INTRODUCTION
RATIONALE FOR THE STUDY
Listening skills are crucial in foreign language learning, as they facilitate the reception of language input (Mohammed, 2016) Research indicates that listening accounts for 40-50% of communication time, highlighting its significance compared to speaking, reading, and writing (Gilakjani and Ahmadi, 2011) It is an active process that requires learners to interpret both verbal and non-verbal messages (Nunan, 1998) To communicate effectively, learners must develop essential listening skills to comprehend input, which is vital for any learning process (Nunan, 1998; Rost, 1994) However, many EFL learners struggle with English listening comprehension because educational institutions often prioritize grammar, reading, and vocabulary over listening skills (Dwi Rara Saraswaty, 2018) This issue is prevalent among numerous EFL students.
English is a universal language that plays a crucial role in daily life worldwide (Hamdona, 2007) Effective communication in any language requires mastering four essential skills: listening, speaking, reading, and writing (Genc, 2007) Listening, in particular, is vital for both everyday interactions and the educational process, yet it often receives insufficient attention in language teaching (Abu Hatab, 2010) As noted by Assaf (2015), listening is a key skill that significantly aids in acquiring the English language Furthermore, Gilakjani (2016) emphasizes that listening is essential in foreign language learning, as it provides the necessary language input for effective learning.
Phung Thi Tho (2017) emphasizes that mastering listening skills is the most challenging aspect of learning a foreign language, particularly for first-year English linguistic majors These students often struggle with listening comprehension in English (L2) and frequently do not meet their learning objectives To enhance their listening skills effectively, it is crucial to foster active practice, especially during their freshman year Recognizing this significant issue, I have chosen to investigate the difficulties faced by first-year English majors at VNUA in listening comprehension, aiming to identify both the causes and potential solutions.
AIMS AND OBJECTIVES OF THE STUDY
This study aims to identify the challenges faced by first-year English majors at VNUA in listening comprehension and to propose effective solutions to help them overcome these obstacles.
- To figure out the difficulties that first-year English-majored students face in English listening comprehension.
RESEARCH QUESTIONS
- What difficulties do first-year English majors have in English listening comprehension?
- What solutions can help the students to overcome the difficulties?
SCOPE OF THE STUDY
Research object: Listening skills of first-year English major students at VNUA
Research subject: English learning process of English major students at VNUA
Scope of study: 80 K65 English-majored students.
SIGNIFICANCE OF THE STUDY
1- This study helps teachers to know the difficulties that the students are struggling with to improve their listening skills
2- This study helps English-majored students at VNUA to realize the causes of their difficulties in listening comprehension and the solutions to overcome their difficulties
3- This study may be beneficial to other learners of English as well.
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 and listening comprehension, Types of listening, Factors affecting English listening skills, and Difficulties in English listening comprehension - causes and solutions
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 solutions to English-majored students at VNUA to overcome the difficulties in listening comprehension.
DEVELOPMENT
1.1 REVIEW OF PREVIOUS STUDIES (AT HOME & ABROAD)
1.1.1 Review of previous studies at home
Vietnam prioritizes English as a key foreign language, emphasizing its importance in education from the elementary level, as outlined in the Law on Education Despite significant efforts to improve foreign language teaching, challenges remain, including ineffective training programs, teaching methods, and assessment practices that fail to accurately reflect student capabilities Numerous studies have been conducted to reform the curriculum, including updates to textbooks, enhancing teacher qualifications, and revising assessment methods To effectively improve English language teaching and learning, it is essential to adopt a comprehensive model for evaluating student outcomes that positively influences the overall educational process.
Vietnam has conducted numerous studies aimed at enhancing the quality of foreign language teaching and learning However, these studies remain incomplete, lacking in-depth analysis of foreign language learning capabilities based on specific assessment frameworks While English serves primarily as a tool for communication, there is a need for more comprehensive research in this area.
LITERATURE REVIEW
REVIEW OF PREVIOUS STUDIES (AT HOME & ABROAD)
1.1.1 Review of previous studies at home
Vietnam prioritizes English as a key foreign language, emphasizing its importance in the education system from elementary levels, as outlined in the Law on Education Despite significant efforts to enhance foreign language teaching, challenges remain in effectiveness, often attributed to inadequate training programs, teaching methods, and assessment practices Numerous studies have sought to reform the curriculum, including updates to textbooks, teacher training, and evaluation methods To improve the teaching and learning of English, it is essential to adopt a supportive model for assessing student learning outcomes, which can positively impact the overall foreign language education process.
Vietnam has conducted numerous studies on enhancing the quality of foreign language teaching and learning; however, these studies remain incomplete and lack in-depth analysis of foreign language learning capacities based on specific assessment frameworks While English serves primarily as a communication tool, the effectiveness of teaching methods and assessment approaches are closely intertwined The objectives of foreign language education have been reaffirmed, emphasizing the importance of teaching communication skills to students This perspective is validated by the increasing demand from employers for proficiency in foreign languages Consequently, learning a foreign language transcends mere vocabulary and grammar acquisition, focusing instead on developing effective communication skills.
Dang Thi Thu Thuy (2019) identified that many students perceive listening skills as the most challenging aspect of learning English, with some considering these skills relatively new despite having three years of English instruction in primary school and grades 6 and 7 The study highlights that junior high school students receive insufficient training in listening comprehension, with only over 50 periods allocated per semester (3 periods per week) across 18 weeks The research aimed to investigate the factors influencing the listening comprehension of 8th-grade students at a junior high school in Thai Nguyen, involving 90 students from three classes and five English teachers at Nha Trang junior high.
Phung Thi Tho's study (2017) is structured into four distinct chapters, each serving a specific purpose The first chapter provides a brief discussion of the relevant theories The second chapter offers an overview of the English listening skills scenario at FE, UTEHY In the third chapter, the author outlines the research methods, including questionnaires and interviews, and presents conclusions regarding the approach to listening at FE, addressing the three research questions posed in the introduction The final chapter concludes with suggestions and recommendations aimed at enhancing English listening skills at UTEHY.
1.1.2 Review of previous studies abroad
There are a lot of studies abroad about listening skills, here are some related foreign studies:
Sarah C Wayland (2010) developed what are now known as elements that affect foreign language listening comprehension, focusing on listener characteristics, passages, and testing conditions
Ahmed Al-Alwan, Sahail Asassfeh, and Yousef Al-Shboul (2013) emphasize the importance of metacognitive abilities in learning, as they enable learners to be consciously aware of their learning processes Effective learning tasks require cognitive engagement and the ability to select the most suitable strategies available to learners This study was conducted on an appropriate sample.
A study involving 386 10th graders from public schools in Amman, Jordan, revealed that the participants, consisting of 207 females and 179 males, were predominantly 16-year-old native Arabic speakers These students had been learning English for a decade, yet their teachers assessed their competency level as low intermediate.
Mohammed Mousa El-Nahhal (2016) emphasized that language serves as a vital form of social interaction and communication among individuals In today's globalized world, where technology and the internet dominate, proficiency in English is essential for those wishing to adapt to rapid changes This study aimed to explore the challenges faced by instructors in developing listening skills among young learners, involving 68 male and female teachers from Rafah Governmental schools, who teach grades one through six.
The research sample consisted of 40 instructors (male and female) who were picked at random by the researcher
In a pivotal study by Dwi Rara Saraswaty (2018), the challenges faced by learners in listening comprehension were identified after they were taught specific listening methods The research aimed to enhance teachers' awareness of these difficulties, enabling them to implement effective interventions By understanding the learning obstacles students encounter, EFL teachers can better support them in developing effective strategies, ultimately leading to improved English listening skills The study emphasizes the importance of equipping instructors with appropriate techniques to foster a positive attitude and responsiveness in enhancing their students' listening abilities.
REVIEW OF THEORETICAL BACKGROUND
1.2.1 Definition of Listening and Listening Comprehension a Definition of Listening
Hearing is a complex mental process that is often challenging to articulate, as noted by Field (1998) It requires the listener to differentiate sounds, comprehend vocabulary and grammar, interpret the speaker's emphasis and intention, and contextualize the message within its socio-cultural framework.
According to Anderson & Lynch (1988), listening comprehension is defined as the ability to understand the speaker's message The listener plays a crucial role in this process by utilizing their varied knowledge to interpret and analyze the spoken words, enabling them to grasp the speaker's intent effectively.
Wolvin & Coakley (1985) defines hearing in a simpler way: 'Hearing is the process by which the auditory organ receives, processes and determines the message of speech.'
Listening is a crucial element of effective communication, enabling us to grasp the world around us It involves the ability to recognize and understand spoken language, including aspects such as accent, pronunciation, grammar, vocabulary, and the overall meaning conveyed by the speaker.
Listening comprehension is a complex and interactive process where listeners actively engage in creating meaning from spoken language It involves sound discrimination, prior knowledge of language, understanding of grammatical structures, and the ability to interpret stress and intonation, along with various linguistic and nonlinguistic cues in context Essentially, listening comprehension signifies a person's ability to understand and interpret what they have heard, enabling them to grasp the content of the text through auditory learning.
1.2.2 Factors affecting English listening skills
Learners often face various challenges during the comprehension process, making it essential to recognize and address these issues Identifying these problems is the first step toward finding effective solutions.
Teachers in certain classes use low-quality recorded materials in their lessons The quality of the sound system can affect how well students understand what they are hearing
Understanding the cultural aspects of language is crucial for learners, as these elements significantly influence comprehension When listening tasks involve unfamiliar cultural components, students may face considerable challenges in understanding Therefore, it is essential for teachers to provide relevant background information about listening activities in advance.
Too much accented speech can result in a significant loss of comprehension One of the most critical elements affecting listener understanding, according to
A significant 66 percent of learners struggle with a speaker's accent, as unfamiliar accents—whether native or non-native—can lead to considerable listening comprehension challenges For instance, listeners who have primarily studied American English may find it particularly difficult to understand accents like Indian English when encountered for the first time This unfamiliarity can disrupt the entire listening comprehension process, making it challenging for learners to grasp the intended message.
Recognizing familiar terms in hearing readings can significantly enhance students' interest and motivation, leading to improved listening comprehension However, the presence of multiple meanings for many words can create confusion if they are not used appropriately in context.
5) Length and Speed of Listening
Students' listening comprehension is significantly affected by their proficiency level, with lower-level learners struggling to engage with extended listening exercises These students often find it easier to understand shorter passages, as longer segments can be overwhelming, especially if the speaker talks too quickly The inability to control the pace of speech poses a major barrier to comprehension, as listeners cannot request repetitions of unclear segments, leading to potential misunderstandings Additionally, a limited vocabulary can hinder understanding when unfamiliar terms are introduced, causing listeners to lose track of the overall message Contextual knowledge also plays a crucial role; familiarity with the subject matter can enhance comprehension, while a lack of it may lead to difficulties in grasping the full content Lastly, maintaining focus is essential, as distractions can impede understanding, making engaging listening materials vital for effective learning.
Listening comprehension challenges often stem from the type of materials used in teaching Many educators overlook the importance of teaching listening skills, which can hinder students' progress A significant issue arises from the discrepancies between the pronunciation of words and their written forms Since spoken language differs from written language, students may struggle to recognize words in spoken contexts To improve their comprehension, students should focus on identifying the linguistic elements that correspond to the unfamiliar sounds they encounter.
Oral passages require quick processing and leave a lasting mental image, making listening more challenging than reading A student's cultural background can significantly impact their listening comprehension, as familiarity with a country's culture and history aids in understanding Teachers should consider pragmatic knowledge to help students infer meaning and grasp implied messages Common challenges in listening comprehension include unfamiliar vocabulary, complex grammar, and lengthy passages Additionally, issues such as lack of clarity, engagement, and insufficient responses to comprehension questions contribute to difficulties Factors affecting listening comprehension encompass the message, the speaker, the listener, and the physical environment.
Listening comprehension is significantly affected by four key components: the listener, the speaker, the medium, and the environment Specifically, students' ability to understand spoken language is influenced by listener factors, speaker factors, stimulus factors, and context factors.
1.2.3 Difficulties in English listening comprehension - causes and solutions
Difficulties in understanding a hearing text stem from both internal and external factors, impacting cognitive processes involved in listening comprehension To enhance listening skills, it is crucial for teachers to first improve students' vocabulary, grammar, and phonology knowledge Developing effective listening strategies empowers students to monitor and evaluate their comprehension and responses These strategies should be tailored to the varying levels of learners.
What makes listening difficult in a second language?
Many researchers have concentrated on the listening comprehension challenges faced by English as a foreign language learners, highlighting the urgent need for teachers to adopt new strategies This study builds on previous research by defining listening problems and addressing the teaching difficulties encountered with young learners Additionally, the introduction of the current study is informed by earlier findings.
While not all challenges in effective listening can be addressed, instructors can still play a crucial role in enhancing students' listening skills By providing suitable listening materials, relevant background knowledge, and a supportive classroom environment, teachers can equip students with the necessary tools to develop effective listening strategies Here are some valuable suggestions to consider.
1 Adapting and Improving Listening Materials
METHODOLOGY
RESEARCH METHODOLOGY
In order to understand the difficulties in listening comprehension of first- year English majors at VNUA, we conduct a semi-structured questionnaire survey
Research methods: The study used quantitative method, theoretical research method, survey questionnaire method.
RESEARCH SETTING/CONTEXT
This research was carried out during the second semester of the 2020-2021 academic year, specifically from March to May 2021, at the Faculty of Education and Foreign Languages, Vietnam National University of Agriculture The study involved 80 students majoring in English from the K65 cohort.
The online survey, conducted using Microsoft forms, was implemented in Vietnamese to ensure comprehensive understanding among students It was distributed via email and collected responses from May 27 to June 1, in response to the challenges posed by the Covid pandemic.
DATA COLLECTION
- Questionnaire: A semi-structured questionnaire is used to get both qualitative and quantitative data
Statistical analysis of the questionnaire was divided into six steps:
An online survey is delivered to students via Microsoft software Participants were given 16 questions to complete and return
Step 2: Sort the data into categories
The data is extracted from student feedback on Microsoft forms and converted into encrypted form The data is then entered into Excel software and analyzed
Then, the data variables are prepared for analysis to find answers to the research questions posed at the beginning of the project
Researchers select appropriate statistical analysis methods Then, descriptive statistics are calculated, such as means and standard deviation
Several tables have been developed to clearly show the relationships for comparison and contrast, which will greatly assist researchers in the later stages of outcome evaluation
Step 6: Analyze the data and draw conclusions
The findings are relevant to the topic of the study In other words, the research questions are addressed based on the results.
DATA ANALYSIS
Using excel software to analyze the collected data.
FINDING AND DISCUSSION
THE CURRENT STATUS OF LEARNING LISTENING SKILLS
3.1.1 Students' opinions on the difficulty of listening skills
Chart 1 tells us about student's opinion on the difficulty of listening comprehension It can be seen obviously in the chart that the listening skill is a difficult skill to learn 55% of the learners suppose that listening is difficult For the students, listening to English and learning this skill is really a problem Moreover, the number of learners who agree that learning the listening skill is very difficult took 23.75% It is the same as the number of the learners who find learning listening normal (16.25%) or easy (5%) In fact, as what can be seen by the observation, the learners who confirm that it is easy to learn the listening skill are the best students In short, the survey prove the assumption about the difficulty of listening to English and learning it
Chart 2 shows us the percentage of students who self-assess their ability for the listening comprehension It can be easily seen that the percentage of students who consider themselves to be doing well is not high, only about 4% The percentage of students with skills is at an average level of 40% More than 41% felt that they were still weak, the rest 15% rated it bad This shows that listening comprehension is a challenge for most first-year foreign language students in particular
3.1.3 The problem of learning listening skills in the high school curriculum
The current 10-year English program begins in 3rd grade and continues through 12th grade; however, disparities in teacher availability and resources lead to a significant divide in English learning between urban and rural students While urban students show a keen interest in learning English, those in rural, mountainous, and remote areas face shortages of teachers, materials, and facilities such as radios and computers Our investigation revealed that only 8.75% of students regularly receive listening lessons, while 37.5% rarely engage in listening practice, and 11.25% never participate in listening activities.
Charts 4 and 5 illustrate that 60% to 67.5% of students engage in self-study for listening skills before class assessments However, a significant portion of students still requires improvement in self-discipline, as daily self-directed English learning is crucial for enhancing language proficiency and maintaining listening comprehension.
3.1.5 Time and frequency of learning listening skills
3.1.5.1 Time to learn listening per day
The graph illustrates the daily percentage of time students dedicate to listening to English, revealing that only a small fraction of students engage in extensive practice Specifically, 30% of students spend between 1 to 1.5 hours on listening activities, while a significant 32% allocate less than 30 minutes This indicates that overall, students invest minimal time in enhancing their English listening skills, which necessitates consistent practice for improvement and maintenance.
3.1.5.2 Frequency of learning listening skills
Listening comprehension is a crucial skill that requires regular practice, yet students often struggle to find time due to packed class schedules Our investigation revealed that only 31.25% of students engage in daily English listening practice, while 8.75% practice 5 to 6 days a week Additionally, 7.5% of students listen 4 to 5 days per week, and another 7.5% practice 3 to 4 days weekly Alarmingly, 26.25% of students also reported practicing listening 3 to 4 days per week, and 17.5% only manage to practice 1 day per week.
3.1.6 Methods and means of learning English listening
Listen to listening topics on YouTube 80 29 36.3%
Listen to the tapes in the textbook 80 30 37.5%
Listen to listening topics on youtube
Listen to the tapes in the textbook
According to the data, students primarily use music (31.3%) and foreign films (22.4%) to practice their listening skills, highlighting the influence of entertainment on their learning methods However, this preference may restrict their exposure to other effective listening resources, as only 4.2% engage with English news, and a significant portion of listening activities is dedicated to topics on YouTube.
15.1% Listening to tapes in the textbook take up 15.6% Listening to foreigners talking take up 11.5% The use of technology has played an indispensable role in listening skills
The advancement of technology is enhancing learning tools, enabling students to utilize smart devices for accessing a wealth of listening materials Currently, smartphones and computers are the primary devices employed by learners to improve their listening comprehension skills, with over 90% of students using smartphones and 60% using computers, while traditional radios have fallen out of favor.
Chart 7 reveals a significant gap in essential note-taking skills among students, which are crucial for enhancing their learning experience Note-taking serves as a condensed representation of the information conveyed in class, reflecting both the focus and comprehension of the student It is particularly vital for English majors to develop this skill effectively The data indicates that only 11.25% of students sometimes jot down keywords and grammar structures while listening to English, while 32% do so rarely, and another 11.25% never take notes on these critical elements.
DIFFICULTIES LEARNING LISTENING SKILLS
Can't recognize the weak form in pronunciation 80 60 75.0% Can't distinguish between homonyms or words with similar pronunciation
Can't distinguish the phenomenon of elision in
Can't distinguish the phenomenon of linking sound
Can't distinguish the contraction of the word 80 37 46.3%
Pronunciation plays a crucial role in developing speaking skills and is intricately linked to listening abilities Incorrect pronunciation can hinder listeners' understanding of spoken words, often without them realizing it This issue stems from challenges in sound perception, which are influenced by phonetics—the study of the sounds in all human languages Phonetics helps differentiate sounds that may not be distinct in a particular language In English, difficulties in recognizing key phonemes can arise from features of connected speech, including elision, weak forms, assimilation, word contraction, and linking sounds.
The data indicates that a significant number of students struggle with recognizing weak forms in pronunciation, with 60 out of 80 students identifying this as their primary challenge Additionally, 72.5% of students reported difficulties in distinguishing between homonyms, highlighting another major obstacle in their learning process Furthermore, over half of the students faced challenges with elision and sound connection, with 62.5% unable to identify elision and 60.0% struggling with linking sounds Notably, 37 out of 80 students also reported difficulties with sound connection, emphasizing the need to address these issues in listening comprehension In contrast, only 20 students indicated challenges with assimilation.
60 students did not have difficulty with this phenomenon thus proving that assimilation is not a problem for first-year English majors students
Speed of speech in tape is too fast 80 60 75.0%
The speed of speech in recorded materials poses significant challenges for learners, particularly freshmen, with 60 out of 80 students struggling to keep pace This rapid delivery hinders their ability to process information, think ahead, and make predictions While clear and concise passages can enhance understanding and retention, excessive speed complicates listening comprehension, especially for second language learners When speakers talk too quickly, students may encounter unfamiliar words, causing them to pause and lose track of the ongoing speech, ultimately impacting their overall comprehension.
Can't understand all the words in the listening passage 80 55 68.8%
Can't understand the meaning of words in the listening passage 80 47 58.8%
Many students struggle with lexical knowledge, particularly in understanding key vocabulary from listening passages Research shows that over half of students find it challenging to grasp essential words, with 69% unable to comprehend all terms and 59% lacking understanding of important concepts This limited vocabulary is a common issue for freshmen, as it hinders their ability to engage in conversations effectively The anxiety stemming from missing words can negatively impact their listening skills, leading to ineffective comprehension and feelings of fatigue It's important to note that understanding every word is not necessary for task completion; therefore, learners should practice selectively ignoring certain information to enhance their listening abilities.
Mastering new vocabulary and grammatical structures during listening lessons is crucial for learners to effectively prepare for future sessions However, data indicates a significant deficiency in this area Only 15% of students consistently learn new words from listening exercises prior to their English lessons, while 37.5% do so occasionally Additionally, 26.25% of students rarely engage in vocabulary learning before listening tests, and 21.25% have never attempted to learn new words before practicing their English listening skills This analysis reveals that the overall frequency of vocabulary acquisition among students is alarmingly low, contributing to the challenges they face in understanding and using new vocabulary effectively.
Can't understand the grammatical structure in the listening passage 80 26 32.5%
Grammatical structure is crucial in the listening context, as a lack of mastery can hinder comprehension and lead to mistakes in listening tests Data shows that only 26 out of 80 students struggle with understanding grammatical structures, indicating that inferring these structures is not overly challenging for first-year English majors Nonetheless, we still recognize it as a barrier to listening comprehension, emphasizing the importance of grammar in enhancing listening skills.
The data reveals that only 6.25% of students regularly study grammar structures before taking English listening tests In contrast, 37.5% of students sometimes engage in this practice, while 26.25% rarely do so, and 21.25% have never studied grammar structures prior to the tests This indicates a lack of proactive engagement among students in learning grammatical structures.
Lack of concentration when listening 80 34 42.5%
Many students struggle with concentration while listening, with nearly half reporting difficulties Specifically, 34 out of 80 students experience challenges in maintaining focus, highlighting a significant issue in the learning process This lack of concentration may be linked to mental fatigue, as prolonged listening can lead to feelings of anxiety and stress, further hindering attention Additionally, a listener's mental state plays a crucial role in their comprehension; distractions or nervousness can impede their ability to process information effectively.
A survey revealed that 15% of students frequently experience stress during listening classes, while 37.5% report occasional psychological stress Additionally, 26.25% of students rarely feel stressed, and 21.25% have never encountered stress in this context The findings indicate that a significant number of students face stress before and during listening sessions, which can negatively impact their comprehension abilities Listener anxiety often arises in unfamiliar situations, when processing new or conflicting information, and when faced with illogical content, leading to decreased concentration and understanding.
Poor tape quality, poor equipment 80 17 21.3%
Many students struggle with distractions, with 30% reporting difficulty focusing due to external noise Large classrooms can dilute the learning atmosphere, while external sounds from busy areas like Nguyen Dang or B lecture halls further hinder concentration Additionally, studying at home presents its own set of distractions Even a brief lapse in attention can disrupt comprehension, although engaging listening materials can enhance focus and make concentration easier for students.
Listening comprehension issues can stem from the quality of listening materials, as evidenced by only 17 out of 80 students recognizing the poor quality of the tape and equipment Generally, the equipment used by students remains in good condition; however, the sound system's quality can significantly influence learners' comprehension Additionally, objective factors such as facilities, teaching materials, and the language environment play a crucial role in the effectiveness of listening instruction and learning.
Can't understand the socio-cultural knowledge mentioned in the listening passage
First-year English language students often face challenges due to a lack of background knowledge, which encompasses various elements such as topic, text structure, diagrams, and cultural context These factors significantly impact listening comprehension The diverse nature of passages, featuring different topics and structures, can lead to confusion and misunderstandings for learners with limited background knowledge However, only 22.5% of students report difficulties in grasping the socio-cultural aspects presented in listening texts, suggesting that the lack of background knowledge may not be a major issue for first-year English majors.
SOLUTIONS
Listening skill is a difficult skill that requires teachers and learners to have a close and long-term combination
Teachers must consistently update and enhance listening materials to keep pace with advancements in information technology, which is improving listening equipment and facilities It is essential for educators to employ a variety of methods and diverse data sources, ensuring high accuracy while catering to different difficulty levels This approach helps maintain student engagement and prevents feelings of frustration or abandonment.
To address the challenges in learning, teachers should promote collaboration among students and encourage self-study at home They must guide learners step by step, helping them to speculate and deduce information from initial images and providing detailed explanations for listening exercises Additionally, teachers should focus on signaling elements of thought change, such as conjunctions and linking words, to aid comprehension Furthermore, enhancing students' pronunciation skills, particularly in areas like elision, weak forms, word contractions, and sound linking, is essential in designing effective listening comprehension activities in the classroom.
To enhance listening comprehension, learners must understand its nature and requirements, allowing them to develop effective practice strategies Daily listening practice, combined with vocabulary enhancement, is essential for skill improvement Students should avoid passive habits, such as not brainstorming before listening and relying on tape scripts for complete information It is crucial to seize every opportunity for listening practice, both in and out of the classroom, while also focusing on correct pronunciation Since listening comprehension is interconnected with speaking and reading skills, training should integrate these areas Additionally, reading diverse materials can broaden background knowledge and vocabulary Finally, having quality listening equipment and a quiet environment is vital for effective practice.
Many students suggested ways to enhance their listening comprehension skills, emphasizing the importance of a quiet environment and high-quality equipment They noted that using tape recordings can help reduce anxiety, and having foreign teachers can further support their listening development Engaging in conversations with native speakers and studying abroad were also recommended It's crucial to focus on understanding rather than solely identifying main ideas during listening exercises To effectively improve listening skills, students should adopt specific methods, such as listening repeatedly to passages, noting unfamiliar words, and practicing with materials suited to their level Additionally, watching educational content on platforms like YouTube or BBC news can be beneficial.
In conclusion, freshmen often face challenges in developing their listening skills due to a lack of experience However, with dedication and perseverance, they can overcome these obstacles and achieve success, paving the way for future academic semesters.
CONCLUSION
RECAPITULATION
This study investigates the challenges faced by first-year English majors at Vietnam National University of Agriculture in developing their listening comprehension skills It reviews previous research on the topic, employs semi-structured questionnaires to survey 80 students, and analyzes the data to identify the specific difficulties encountered The study highlights the causes of poor listening comprehension and proposes solutions for improvement Additionally, it acknowledges the limitations of the research and offers suggestions for future studies in this area.
CONCLUDING REMARKS
The study aims to identify the challenges faced by first-year students in developing listening comprehension skills and to propose effective solutions To gather data, semi-structured questionnaires were distributed online to a sample of 80 students.
English-majored students at VNUA utilized quantitative methods to analyze their findings on listening skills The first section discusses the current state of these skills, focusing on students' perceptions of the challenges they face, their listening comprehension levels, and the issues within the high school curriculum It also examines students' motivation, the time and frequency dedicated to learning listening skills, as well as the methods and strategies employed The second part identifies specific difficulties encountered in learning listening comprehension, including challenges with phonetics, vocabulary, grammatical structures, concentration, and background knowledge The final section proposes solutions to address these challenges in developing effective listening skills.
Research indicates that first-year foreign language students at VNUA encounter significant challenges in developing English listening comprehension skills These challenges primarily revolve around three key areas: phonetics, vocabulary, and concentration In terms of phonetics, students struggle with weak forms in pronunciation, homonyms, elision, linking sounds, word contractions, and the speed of speech To address these issues, targeted solutions are necessary to enhance their listening skills.
Students often struggle with recognizing English sounds due to difficulties such as failing to identify weak forms in pronunciation, distinguishing between homonyms, recognizing elision, understanding sound connections, and identifying contractions To address these challenges, several suggestions have been made that significantly enhance students' pronunciation skills, leading to more effective listening comprehension of native speakers Educators emphasize that accurate pronunciation is crucial for students' understanding of spoken language, and they believe that teaching correct pronunciation is vital for successful listening acquisition.
A significant barrier to student comprehension is the lack of language skills, with many students reporting insufficient vocabulary to understand what they hear This vocabulary gap hinders their ability to grasp spoken content, highlighting the need for educators to focus on teaching essential terminology for listening comprehension Instead of merely defining terms, teachers should encourage students to infer meanings from the context of the listening material, thereby actively engaging their vocabulary development.
The learning environment significantly impacts the effectiveness of teaching and acquiring listening skills, particularly through the use of listening laboratories and audio resources However, recent findings indicate that students are dissatisfied with the current setup, citing inadequate listening laboratories that hinder their focus To enhance the learning experience, it is crucial to upgrade these facilities, ensuring all students have equal access to a well-equipped environment conducive to developing their listening abilities.
LIMITATIONS OF THE STUDY
Although the researcher has made a considerable effort to complete the study, there are still some unavoidable limitations beyond expectation
First of all, due to the impact of the Covid epidemic, it was not possible to conduct student interviews
The study is limited to first-year students of the Faculty of Foreign Languages at VNUA, representing a small sample size, which restricts the generalizability of the findings Additionally, not all challenging aspects could be addressed in the research.
In addition, the techniques proposed in this study were selected from various reliable but limited sources
Despite the stated limitations, I hope that this exploratory study will contribute to improving the situation of teaching and learning English listening skills at VNUA.
SUGGESTIONS FOR FURTHER RESEARCH
Future research is essential to address students' challenges in learning and practicing English listening skills, especially as the demand for effective communication continues to grow and evolve Investigating various factors influencing English listening skills will provide valuable insights, and expanding studies to include different universities or non-major students may yield diverse results Additionally, collecting data through interviews can enhance the understanding of these challenges Researchers should also explore effective methods for improving English listening skills, particularly through the application of technology, which is becoming increasingly relevant in language learning.
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[11] Hamdona, Y (2007) Life Skills Latent in the Content of English for Palestine – Grade Six Textbook, M.A thesis, The Islamic University of Gaza, Gaza
In the study by Hamouda (2013), published in the International Journal of Academic Research in Progressive Education and Development, the author investigates the listening comprehension challenges faced by Saudi students in English language listening classrooms The research highlights various obstacles that hinder effective listening skills, providing valuable insights into the educational needs of these learners.
[13] Hayrapetyan,N.(2016).Teaching Listening: Problems and Solutions
[14] Lundsteen, S (1979).Listening: It's Impact on Reading and Other Language Arts Urbana, I11: NCTE
[15] Macháčková, E (2009).Teaching Listening, Masaryk University Brno
[16] Nunan, D (1991).Language Teaching Methodology, A text book for teachers, prentice hall inter (UK)
[17] Rost, M (2002).Teaching and Researching Listening London: Longman
[18] Rost, M (1994).Introducing Listening, Penguin Group, England
[19] Sharma, N (2011).Strategies for Developing Listening Skills, Raj Kumar Goel Institute of Technology Ghaziabad (UP), India
[20] Ur, P (1996).A course in Language Teaching, Practice and Theory Cambridge University Yerevan StateUniversity
Tôi đang tiến hành nghiên cứu về những thách thức mà sinh viên năm nhất ngành Ngôn ngữ Anh gặp phải trong việc nghe hiểu tiếng Anh tại Học viện Nông nghiệp Việt Nam Dưới đây là bảng câu hỏi nhằm thu thập thông tin một cách khách quan Rất mong các bạn trả lời theo quan điểm cá nhân Khảo sát chỉ mất khoảng 3-5 phút để hoàn thành Cảm ơn các bạn đã dành thời gian tham gia (Tất cả thông tin bạn cung cấp sẽ chỉ được sử dụng cho mục đích nghiên cứu và được bảo mật hoàn toàn.)
1 Theo bạn, kỹ năng nghe có khó với sinh viên không?
2 Bạn tự xét thấy khả năng nghe hiểu của mình hiện đang nằm ở mức độ nào? Rất tốt
3 Bạn có thường được học kĩ năng nghe khi còn học trung học không?
4 Bạn chỉ tự học nghe khi bị giáo viên kiểm tra? Đúng
5 Bạn chỉ tự học nghe trước ngày trên lớp có môn nghe? Đúng
6 Bạn thường nghe tiếng anh mấy tiếng mỗi ngày?
Dưới 30 phút Ít hơn 1 tiếng
7 Tần suất bạn nghe tiếng Anh trong mỗi tuần là?
8 Bạn học nghe bằng cách gì? (có thể chọn nhiều hơn 1 đáp án)
Xem phim nói tiếng Anh
Nghe tin tức tiếng Anh
Nghe các chủ đề nghe trên youtube
Nghe băng trong giáo trình
Nghe người nước ngoài nói chuyện
9 Phương tiện bạn thường dùng để học nghe tiếng anh là gì? (có thể chọn nhiều hơn 1 đáp án) Điện thoại thông minh
10 Bạn có ghi chép lại các từ khóa và cấu trúc ngữ pháp khi nghe không?
11 Bạn có học từ mới của bài nghe trước khi nghe không?
12 Bạn có học trước cấu trúc ngữ pháp trong bài nghe trước khi nghe không? Thường xuyên
13 Bạn có tâm lí căng thẳng trước và trong mỗi giờ nghe trên lớp không?
14 Bạn gặp những hiện tượng nào dưới đây khi nghe Tiếng Anh? (có thể chọn nhiều hơn 1 đáp án)
Không thể nhận ra dạng yếu trong phát âm
Tốc độ nói trong băng quá nhanh
Không phân biệt được hiện tượng nối âm
Không phân biệt được hiện tượng nuốt âm
Không nắm được cấu trúc ngữ pháp trong bài nghe
Không hiểu nghĩa của từ vựng trong bài nghe
Không hiểu về kiến thức văn hóa xã hội được đề cập trong bài nghe
Thiếu tập trung khi nghe
Môi trường xung quanh ồn ào
Chất lượng băng kém, trang thiết bị kém
15 Tôi không nhận ra các âm tiếng Anh trong bài nghe vì: (có thể chọn nhiều hơn 1 đáp án)
Không phân biệt được hiện tượng đồng âm vị hóa
Không hiểu hết các từ trong bài
Không phân biệt được các từ đồng âm hoặc các từ có cách phát âm gần giống nhau
Không phân biệt được hiện tượng rút gọn của từ
16 Bạn có đề xuất nào để giúp cải thiện kỹ năng nghe không?
1 In your opinion, is listening skill difficult for students? o Very difficult o Difficult o Normal o Not difficult o Easy
2 What level do you think your listening comprehension is currently at? o Very good o Good o Normal o Weak o Bad
3 How often did you learn listening skills in high school? o Regularly o Sometimes o Occasionally o Rarely o Never
4 Do you only learn to listen by yourself when being tested by a teacher? o It's correct o Incorrect
5 Do you just self-study listening before the class has a listening subject? o It's correct o Incorrect
6 How many hours a day do you usually listen to English? o Under 30 minutes o Less than 1 hour o 1 - 1 hour 30 minutes o 1 hour 30 minutes - 2 hours o Over 2 hours
7 How often do you listen to English in each week? o Daily o 5-6 days o 4-5 days o 3-4 days o 2-3 days o 1 day
8 How did you learn to listen? (can choose more than 1 answer)
Listen to listening topics on YouTube
Listen to the tape in the textbook
9 What means do you usually use to learn to listen to English? (can choose more than 1 answer)
10 Do you take notes of keywords and grammatical structures as you listen? o Regularly o Sometimes o Rarely o Never
11 Did you learn new words from the listening before listening? o Regularly o Sometimes o Rarely o Never