ngo Dinh Phuong (2006) identify two types of listening in real life: casual listening and focused listening Casual listening occurs without a specific purpose, while focused listening is driven by a particular goal.
Effective listening often occurs only when we find the information engaging, leading to poor retention of what we hear This type of listening is common when we enjoy music or tune into news broadcasts while multitasking, such as doing household chores or conversing with friends.
SUMMARY
Listening comprehension is a complex process that involves listeners actively engaging with various types of knowledge, including culture, vocabulary, and sentence structure, to interpret spoken messages While researchers have differing perspectives on this topic, they share commonalities in their definitions Various factors influence listening comprehension, with many studies highlighting that issues often stem from the listening materials, linguistic features, the speaker, the listener's psychological traits, and their level of concentration.
METHODOLOGY
RESEARCH GOVERNING PRINCIPLES
This study investigates the challenges faced by 10th graders at Phuc Tho High School in developing their English listening skills Additionally, the researcher seeks to provide recommendations for enhancing these skills To accomplish these objectives, specific research questions were formulated.
• What are some possible factors influencing 10 th graders’ listening skills in Phuc Tho High School?
• What should the students do to improve their English listening skills?
The 10 th graders with B1.1 level according to the new textbook program of the Ministry of Education and Training at Phuc Tho High School, Phuc Tho District in Ha Noi is an intermediate skill level of the Common European Framework for Reference When this level is reached, learners can use the English language to communicate with native speakers in life, read textbooks - magazines with simple content, or take notes in a journal or meeting but most of students do difficulties with a lot of factors affecting in English listening skills This level requires learners have to master grammars and structures, vocabulary, and also pronunciation Thereby, finding out the factors affecting students’ in English listening skills is important thence give some suggestions to improve their listening skills
The primary tool utilized in this study is a questionnaire aimed at gathering insights into the factors influencing the listening skills of 10th-grade students at Phuc Tho High School This questionnaire was developed following a comprehensive literature review on the elements that impact listening abilities.
An online survey was conducted at Phuc Tho High School to investigate the factors influencing the listening skills of 10th graders The questionnaire comprised 26 questions categorized into six areas: Listening Materials (4 items), Linguistic Characteristics (5 items), Speakers (4 items), Listener (5 items), Lack of Concentration (4 items), and Physical Setting (4 items) Utilizing a five-point Likert scale, respondents indicated their level of agreement with statements ranging from Strongly Disagree to Strongly Agree, based on an adapted version of Nguyen Thi Xuyen's original survey from 2018.
19 pandemic, the researcher used Google Forms to survey
This study involved face-to-face interviews with 10 randomly selected students via Facebook and Zalo, aimed at uncovering in-depth challenges they face and gathering their suggestions for enhancing English listening skills.
Inductive & Deductive combined: The results of the survey will be analyzed and comments Finally, the researcher aggregates the appropriate inference results to arrive at the final result
2.1.5 Principles/ criteria for data collection and data analysis
The study, conducted from March to May 2021 at Phuc Tho High School in Ha Noi, involves qualitative and quantitative data collected from 80 tenth-grade students with a B1.1 level according to the new Ministry of Education and Training textbook program Each student participated by completing a questionnaire, ensuring a 100% response rate, while interviews were recorded for enhanced reliability The data will be analyzed using SPSS software, allowing for the identification of diverse opinions and insights through the combination of questionnaire responses and in-depth interviews.
10 random students to find out more in-depth problems Besides, the analysis by SPSS software will make it easier and more convenient to represent and analyze factors
• The analyzing of the data (questionnaires) divided into 4 stages:
Stage 1: Establishes an initial questionnaires
Stage 2: Survey randomly 10 participants to collect data from which editing and finalizing
Stage 3: Survey 80 students who are studying at the Phuc Tho High School and collect the data Due to the impact of Covid-19 pandemic, the researcher send the completed questionnaires for monitors and then monitors send to each other members in class
Stage 4: Analyze the received data and discuss them in the form of tables for better exemplification
• Procedure of analyzing the data (Interviews)
Stage 1: The researcher interviewed face to face with 10 random students through Facebook or Zalo and then check note-taking with the recordings that were taken during the interviews to make sure that the researcher did not miss
Stage 2: Summarize the conducted data and analyze it basing on the two research questions
RESEARCH METHODS
Major Tool: SPSS Software (Statistical Package for the Social Sciences)
S.P.S.S is statistical software commonly used for sociological and econometric investigations S.P.S.S has a user-friendly interface that is easy to use because it uses mainly mouse clicks based on tools, but very few commands are used After fulfilling the data, the researcher uses this software to descriptive statistics, test the scale's reliability by using Cronbach Alpha, exploratory factor analysis (EFA.), create a representative variable and test the difference between categorical variables by analysis of variance (ANOVA)
The data collected from the questionnaires were analyzed using Statistical Package for the Social Sciences (SPSS) software This analysis involved computing the number of responses, means, standard deviation (SD), and Corrected Item-Total Correlation to identify listening problems perceived by 80 tenth-grade students at Phuc Tho High School The criteria for assessing the severity of these problems are detailed in the accompanying table.
Table 2.1: Criteria for judging the degree of problems
- Cronbach Alpha: The scale is eligible if the index is >= 0.6 and If Corrected Item – Total Correlation is 0.3 so the variable is satisfactory
The respondents’ opinions and suggestions collected through interviews are analyzed by using content analysis.
SUMMARY
This study aims to identify factors influencing the English listening skills of 10th graders at Phuc Tho High School and to provide suggestions for improvement Conducted from March to May 2021, the research involves 80 randomly selected students with a B1.1 level according to the Ministry of Education and Training's new textbook program Utilizing a questionnaire survey and in-depth interviews, the study will analyze data using the Statistical Package for the Social Sciences (SPSS) to perform descriptive statistics, including mean, standard deviation, and Corrected Item-Total Correlation, to uncover the listening skill challenges faced by these students.
FINDINGS AND DISCUSSIONS
FACTORS RELATED TO LISTENING TEXTS
Table 3.1: Factors related to listening texts
Items Number Mean SD Corrected
Item-Total Correlation Q1 I find it difficult to understand listening texts which have too many unfamiliar words
Q2 Difficult grammar structures interfere with my listening comprehension
Q3 I find it difficult to understand listening texts when the topic is unfamiliar
Q4 I find it difficult to interpret the meaning of a long listening text
Table 2 reveals that participants face significant challenges with listening texts, primarily due to limited English vocabulary (Mean = 4.12) Other notable difficulties include complex grammatical structures (3.77), unfamiliar topics (3.65), and the length of spoken texts (3.75) Importantly, all factors listed are relevant, as none fall below the satisfactory threshold of 0.3.
Many respondents indicate that a lack of vocabulary significantly hinders their listening skills According to Saengpakdeejit (2014, p.148), students frequently encounter difficulties in their learning, with unfamiliar words being the primary challenge Effective listening lessons require three key activities: pre-listening, while-listening, and post-listening The presence of numerous new words in listening texts highlights that students are often unprepared to tackle these vocabulary challenges Typically, for every hour of class, students need to dedicate two hours at home to prepare, which includes tasks such as learning new vocabulary, understanding grammar structures, and studying cultural contexts related to the listening topic Additionally, they must anticipate potential questions, engage in activities like summarizing, and practice matching sentences, all of which necessitate thorough preparation in advance.
Many students express frustration with lengthy and challenging recording texts that cover unfamiliar topics, making it difficult for them to focus on listening and answering questions Additionally, some students highlight issues with the complexity of grammatical structures in these recordings.
FACTORS RELATED TO LINGUISTIC FEATURES
Table 3.2: Factors related to linguistic features
Items Number Mean SD Corrected
Item-Total Correlation Q5 I find the pronunciation familiar but cannot recognize the word
Q6 I find it difficult to understand when the speakers use reduced forms of words
Q7 When encountering an unknown word, I stop listening and think about the meaning of the word
Q8 Slang and idiomatic expressions interfere with my listening comprehension
Q9 I find it difficult to follow the sequence of the spoken text if the sentences are too long and complex
The linguistic features of the English language present significant challenges for 10th graders at Phuc Tho High School The most pressing issue is the tendency to stop and ponder the meaning of unfamiliar words, with a mean score of 4.23 This is closely followed by difficulties with slang and idiomatic expressions in spoken texts (mean score of 4.12), the use of reduced forms of words (3.85), and the spelling of English words (3.77) Additionally, long and complex sentences used by speakers contribute to the challenges, reflected in a mean score of 3.80 Notably, all factors listed in the table are relevant, as they exceed the satisfactory threshold of 0.3.
The interviews revealed that unfamiliar vocabulary in listening exercises causes students to pause and think about word meanings, leading to missed information To improve performance, students need to be familiar with both the vocabulary and the topic of the audio material Learners who know the vocabulary used in listening tasks tend to achieve better results Many students report that in classrooms, they are exposed to formal English, with teachers and classmates pronouncing words clearly and separately Consequently, they struggle to understand natural spoken English, which often includes reduced forms and casual speech.
FACTORS RELATED TO THE SPEAKERS
Table 3.3: Factors related to the speakers
Items Number Mean SD Corrected
Item-Total Correlation Q10 I find it difficult to understand the meaning of the words which are not pronounced clearly
Q11 I find it difficult to understand the natural speech which is full of hesitation and pauses
Q12 I find it difficult to understand well when speakers speak too fast
Q13 I find it difficult to understand when speakers use various accents
The datasheet indicates that both fast speech and natural speech, characterized by hesitation and pauses, significantly hinder listening comprehension Participants struggle to understand spoken texts delivered at a fast pace (Mean = 3.85) and those featuring natural speech patterns (Mean = 3.85) Additionally, unclear pronunciation further complicates their listening experience, with a mean score of 3.77 and 3.65 Notably, question 13 has been excluded from the analysis due to unsatisfactory results.
FACTORS RELATED TO LISTENERS
Table 3.4: Factors related to listeners
Items Number Mean SD Corrected
Item-Total Correlation Q14 I find it difficult to quickly remember words or phrases I have just heard
Q15 Lack of listening strategies and listening skill training interferes with my listening comprehension
Q16 At the time of listening, I find it difficult to predict what will come next
Q17 I find it difficult when listening to English without transcripts
Q18 I find it difficult to understand the spoken text which is of no interest to me
As presented in Table 5, the listener’s lack of motivation and the listener’s haven’t transcripts has the highest mean scores, at 4.42 Lack of listening
3.77) In addition, related to remember words or phrases also high at 4.12 In this datasheet, no factors are excluded (Satisfactory > 0.3)
Students indicate that the primary cause of their listening difficulties is the absence of effective listening strategies Consequently, they are unsure of the necessary steps to take before and during listening to achieve accurate answers Many students lack an understanding of the term "keyword" and struggle to identify which words in the recording qualify as such This gap in knowledge contributes to their challenges in predicting subsequent content in the recording and answering related questions.
Many students express a dislike for listening activities, often finding the texts dull and unengaging As a result, they tend to lose focus during listening exercises in the classroom.
The survey results indicate that listening difficulties may stem from the listeners themselves, including their disinterest in the listening materials and insufficient listening strategies.
FACTORS RELATED TO THE FAILURE TO CONCENTRATE
Table 3.5: Factors related to the failure to concentrate
Items Number Mean SD Corrected
Item-Total Correlation Q19 I lose concentration when the text is too long
I think about the meaning of new words
Q21 I am unable to concentrate because I search for the answers and listen to the listening text at the same time
Listeners often seek answers while engaging with listening texts, with an average rating of 4.23 However, they struggle to consider additional questions, reflected in a lower average of 3.80 Many participants, averaging 3.85, find it challenging to concentrate on lengthy texts Additionally, question 20 has been excluded from the analysis due to unsatisfactory results.
Many students report that encountering new words or phrases in recordings distracts them from the overall content, leading to a significant decline in their listening performance When students struggle to maintain focus, their effectiveness in listening activities diminishes Additionally, numerous interviewees express difficulty concentrating on the listening text when they must simultaneously search for answers, particularly when the spoken material is lengthy.
FACTORS RELATED TO THE PHYSICAL SETTINGS
Table 3.6: Factors related to the physical settings
Items Number Mean SD Corrected
Item-Total Correlation Q23 Unclear sounds resulting from poor classroom conditions interfere with my listening comprehension
Q24 Unclear sounds resulting from poor - quality equipment such as CD - players interfere with my listening comprehension
(picture, diagrams, videos, etc) interferes with my listening comprehension
Q26 It is difficult for me to 80 4.42 0.89 0.46
Table 7 indicates that factors related to the physical setting generally have high levels, with noise being the most significant issue, scoring a mean of 4.42 This noise, both inside and outside classrooms, significantly distracts listeners from the content, as reflected in mean scores of 4.42 and 4.17, respectively Additionally, participants noted that poor quality of CD players and lack of visual support occasionally hinder their listening experience It is important to note that question 25 was excluded from the analysis due to unsatisfactory responses.
RESULTS FROM INTERVIEWS
Q1 Do you think what the roles of teachers in improving your English listening skills is?
All interviewed students emphasized the crucial role of teachers in enhancing their listening competence Teachers are essential in fostering students' listening skills by giving equal attention to each learner, allowing ample time for discussion, and organizing engaging activities that encourage participation Additionally, teachers help students recognize that mistakes are part of the learning process, focusing on skill improvement rather than perfection To effectively teach speaking skills, educators should employ diverse teaching methods and incorporate various elements into their lessons.
Q2 Can you give any suggestions for yourself, and for other students to enhance their listening skills?
Interviewees expressed enthusiasm in sharing strategies to enhance English listening skills They emphasized the importance of learning vocabulary by topic for better retention and recommended increased exposure to English through music, films, and news to improve listening and pronunciation To further develop their listening abilities, students should actively work on changing poor listening habits and expanding their background knowledge Daily practice, such as dedicating 5 to 10 minutes to listening to short English news segments, is crucial Many students tend to focus on understanding every word, which can lead to frustration; instead, they should concentrate on grasping the overall message Summarizing ideas and taking notes during listening exercises, while avoiding translation into their native language, can significantly enhance comprehension in the target language.
SUGGESTIONS ON IMPROVING THE STUDENTS LISTENING
The research presents recommendations for both teachers and 10th-grade students at Phuc Tho High School to effectively address listening challenges.
The physical environment for listening, including laboratories, CDs, CD players, and classrooms, significantly impacts the effectiveness of teaching and learning listening skills Currently, Phuc Tho High School faces challenges with noisy classrooms and the absence of a dedicated listening laboratory Therefore, it is essential for the school to enhance its facilities by investing in improved classrooms and multimedia laboratories to better support students in developing their listening skills.
The study reveals that the listening materials used at Phuc Tho High School fail to engage many students To enhance student interest, it is recommended that teachers adapt these materials to cater to diverse preferences Additionally, implementing a flexible teaching methodology that aligns better with student needs is essential, along with incorporating various teaching methods.
Insufficient vocabulary significantly contributes to listening difficulties among 10th graders at Phuc Tho High School To address this issue, teachers should provide students with essential keywords related to the listening topic beforehand Additionally, equipping students with background knowledge about the content of the listening text is crucial Encouraging discussions about prior knowledge and predictions regarding the listening material can help students become more familiar with the topic, ultimately enhancing their listening skills.
The findings indicate that 10th graders at Phuc Tho High School lack effective listening strategies It is recommended to train students in listening tactics and techniques prior to their practice in class.
This study identifies English linguistic knowledge—encompassing pronunciation, accents, discourse markers, slang, idiomatic expressions, and grammatical structures—as the primary source of listening difficulties To address this, it is essential for students to engage more with English materials by listening to native speakers through songs, news, films, plays, and stories that match their proficiency levels.
SUMMARY
The findings from the questionnaires and interviews indicate that many subjects struggle with understanding listening texts Key factors impacting students' listening skills include the rapid speech rate and limited vocabulary, along with issues such as lack of concentration and external noise Additionally, poor pronunciation and insufficient exposure to natural speech elements—like reduced forms, intonation, pauses, and hesitations—significantly hinder listening comprehension among participants.
CONCLUSION
RECAPITULATION
The study is structured into three chapters, each serving a distinct purpose The first chapter outlines relevant theories, while the second provides an overview of the current state of English listening skills and the research methodology employed The final chapter presents the author's findings regarding the listening approaches of 10th graders at Phuc Tho High School, derived from questionnaires and interviews, and addresses the two research questions posed in the introduction Additionally, the researcher offers pedagogical implications for enhancing learners' listening skills, discusses the study's limitations, and suggests directions for future research.
CONCLUDING REMARKS
2.1.MAJOR FINDINGS OF THE STUDY
As mentioned at the beginning, this research aimed at exploring the answer for the following questions:
• What are some possible factors influencing 10 th graders’ listening skills in Phuc Tho High School?
• What should the students do to improve their English listening skills?
2.2 THE FACTORS AFFECTING THE LISTENING SKILLS OF 10 th GRADERS AT PHUC THO HIGH SCHOOL, PHUC THO DISTRICT IN HA NOI
Based on the findings from Part 2, several factors influenced the listening acquisition of learners at Phuc Tho High School These factors can be categorized into six groups: those related to listening texts, linguistic features, speakers, listeners, concentration issues, and physical settings.
LIMITATIONS OF THE CURRENT RESEARCH
Due to time constraints and the impact of the COVID-19 pandemic, the researcher was unable to implement additional methods, such as classroom observation, which could have enhanced the reliability of the results.
The study is limited in scope, focusing solely on 10th graders at Phuc Tho High School in Ha Noi, which represents a small portion of the student population Consequently, the findings cannot be generalized, and not all influencing factors could be addressed.
In addition, the techniques suggested in this research are selected from different reliable but limited sources
Despite the limitations noted, this exploratory research aims to enhance the English listening skills of 10th graders at Phuc Tho High School.
SUGGESTIONS FOR FURTHER RESEARCH
This study faced limitations that prevented a comprehensive exploration of the topic Future research should involve a larger participant pool, specifically targeting senior English majors at Phuc Tho High School In addition to utilizing survey questionnaires and interviews, incorporating observational methods will enhance the validity of the findings Constructive feedback and criticism are welcomed to improve subsequent studies.
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1 http://www.academicinnovations.com/report.html#listen
2 http://www.anglais.edunet.tn/tutorials/elt_train/pdf/teachinglistening.pdf
4 http://www.esl.about.com/od/englishlistening/a/listen_tips.htm
Chúng tôi đang tiến hành nghiên cứu về các yếu tố ảnh hưởng đến kỹ năng nghe của học sinh lớp 10 tại trường THPT Phúc Thọ, huyện Phúc Thọ, Hà Nội Bảng câu hỏi này được thiết kế để thu thập thông tin một cách khách quan Rất mong bạn vui lòng đánh dấu X vào ô tương ứng cho mỗi phát biểu, chỉ chọn một ô duy nhất cho mỗi câu hỏi.
We are conducting research on the factors influencing the listening skills of 10th graders at Phuc Tho High School in Phuc Tho District, Ha Noi This questionnaire aims to collect objective information, and we kindly ask you to respond by marking an X in the appropriate box, selecting only one option for each statement.
1 Các yếu tố liên quan dến bài nghe
(Factors related to listening texts)
Q1 Tôi cảm thấy khó hiểu khi bài nghe có quá nhiều từ không quen thuộc
(I find it difficult to understand listening texts which have too many unfamiliar words)
Q2 Các cấu trúc ngữ pháp khó gây trở ngại với khả năng nghe hiểu của tôi
(Difficult grammar structures interfere with my listening comprehension.)
Q3 Tôi cảm thấy khó hiểu khi bài nghe có chủ đề không quen thuộc
(I find it difficult to understand listening texts when the topic is unfamiliar.)
Q4 Tôi cảm thấy rất khó để hiểu ý nghĩa của một bài nghe dài
(I find it difficult to interpret the meaning of a long listening text.)
2 Các yếu tố liên quan đến đặc điểm ngôn ngữ
(Factors related to linguistic features)
Q5 Tôi thấy cách phát âm quen thuộc nhưng không thể nhận ra từ đó
(I find the pronunciation familiar but cannot recognize the word.)
Q6 Tôi cảm thấy khó hiểu khi người nói sử dụng các hình thức rút gọn của từ chẳng hạn như gotcha, kinda
(I find it difficult to understand when the speakers use reduced forms of words such as gotcha, kinda.)
Q7 Khi gặp một từ không xác định, tôi dừng nghe và nghĩ về ý nghĩa của từ ngữ đó
(When encountering an unknown word, I stop listening and think about the meaning of the word)
Q8 Tiếng lóng và thành ngữ
Gây cản trở khả năng nghe hiểu của tôi
(Slang and idiomatic expressions interfere with my listening comprehension)
Q9 Tôi thấy khó theo trình tự của bài nói nếu các câu quá dài và phức tạp
(I find it difficult to follow the sequence of the spoken text if the sentences are too long and complex)
3 Các yếu tố liên quan đến người nói
(Factors related to the speakers)
Q10 Tôi cảm thấy khó hiểu nghĩa của những từ không phát âm rõ ràng
(I find it difficult to understand the meaning of the words which are not pronounced clearly)
Q11 Những lời nói tự nhiên( bộc phát) ngập ngừng và dừng lại làm tôi khó hiểu
(I find it difficult to understand the natural speech which is full of hesitation and pauses)
Q12 Tôi cảm thấy khó hiểu khi người nói quá nhanh
(I find it difficult to understand well when speakers speak too fast)
Q13 Tôi cảm thấy khó hiểu khi người nói sử dụng nhiều giọng khác nhau
(I find it difficult to understand when speakers use various accents)
4.Các yếu tố liên quan đến người nghe
Q14 Tôi thấy khó để nhớ nhanh từ hay cụm từ tôi vừa nghe được
(I find it difficult to quickly remember words or phrases I have just heard)
Q15 Thiếu các chiến lược nghe và rèn luyện kỹ năng nghe sẽ cản trở khả năng nghe của tôi
(Lack of listening strategies and listening skill training interferes with my listening comprehension)
Q16 Tại thời điểm nghe, tôi cảm thấy khó khăn để dự đoán nội dung nghe tiếp theo sẽ là gì
(At the time of listening,
I find it difficult to predict what will come next)
Q17 Tôi thấy khó khăn khi nghe mà không có bản dịch
(I find it difficult when listening to English without transcripts)
Q18 Tôi thấy khó hiểu khi nội dung của văn bản nói không thú vị đối với tôi
(I find it difficult to understand the spoken text which is of no interest to me)
5 Các yếu tố liên quan đến việc không tập trung
(Factors related the failure to concentrate)
Q19 Tôi mất tập trung khi văn bản quá dài
(I lose concentration when the text is too long)
Q20 Tôi mất tập trung khi tôi nghĩ về nghĩa của từ mới
(I lose concentration when I think about the meaning of new words)
Q21 Tôi không thể tập trung khi phải tìm đáp án và nghe văn bản cùng một lúc
(I am unable to concentrate because I search for the answers and listen to the listening text at the same time)
Q22 Tôi mất tập trung khi tôi nghĩ đến câu hỏi khác
(I lose concentration when I think of another question)
6 Các yếu tô liên quan đến ngoại cảnh
(Factors related to the physical settings)
Q23 Những âm thanh không rõ ràng do điều kiện lớp học kém cản trở khả năng nghe hiểu của tôi
(Unclear sounds resulting from poor classroom conditions interfere with my listening comprehension)
Q24 Âm thanh không rõ ràng do thiết bị kém chất lượng như CD - máy nghe nhạc cản trở khả năng nghe hiểu của tôi
(Unclear sounds resulting from poor - quality equipment such as CD - players interfere comprehension)
Q25 Thiếu manh mối trực quan (hình ảnh, sơ đồ, video, v.v.) cản trở khả năng nghe hiểu của tôi
(picture, diagrams, videos, etc) interferes with my listening comprehension)
Q26 Tôi khó có thể nghe khi xung quanh quá ồn
(It is difficult for me to listen with noises around)
(Adapted from the survey questionnaire of Nguyen Thi Xuyen, 2018 Factors affecting English listening comprehension: Perceptions of English- major students at HUFI)
