Dificulties in learning listening skill faced by 11th form students in nong cong ii high school

ii DECREATION I certify my authorship of the study report entitle "Difficulties in learning listening skill faced by 11th form students in Nong Cong II high school" This graduation pa

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HONG DUC UNIVERSITY

FOREIGN LANGUAGE DEPARTMENT

GRADUATION THESIS

DIFFICULTIES IN LEARNING LISTENING SKILL FACED BY

Supervisor: Le Thi Minh, M.A

Student: Le Thi Thuan

Class: K40 – FLD - HDU

Course: 2018 – 2021

Thanh Hoa, June, 2021

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DECREATION

I certify my authorship of the study report entitle "Difficulties in learning listening skill faced by 11th form students in Nong Cong II high school"

This graduation paper is the result of my own research and the substance

of this thesis has not been submitted for a degree to any other university or institution and that if this declaration is found to be false, disciplinary measures and penalties can be taken and imposed in accordance with university policies and rules

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ACKNOWLEDGMENT

During the process of doing this graduation paper, I have received many indispensable assistances, precious ideas and timely encouragements from my teachers, family and friends This paper could not have been completed without the help, encouragement and support from a number of people who all deserve

my sincerest gratitude and appreciation

First of all, I wish to express my deepest gratitude to my supervisor - Ms

Le Thi Minh, the English teacher of Faculty of Foreign Language, who has always been willing to give me valuable advices and suggestions in order that I can complete successfully this study

I also would like to take this opportunity to show my sincere thanks to all

my teachers at the Faculty of Foreign Languages, Hong Duc University, who have handed me basic knowledge to complete this study

I am so thankful to students of 11A2 at Nong Cong II high school their for a whole - heart participation in the study

I would like to acknowledge my thanks to all the authors of the books, magazines, and the other materials listed in the reference part for their ideas that have been reflected and developed in the study

I am equally indebted to my classmates for their suggestions and encouragements in the process of my study

Last but not least, my particular thanks are given to my parents for their encouragement and support which played an important role in my graduation paper

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ABSTRACT

Listening skill is one of the most necessary skills to communicate in the real life In learning a foreign language, the listening skill is being more and more important to learn by students Everybody knows that in order to listen to a message is not as simple as hearing it, the listener has to understand the message and respond in the right manner The thesis will study the subjective and objective difficulties of the students in learning the listening skill Then, it would like to find out the reasons for those problems and the solutions for both teachers and students in teaching and learning the listening skill I applied the qualitative and quantitative methods to do the research The collecting data instruments like questionnaires, interviews were used to do the study The results of the research will point out the difficulties that students face when they learn the listening skill More importantly, through research, I can find the personal of those people difficult so that I can make appropriate suggestions and solutions to overcome those problems With the hope of improving students' listening competence, I have tried my best to do this thesis by my own experiences and knowledge in English teaching methodology

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TABLE OF CONTENT

DECREATION ii

ACKNOWLEDGMENT iii

ABSTRACT iv

TABLE OF CONTENT v

CHAPTER 1: INTRODUCTION 3

1.1 Rationale of the study 3

1.2 The aims of the study 4

1.3 Research questions 5

1.4 The scope of the study 5

1.5 The method of the study 5

1.6 The organization of the study 5

CHAPTER 2: LITERATURE REVIEW……… 7

2.1 Overview of listening skill 7

2.1.1 Definition of listening skill 7

2.1.2 Types of listening skill 8

2.1.3 The importance of listening skill 9

2.2 Factors affecting the English listening 10

2.2.1 The class atmosphere 10

2.2.2 Students' motivation 10

2.2.3 Quality of Recorded Material 10

2.2.4 Accent 11

2.3 Difficulties in learning the English listening skill 11

2.4 Summary 13

CHAPTER 3 : THE STUDY 14

3 The setting of the study 14

3.1 The participants 15

3.1.1 The teachers 15

3.1.2 The students 15

3.2 Data collection instruments 15

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3.2.1 The survey questionnaire 15

3.2.2 The interview 16

3.3 Data collection procedures 16

3.4 Data analysis and discussion 17

3.4.1 The important of listening skill 17

3.4.1.1 The reality of students learning English listening skill 18

3.4.1.2 The difficulties 18

3.4.1.3 The kinds of listening text which students expect to practice more 21

3.4.2 Cause affecting English listening skill 22

3.4.2.1 The difficulties that students often have when learning Englsh listening skill 22

3.4.2.2 The factor have fluence on the interested in English listening skill 23

3.4.3.1 Activities that students like the most in listening skills 25

Table 4: Students' opinion about the activities that they like most in listening English class 26

3.4.3.2 Activities students should do before listening to more efficiency 27

3.5 Finding and discussion 29

3.5.1 Students awareness of English listening skills 29

3.5.2 Current situation in teaching and learning English listening skill 29

3.5.3 Suggestions for improving English listening skill 30

3.6 Recommendations 31

3.6.1 For Students 31

3.6.2 For teachers 32

CHAPTER 4: CONCLUSION 34

4.1 Summary of the study 34

4.2 Suggestions for the further study 35

REFERENCES 36

APPENDIX 1 37

APPENDIX 2 Survey questionnaires for teachers 41

APPENDIX 3 INTERVIEW QUESTIONS FOR STUDENTS 44

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LIST OF ABBREVIATIONS

HDU: Hong Duc University

FFL: Faculty of Foreign languages

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LIST OF TABLESAND CHARTS

Chart 1: Teachers and students' attitudes towards the importance of English

listening skills 17

Chart 2: The students' opinion of learning English listening skill 19

Table 1: The interview results of students' opinion in English listening skill 19 Table 2: Teacher's opinion on difficult of learning English listening skill 19

Chart 3: The students' interest in learning English listening skill 20

Chart 4: Students' interest in extra listening activities 21

Chart 5: Students difficulties in learning English listening skill 22

Table 3: The teacher's opinion on the difficulties of students often have in 23

English listening skill 23

Chart 6: Teacher opinion about factors motivating students' learning English24 listening skill 24

Chart 7: The subjective factors affecting the students' learning 25

English listening skills 25

Table 4: Students' opinion about the activities that they like most in listening English class 26

Chart 8: What students do before listening 27

Chart 9: What students do while listening 28

Chart 10: What teachers do before listening 28

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CHAPTER 1: INTRODUCTION 1.1 Rationale of the study

Nowadays, listening plays a vital role in daily lives People listen for different purposes such as entertainment, academic purposes or obtaining necessary information Of the four language skills-Listening, Speaking, Reading, and Writing-that all language learners are supposed to acquire Listening is believed to be the most challenging due to the complex and subtle nature of listening comprehension in a second or foreign language

As a researcher, I would like to present the thesis title "Difficulties in learning listening skill faced by 11th form students in Nong Cong II high school" for several reasons

First of all, listening is the most important skill in communication in the real life Listening and speaking are two major parts of communication They are closely interdependent We are able to talk sensibly when we understand what is said to us If we fail to understand spoken language, we may miss important information and respond in a funny way Moreover, in learning a language, listening is a useful means of providing students with comprehensible input, which is an essential component of the whole language learning process And teaching listening skill in classroom helps students make transition from classroom English to real-life English more easily and effectively Therefore, I would like to do this research to help the students and teachers pay more attention to listening skill

Secondly, learning listening skill is the most difficult in learning a foreign language Listening, like reading, is a receptive skill but it is often the most daunting for students When reading, a reader usually has more opportunities to refer back to the text to clarify understanding, which a listener cannot do in most listening contexts such as TV programs, meetings, discussion, lectures or conversations

Last but not least reason for choosing this thesis title is that many students are not interested in learning listening skill They find listening classes

as to help teachers motivate their students to study listening skill more excited and better

After studying at the Faculty of Foreign Languages (FFL), Hong Duc University (HDU), for nearly three years, I realize that 11th students soft English major still have many difficulties in their listening skill In the hope of

finding out the difficulties of listening that they normally get, a study entitled:

"Difficulties in learning listening skill faced by 11th form students in Nong Cong II high school" has been conducted because of all above mentioned

reason

1.2 The aims of the study

The study is done with the following aims:

Firstly, the study is carried out in order to survey the real state of teaching and learning English listening skill in Nong Cong II high school so that I could work out the reasons for those difficulties

Secondly, most students find it difficult to learn listening skill so I would like to find the common difficulties that the students face when they learn English listening skill at Nong Cong II high school

Finally, because of the difficulties, many students are not interested in learning and practicing this skill at the class, therefore the study would like to suggest some possible solutions to those difficulties They will be very helpful for the teachers to motivate their students in listening classes These suggestions also wish to help the students catch up with the speed of a normal conversation

in the real life so that they can improve their communication competence

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1.3 Research questions

1 What are the real situations of teaching and learning English listening skill for the 11th students in Nong Cong II high school ?

2 What are the difficulties for the 11th students in Nong Cong II high school?

3 What are some solutions to improve their English listening skill?

1.4 The scope of the study

The study is about learning listening skill for 11th students in English faculty at Nong Cong II high school Because of the limitations of time and knowledge, the shortage of reference materials, this study can not cover the whole issue of listening skill It only focus on exploring common difficulties students get in listening skill Moreover, the study could not touch upon all the students at Nong Cong II high school It is confined to the 11th students in

English at Nong Cong II high school only

1.5 The method of the study

The study will be conducted using quantitative, qualitative methods The study includes survey questionnaires for both teachers and students, interview questions for students only of 11A2 at Nong Cong II high school

After getting the data, the researcher will use the tables and charts for presenting the collect data

1.6 The organization of the study

The study includes four main chapters, organized as follows:

Chapter 1: Introduction

- Rationale of the study

- Aims of the study

- Research of the study

- Scope of the study

- Methods of the study

- Organization of the study

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Chapter 2: Literature review

- Theoretical background related to English listening skill

- Difficulties in English listening skill

Strategies of English listening skill

Chapter 3: The Study

- Result of the study

- Discussion about the result of study

- Suggestion for teaching and listening

Chapter 4: Conclusion

- Summaries the study

- The limitations of the study

- Suggestions for father studies

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CHAPTER 2: LITERATURE REVIEW

2.1 Overview of listening

2.1.1 Definition of English listening skill

Listening is considered as one of the most important skills in acquiring both a native language and a second or foreign language It is being paid more and more attention to So far, there have been a number of definitions of listening by different linguists such as Howett and Dakin (1974); Woven and Coakley (1982); Pearson (1983); Hirsch (1986); Scarcely and Oxford (1992); Bentley and Bacon (1996), Brown (2001), Gary Buck (2001), Scott Shelton (2008)

Howett and Dakin (1974) defined listening as the ability to identify and understand what others are saying This involves understanding a speaker's accent or pronunciation, his grammar and his vocabulary, and grasping his meaning

Woven and Coakley (1982) regarded listening: "the process of receiving and attending to and assigning meaning to aural stimuli"

Pearson (1983) stated "Listening involves the simultaneous organization and combination of skills in Phonology, Syntax, Semantics, and knowledge of the text structure, all of which seem to be controlled by the cognitive process Thus it can be said that though not fully realized, the listening skill is essential

in acquiring language proficiency"

Hirsch (1986) gave another definition: "Listening as an aspect of skills: involves neurological response and interpretations of sounds to understand and

to give meaning by reacting, selecting meaning, remembering, attending, analyzing and including previous experience"

Bentley and Bacon (1996) stated that listening, an important part of the second language learning process has also been defined as an active process during which the listener constructs meaning from oral input According to Brown (2001), listening is "not merely the process of unidirectional receiving of audible symbols" He supposed that one aspect of listening comprehension

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which is "the psychomotor process of receiving sound waves through the ear and transmitting nerve impulses to the brain" Hence, listening comprises of three elements: the sender, the message and the listener

Gary Buck (2001), for example, points out that "listening comprehension is an active process of constructing meaning and this is done by applying knowledge

to the incoming sound" in which "a number of different types of knowledge are involved: both linguistic knowledge and non-linguistic knowledge"

Scott Shelton (2008) thinks that listening effectively is a demanding and involving process One must be able to deal with different accents or pronunciation, unfamiliar lexical items and syntactic structures, competing background noise, and also make a conscious effort to not switch off or become distracted while listening All of this must be achieved and dealt with more or less simultaneously in order to identify and understand the meaning in any given message

To sum up, all of definitions are given with a view to clarifying the nature

of the listening skill which is necessary in the process of acquiring a native language or a foreign one

2.1.2 Types of listening skill

According to some authors, namely Nguyen Thi Van Lam and Ngo Dinh Phuong (2006), there are two ways of listening in the real life They are casual listening and focused listening depending on the purpose of listening

One type of listening, casual listening, means listening without a particular purpose When we listen, we do not pay much or even any attention

to the information unless there is something that interests us Therefore, we hardly remember the content of what we hear Normally, we do this kind of listening when we listen to music, or listen to news on the radio or TV while doing some housework or chatting to a friend

Another type of listening is focused listening That is when we listen for a particular purpose to find out information we need to know It happens quite popularly in the real life In here, we listen with much more concentration and

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try to get as much information as possible However, we do not listen to every word We know beforehand what we are going to listen so we only catch the most important information from the speech or the lecture In classroom, learners also use this type of listening

Follow types of listening skill to quote a few are:

• Predict what people are going to talk about

• Guessing at unknown words or phrases without panicking

• Using one's own knowledge of the subject to help one understand

Understanding inferred information

2.1.3 The importance of listening skill

Listening is one of the necessary life skills which are defined as "skills which can provide you with a better perspective on life, skills which can allow you to maintain a higher awareness of both yourself and the world around you" It is one of the most vital ways that human beings feel the life and live Everyone, in the real life, often listens more than speaks, reads or writes We listen everywhere and every time We listen to everything and everybody For instance, at home, we listen to the news, watch films or talk with others At school, students listen to the lecturers teaching At a meeting, the staff listens

to the new plan from the director, etc Without listening, the man becomes backward in each minute of their lives It is obvious that listening is really important in the real life

As it is mentioned in the differences between hearing and listening, hearing is a part of five senses (hearing, smelling, tasting, touching and looking) but listening is a choice to hear and understand it As an integrative skill, listening plays an important role in the process of language learning or acquisition and facilitating the emergence of other language skill According to Nord (1980, p.17), listening is the way of learning the language "It gives the learner information from which to build up the knowledge necessary for using the language When this knowledge is built up, the learner can begin to speak The listening-only period is a time of observation and learning, which provides

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the basis for the other language skills" (Nation, 1990, p.12) Most learners will spend more time listening to the foreign language than producing it themselves Failing to understand spoken language, people may miss important information presented to them or respond in a funny way

So training in listening is really necessary It helps students make the transition from classroom English to the real-life English more easily and effectively

2.2 Factors affecting the English listening skill

2.2.1 The class atmosphere

Sometimes inconvenience of classrooms affects students listening comprehension In the large classrooms students who are sitting on the back rows may not hear the recording as students sit in front Students who prefer to stay next to the windows also effected by the noise that come from outside As a teacher we have to take into account all this conditions in a body The size of the classroom also makes difficult for teacher to manage the all class in group activity or to get feedback from students The temperature of class can be counted as a factor that makes listening comprehension difficult The class that does not have air conditioner or heater may be too hot in summer or too cold in winter

in the topic because it needs a huge amount of effort in order to not miss the meaning

2.2.3 Quality of Recorded Material

In some classes, teachers use some recorded materials that do not have high quality The quality of sound system can impact the comprehending of learners' listening

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2.2.4 Accent

Munro and Dewing (1999) expressed that too many accented speech can lead to an important reduction in comprehension According to Goh (1999), 66% of learners mentioned a speaker's accent as one of the most significant factors that affect listener comprehension Unfamiliar accents both native and non-native can cause serious problems in listening comprehension and familiarity with an accent helps learners' listening comprehension Buck (2001) indicated that when listeners hear an unfamiliar accent such

as Indian English for the first time after studying only American English will encounter critical difficulties in listening This will certainly interrupt the whole listening comprehension process and at the same time an unfamiliar accent makes comprehension process and at the same time an unfamiliar accent makes comprehension impossible for the listeners

2.3 Difficulties in learning English listening skill

Another point of view has been expanded by Willis (1981, p.134) who lists a series of skills for listening dealing with problems, which she calls 'enabling skills'

My personal classroom experiences and those of many writers that I have read on the subject seem to suggest that difficulty in listening come from four sources: i) the message to be listened to, ii) the speaker, iii) the listener, and iv) the physical setting Most students find it difficult to listen to a message than to read the same message written in their text book, or elsewhere Since they can not control the speed of listening, it becomes a problem, whereas, they can take their time with reading, stopping and going back over the message at will They can even consult a dictionary if they so choose Giving dictations or having the students dictate to each other, I find there are some specific areas of vocabulary that give special problems My students have problem hearing the past tense of regular verbs ending in voiceless sounds such as, 'work, wish, or watch' The final /t/ sound of 'ed' sound is usually omitted when taking dictation so that the

sentence, "I worked hard yesterday." Comes out as "I work hard yesterday."

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The students fail to hear the final voiceless 't' Another problem is liaison (the

linking of words in rapid speech) "What are you going to do tonight? sounds

like, /Whadiyagunnadotanight?/ For the untrained ear liaison presents an

awesome problem

Up to this point, I have dealt with problems students have with listening

It is now time to turn to suggesting techniques for helping them develop more

effective listening skills Foreign-language students usually devote more time to

reading than to listening, and so lack exposure to different kinds of listening It

is tiring for students to spend much of their listening time on interpreting

unfamiliar words and sentences for long periods of time

There are eight characteristics of spoken language which makes listening

Difficult:

(Brown, 2001, p.252)

1 In spoken language, due to memory limitations we break down speech

into smaller groups of words They are called clustering For examples: "a lot

of', "a number of', etc Therefore when listening, learners have to learn to pick

out manageable clusters of words, avoiding trying to listen to every word of the

speech It is not necessary and makes learners become distracted

2 Moreover, spoken language has a great number of redundancies They

are the result of rephrasing, repetitions, elaborations and some insertions such as

"As I have said" and so on At first, learners may get trouble with this They are

easy to be confused However, with some training learners can take advantage

of redundancies to have more time and extra information

3 On the other hand, spoken language also has many reduced forms It

may be phonological, morphological, syntactic or pragmatic like "you're"

instead of "you are", "won't" instead of "will not", or "can't" instead of "cannot"

These reductions are really significant difficulties to the learners, especially

beginners when they start getting to know the full form of English language

4 The next characteristic of spoken language is performance variables

As a result of unplanned action, spoken language consists of a lot of hesitations

6 In listening, learners need to comprehend language delivered at varying rates of speed and delivered with few pauses because they do not have opportunity to stop speaker and listen again many times

7 English is a stress-timed language so it is very important for learners to understand its prosodic features By stress, rhythm, and intonation, listeners can interpret subtler messages like sarcasm, endearment, insult, solicitation, praise, etc

8 The last but not least, interaction is also an element that plays a large role in listening comprehension Language learners should be taught the instruction in the two-way nature of listening They have to learn to continue the process of comprehending Some rules of interaction are negotiation, clarification, attending signals, turn-taking, topic nomination, maintenance, and termination

In short, it is necessary for language learners to understand all of these characteristics of spoken language in order that they get more ease in interaction in general and in listening in particular

2.4 Summary

In conclusion, this chapter mainly summarizes the theories, ideas, opinions related to the listening skills It has presented the relevant literature, which has helped to form the theoretical can conceptual framework for graduation paper The following chapter will display the methodology and finding of the research under the light of all above

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CHAPTER 3 : THE STUDY

This chapter give the full analysis of data collected through the survey questionnaires for teachers and students, interview students on the factors affecting English listening skill of Students class 11th at Nong Cong II high school It shows an attempt to answer the three research questions posed at the beginning of the study

3 The setting of the study

Nong Cong II high school was established in August 1972 in Trung Thanh commune, Nong Cong district, Thanh Hoa province Initially the school had 8 classes, poor facilities, lack of thread, equipment for teaching and learning almost nothing Through the development process, the world systems and the game Nong Cong II have step by step built up the school increasingly strong in size and quality Up to now, the school has built a large, airy, clean, green tree with a spacious office building and two blocks of high-rise buildings with 24 classrooms, enough for 3 blocks (24 classes) to study in one shift At present, there are 60 teachers, teachers are reasonable in structure, sufficient in number, and all meet standards, of which 11 are above standard Over 80% of teachers have won the title of good teacher at the grassroots level, some teachers have achieved the standard of excellent teacher at the provincial level, and many teachers have been awarded certificates of merit from the province, the Ministry

of Education and the Central Union The school has trained tens of thousands

of graduates to serve the construction and defense of the country Many of them have become engineers, bachelors, technicians, senior centers in the armed forces, many people and hold positions in various Party and government levels

In recent years, the school has always strived to achieve good teaching quality as demonstrated by: In the last 3 years of study, the quality of spearhead education and the national high school exam of Nong Cong II high school always ranks in the top 10 among more than 10 100 high schools in the province For example, in the 2015-2016 school year, he ranked 10th in the province in terms of academic excellence, 9th in the results of the national high

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school exam; 2016-2017 school year, ranked 10th for excellent students, 8th for the number of students who scored 27 or more in the national high school exam This is a solid foundation, creating motivation and strength enable the school to continue to innovate to improve the quality of teaching and learning in the coming time

3.1 The participants

3.1.1 The teachers

The school currently has 10 teachers specializing in foreign languages Particularly in grade 11 there will be 4 key teachers Most of them graduated from the Foreign Language Department of Hanoi National University Age between 30 and 48 years old They are all people with experience, expertise and high responsibility in their work as well as in their teaching profession Every year, there are still exams for good English students at school and district levels

in all grades Especially with their rich experience, every year, there are students who win high prizes For example, in 2016 there were 2 11th graders who won first prize at school level It is one of the achievements that deserves to be promoted and thanks to the excellent professional qualifications of the teachers!

3.1.2 The students

The study was conducted with the participation of 63 class 11 students They were between the ages of 16 and 17 The study subject was 63 class 11 students in the 2019-2020 school year at Nong Cong II high school Some of them are 8 years old (3 years of elementary school, 4 years of middle school and

1 year of high school) However, their English is quite similar, making them in rural areas and influenced by the way of teaching him to high school students, students do not have many opportunities to practice their skills especially ELglish is the listening skill Because their skills are still limited and difficult

3.2 Data collection instruments

3.2.1 The survey questionnaire

The questionnaires were designed both for students and teachers because the researcher finds them easy to summarize and analyze the collected data

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Questionnaires for students consist of 14 questions which are specified in the three research questions Therefore, the survey questionnaires for students was delivered to 63 students class 11th at Nong Cong II high school to find information for the three research questions Among the 14 questions, the first part are designed for collecting general information of students, questions of part II aim at finding out the students' attitudes towards rewriting English sentences; questions from part III mainly seek for the current techniques of teaching and learning in listening English sentences for students class 11th , Nong Cong II high school

To guarantee the reliability and the validity of the samples, the questionnaires for learners were directly distributed for learners of students class 11th during their break time in the class and collected right away That meant these learners could pay most attention to answer the questions related to what they had just experienced Before asking the learners to do the survey questionnaire, the researcher briefly stated the purpose and significance of the study and clarified any misunderstanding about the survey questions Beside the written instructions on the handout, oral the instructions and explanations in Vietnamese were presented to avoid any ambiguity In the end, there were 63 students participating in giving responses to the survey questionnaire

3.2.2 The interview

An interview is carried out with 15 students in 2 classes of class 11th at Nong Cong II high school All of them agree to help the researcher helpfully and comfortably This aim to collect students' ideas about the factors affecting the English listening skill and suggestions to improve it

After the interview, the researcher based on the interview results to analyze the data The interview results will be recorded carefully The interview data analysis will be presented with the collected data from the questionnaire in each part

3.3 Data collection procedures

The data collection in the study is derived from students who are in the major class 11 To collect information about the issues of learning English listening skill of class 11 English major students at Nong Cong II hight school ,

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Very important Important

Very important Important

Quite important Not important Quite important

Not important

first of all, 61 copies of survey questionnaires were handed out to students and 6 copies of survey questionnaires were sent to the teacher in the school In addition, three other students were also invited for the interview

When the data collection was accomplished, the data analysis was initiated The results of survey questionnaires revealed students' techniques they use in listening skill

3.4 Data analysis and discussion

3.4.1 The important of listening skill

To research more clearly the opinion of teachers and students at Nong Cong II high School , the second question in the questionnaire is designed to find out their assessment on the importance of listening

Teachers

0%

0%4^0%

16% "V

In conclusion, listening skill is one of the most necessary skills to communicate in the real life In learning a foreign language, it is more and more important to learn this skill

3.4.1.1 The reality of students learning English listening skill

In the part personal information, most of students come from rural areas

It means that many of them did not have much chance to practice English skills

at high school In addition, students recognize that they have learnt English from 7 to over 9 years

Basing on the results teachers' shared that they have over 5 years in teaching English This point outmost of teachers at UTEHY are good and experienced when having many years in teaching and educating

3.4.1.2 The difficulties

The 61 copies of the questionnaire delivered to the learners The data are analyzed in this part of the study in the below tables and charts which show the responses for the questions in the questionnaires Besides, the first question the questionnaires bring a result that according to students' opinion, listening skill is very difficult