A survey into LHU’s english majors’ difficulties in listening and note taking skill and suggested solutions

INTRODUCTION

Statement of the problem

In today's fast-paced society, English serves as a crucial tool for graduates seeking employment in various fields such as translation, teaching, and office work At Lac Hong University, the Faculty of English Language equips students with essential skills for effective English communication through diverse subjects, including grammar and business writing Despite this, many students express significant anxiety regarding their listening skills during exams and in everyday interactions Research conducted at Lac Hong University aims to identify the challenges faced by English majors and propose effective solutions for enhancing their learning experience However, there is a notable gap in studies specifically addressing the difficulties students encounter in listening skills Therefore, this research seeks to explore students' perspectives on their listening and note-taking challenges and to recommend strategies for improvement.

Purpose of the study

This study identifies the challenges faced by students in developing their listening and note-taking skills Through questionnaires, observations, and interviews with teachers and third-year students at Lac Hong University's Faculty of English Language, the researchers provide recommendations for educators and practical solutions for students to enhance their listening abilities and apply them effectively in the future.

Significance of the study

Listening is a crucial component of learning English, alongside reading, writing, and speaking, yet it poses significant challenges for students This study aims to identify the obstacles that hinder students' ability to master English listening skills Additionally, the researchers propose solutions to address these difficulties Furthermore, the research provides insights for teachers to understand the challenges their students face in listening comprehension and to implement effective listening strategies in their teaching practices to enhance students' listening abilities.

The scope of the study

This study is conducted among 78 third-year students, batch 2018 at the Faculty of English Language of Lac Hong University where the researchers are studying.

Research questions

This research is conducted to address the following research questions:

1 What are the difficulties students encounter in learning listening and note- taking listening skill?

2 What are possible recommendations to help the students improve their listening and note-taking skill?

Research hypothesis

This research paper posits that third-year students at Lac Hong University struggle with listening and note-taking skills primarily due to limitations in knowledge, including grammar, intonation, vocabulary, poor preparation, and insufficient diligence.

LITERATURE REVIEW

Theoretical Knowledge of listening and note-taking skills

Listening is defined in different ways by researchers According to Postovsky

Listening is a complex process that goes beyond mere sound discrimination to encompass aural comprehension Goss (1982) describes it as understanding and organizing heard information into meaningful lexical elements Yagang (1993) emphasizes that effective listening involves identifying and comprehending a speaker's accent, grammar, and vocabulary, requiring the listener to perform these tasks simultaneously According to Lynch and Mendelsohn (2013), listening entails recognizing spoken sounds, perceiving intonation patterns, and interpreting the relevance of the information to the topic at hand Despite its importance, mastering listening skills is challenging and demands significant effort, as noted by Robertson (2005), who asserts that listening requires respect and dedication This challenge is particularly pronounced for non-native speakers, as Powers (1986) found that they face greater difficulties in listening activities, especially in understanding lectures delivered at varying speeds and grasping essential vocabulary.

Listening, speaking, reading, and writing are the four essential macro skills in second language acquisition, each encompassing numerous sub-skills Richards (1983) was a pioneer in identifying these sub-skills, proposing 33 micro-skills for conversational listening (CL) and an additional 18 for academic listening to lectures (AL) Building on Richards' work, Rost (1990) further refined the categorization by distinguishing between 'enabling skills,' which help in understanding the speaker's message, and 'enacting skills,' which facilitate appropriate responses to that message.

1 Recognizing prominence within utterances, including

• Discriminating sounds in words, especially phonemic contrasts

• Discriminating strong and weak forms, phonetic change at word boundaries

• Identifying use of stress and pitch (information units, emphasis, etc.) Interpretation

2 Formulating content sense of an utterance, including

• Deducing the meaning of unfamiliar words

3 Formulating a conceptual framework linking utterances, including

• Recognizing discourse markers (clarifying, contrasting)

• Constructing a theme over a stretch of discourse

• Identifying elements that help you to form an overall schema

• Maintaining and updating the context

4 Interpreting (possible) speaker intentions, including

• Identifying an „interpersonal frame‟ speaker-to-hearer

• Monitoring changes in prosody and establishing (in)consistencies

• Noting contradictions, inadequate information, ambiguities

• Differentiating between fact and opinion ENACTING SKILLS

5 Making an appropriate response (based on 1–4 above), including

• Selecting key points for the current task

• Transcoding information into written form (for example: note-taking)

• Identifying which points need clarification

• Integrating information with that from other sources

• Providing appropriate feedback to the speaker

Note-taking is a crucial and challenging skill for students, as highlighted by Piolat (2004), who defines it as the process of recording main ideas in a manner tailored to the listener Ozbay (2005) emphasizes that note-taking involves cognitive processing through several steps, including listening, comprehension, analysis, selection, and writing Howe (2001) notes that without taking notes, learners' attention spans are limited to 10 to 15 minutes; however, effective note-taking can extend this duration and enhance interest and motivation, ultimately leading to better understanding Therefore, it is essential for learners to develop strong note-taking skills.

2.1.3 Difficulties of listening and note-taking

Effective listening is closely linked to proficient note-taking skills, which are essential for students to retain important information from texts Research by Hayati & Jalilifar (2009) highlights this connection, emphasizing that mastering note-taking can significantly enhance one's ability to listen and comprehend effectively.

A study involving 60 undergraduate English majors examined the relationship between note-taking strategies and listening comprehension abilities The findings indicated that students who received instruction on effective note-taking performed better than those who used their own methods or did not take notes at all This highlights the positive influence of structured note-taking on listening comprehension However, it is important to note that certain barriers can hinder students' ability to learn both listening skills and effective note-taking techniques.

Boyle (1984) finds out that listener, speaker, medium, and environment factors are the main causes that affect listening comprehension According to Underwood

Effective listening comprehension faces several challenges Firstly, listeners are unable to control the speed of speech, which can hinder understanding Secondly, the inability to request repetitions of words can lead to significant difficulties Additionally, limited vocabulary knowledge can impede comprehension Furthermore, a lack of contextual knowledge may affect listeners' ability to grasp the material fully Lastly, maintaining concentration on the listening text can be quite challenging for many listeners.

Listening comprehension challenges for learners stem from various factors, including unfamiliar vocabulary, complex grammatical structures, and lengthy spoken passages Additionally, a lack of interest and the expectation for complete answers exacerbate these difficulties Teng (2002) identifies four key factors affecting listening comprehension: listener factors, speaker factors, stimulus factors, and context factors Seferoglu and Uzakgoren (2004) highlight that the type of listening materials can also contribute to comprehension issues, alongside restricted vocabulary, poor grammar, and misinterpretations of tasks (Graham, 2006) Bloomfield et al (2010) and Walker (2014) emphasize that pronunciation discrepancies between spoken and written forms pose significant challenges for students Furthermore, Gilakjani and Sabouri (2016) note additional barriers such as the quality of recorded materials, cultural differences, accents, and the speed and length of listening passages.

Previous studies related to the difficulties of listening and note-taking

Yagang (1993) identified four main sources that contribute to the difficulty of listening: the message, the speaker, the listener, and the physical setting The clarity of the message is often compromised, making it hard for listeners to anticipate the speaker's words and keep pace Additionally, the use of intonation, colloquial expressions, and slang can further obscure meaning Learners may struggle to understand speakers with different voices and intonation patterns, as they are typically accustomed to their teacher's voice A lack of cultural knowledge can also impede comprehension, as language reflects cultural nuances Environmental factors, such as noise and poor audio quality, can distract listeners from the content Buck's research (2001), building on earlier studies by Rubin (1994), Brown (1995), and Lynch (1998), highlights that input characteristics like speech rate, unfamiliar accents, and grammatical complexity, along with task-related challenges, complicate listening and note-taking Tasks requiring detailed processing, integration of information, and differentiation between fact and opinion can be particularly challenging for learners.

In order to overcome the difficulties in listening skills, students need to put in great effort in cultivating their knowledge and listening skills Lynch and Mendelsohn‟s

(2013) stressed that a certain level of linguistic proficiency is required to handle listening comprehension It includes the sound system and grammatical system

Mendelsohn (1994) emphasizes the importance of practicing various listening skills, including the ability to distinguish between similar sounds, manage and comprehend rapid speech, recognize stress and intonational variations, interpret the meanings of different discourse markers, and grasp communicative functions, while also understanding the non-one-to-one relationship between form and function.

The teacher's instruction plays a crucial role in enhancing students' listening and speaking skills A study by Fahmy, Jackson, Bilton, and Linda (1990) at Sultan Qaboos University in Oman examined the listening comprehension challenges faced by non-native English speakers during lectures by native professors The findings revealed that students often missed key cues from lecturers and struggled to identify essential words within the discourse, leading to poorly organized notes This underscores the importance of teacher guidance in helping students develop their listening and note-taking abilities.

Unsolved problems

Research indicates that listening and note-taking pose significant challenges for second language learners While various studies have explored problems and solutions to enhance these skills, there is a lack of research specifically addressing this issue at the Faculty of English Language at Lac Hong University Consequently, effective methods to alleviate students' listening anxiety remain undeveloped This study aims to identify the reasons behind students' difficulties in mastering listening and note-taking skills and to provide practical suggestions to help them overcome these barriers in both classroom settings and future learning experiences.

METHODOLOGY

Aims of the research

This study explores the challenges and viewpoints of students in learning listening skills The researchers aim to provide recommendations to assist students in overcoming these obstacles and enhancing their listening and note-taking abilities.

Research methodology

This study utilizes a qualitative approach to gather and analyze data, focusing on the challenges faced in learning listening and note-taking skills Researchers collected information through questionnaires, observations, and interviews with teachers and students at the Faculty of English Language - Lac Hong University.

Population and sampling

The study focused on 78 third-year English majors from the Faculty of English Language at Lac Hong University, specifically from the 2018 batch (classes 18AV111, 18AV112, 18AV113, and 18AV114) These participants were selected due to their two years of academic experience and four semesters of listening instruction, providing them with a foundational knowledge of listening skills Despite this preparation, many students still struggle with understanding English materials and experience anxiety during listening exams This research aims to enhance their listening abilities and improve their overall learning experience in the English language.

The observation involved two teachers, Mr Hoang Vinh Loc and Mr Nguyen Duc Duy Tan, who instruct Listening 5 to third-year English majors at Lac Hong University.

Following the collection of questionnaires, some students expressed alternative ideas beyond the provided options As a result, these students were chosen for interviews to gain a deeper understanding of their concerns.

Instruments for analysis/research

A survey conducted with seventy-eight students explored their perspectives and challenges in learning listening skills, as well as the methods they employed to practice listening at home.

The class observations were conducted in two teachers‟ classes and concentrated on teaching approaches that the teachers use when they teach listening and note- taking skill

The interviews, with the participation of 78 students, aim to clarify their ideas except for the options that the researchers mentioned in the questionnaire to bring out more accurate conclusions

The study mainly uses these three data collection tools because they can help researchers produce the information most accurately and increase the reliability and validity of the research data.

Procedure

The research was conducted according to the following procedures:

Firstly, the researchers distributed the questionnaires to the population In case the participants could not understand the questions or options in the questionnaire, the researchers explained them immediately

Next, after collecting the questionnaires and considering new ideas from some of the participants, the researchers conducted interviews to elicit more detailed

After obtaining permission from the two instructors of Listening 5, the researchers conducted classroom observations to identify the challenges students face during listening lessons and to analyze the teaching strategies employed by the teachers in developing listening and note-taking skills.

Finally, the researchers analyzed the data from three sources and proceeded to write the complete the study.

FIDINGS AND DISCUSSION

Students‟ perspectives and difficulties in learning listening

listening and note-taking skill

The chart illustrates the difficulties students encounter in developing listening and note-taking skills Survey results indicate that the primary challenge, affecting 25.3% of students, is the significant variation in cultural backgrounds Additionally, 20% of students reported facing issues with unfamiliar content.

Having cultural background differences Not understanding the speaker accent Encountering unfamiliar Vocabulary

Not being able to concentrate on the listening task because of the length of the recording

Not catching up with the speed of the recording

Not recognizing the spoken features of the recordings such as assimilation and linking sounds

Students face challenges in learning listening and note-taking vocabulary, which hinders their ability to complete listening tasks effectively due to uncertainty about what to write Additionally, 19.5% of participants indicated that the speaking speed of the listening texts significantly affects their comprehension of the speakers.

The challenges encountered by students significantly impact their psychology, leading to a fear that undermines their confidence in listening abilities This lack of confidence hinders their progress in enhancing both listening and note-taking skills The chart below provides a detailed insight into the participants' psychological state regarding their learning of these essential skills.

The bar graph presents the feelings of 78 third-year English students at Lac Hong University prior to a long talk Notably, only 2.6% of students reported feeling very confident, while a significant 20.5% expressed feeling very nervous, nearly eight times the confident group Additionally, 19.2% of students felt confident, but the most striking figure is the 57.7% of students who felt anxious before the lecture This highlights that anxiety is a prevalent emotion among participants, underscoring the importance of addressing these feelings in listening and note-taking tasks.

Very confident Confident Nervous Very nervous

Figure 2 Students’ feelings before listening

57.7% solutions to help the students get rid of negative feelings about their listening competence

4.2 The students' awareness of the importance of listening and note-taking skill and their listening practice outside the classrooms

Figure 3 Students’ awareness of the importance of listening and note- taking skill

The bar graph illustrates the significance of listening and note-taking skills among participants, revealing that only 1.3% of students consider these skills unimportant, while 2.5% view them as somewhat important Notably, over half of the students, at 56.4%, recognize listening and note-taking as crucial for effective learning This awareness highlights the essential role these skills play in academic success However, despite this recognition, the data indicates that many students experience anxiety and stress related to their listening and note-taking abilities, which negatively impacts their performance in listening examinations This situation has led researchers to investigate further into the underlying reasons for these challenges.

Research indicates that practicing listening skills at home is crucial for improving students' overall listening abilities, particularly in note-taking Mastering listening and note-taking not only enhances students' listening skills but also benefits their performance in various other subjects.

Students often struggle with confidence in their listening and note-taking skills To investigate this issue, the researcher compiled data on the time students dedicate to practicing these skills at home The findings from the questionnaires reveal key insights into their practice habits.

Practicing time Number of participants Total Percentage

The data reveals that only 14.1% of the 78 surveyed students practice their listening and note-taking skills daily at home, with 11 students engaging in this activity In contrast, 16.7% of students never practice these skills outside the classroom Additionally, a significant 33.3% of students practice once a week This indicates a lack of commitment among students to enhance their listening skills, as they are not dedicating sufficient time to this essential area of study.

Table 1: The amount of time students spend on practicing listening and note-taking at home listening and note-taking skill and build up their confidence in listening competence

Researchers have drawn on previous studies to provide students with effective suggestions for enhancing their listening and note-taking skills The findings are based on a comprehensive survey conducted with a total of participants.

78 students responding to the survey

Watching movies with/without English subtitle

Watching talk shows on TV/ on YouTube channels and try to take note of main ideas in the talks

Learning on the apps: ELSA Speak, Duolingo, Cake, etc

Table 2: Students’ activities to practice listening and note-taking at home

The survey results indicate that the most popular activity among students for improving listening skills is watching talk shows on TV or YouTube, with 51 out of 78 students selecting this option Additionally, 45 students reported that watching movies with or without English subtitles is beneficial for enhancing their listening abilities and note-taking skills Learning through apps like ELSA Speak, Duolingo, and Cake was favored by 20 students, while only 19 students chose listening to English news The data suggests that students prefer engaging websites for developing their listening and note-taking skills, particularly on YouTube, which is widely recognized as an effective learning platform due to its abundance of valuable English content Consequently, learning English through videos has gained popularity for its effectiveness.

Students prefer studying on social networking sites due to their utility, as highlighted in interview 4 The variety of study materials, particularly videos, makes learning English more engaging and less monotonous This active learning approach allows students to pause or replay content at their convenience, enabling them to revisit missed information and verify their notes effectively.

Teachers’ activities No of participants

Selecting certain words, difficult grammatical structures, and expressions to be explained through the discussion about the topic

Asking students to predict the content or what speakers are going to say

Pre-teaching new vocabulary before listening 44/78 Asking you questions to provide you with background information for the listening exercises

Giving instructions on how to find main ideas and detailed information

Explaining the abbreviated grammar terms contained in the listening text

Asking students to note down keywords to work out the main points of the text

Focusing students‟ attention on such things as the speaker„s organizational patterns

Listening to the tape again if there are any questions that remain unanswered during the first or second listening and after the information swap activity

Giving you chances to listen to authentic listening materials such as Ted Task, National Geographic Videos, BBC News, Discovery Channels, etc

Giving more listening practice exercises on the E-learning system

Table 3: Teachers’ activities to help students improve their listening and note-taking

Table 3 presents various activities employed by teachers to enhance students' listening and note-taking skills The findings indicate that students believe pre-teaching new vocabulary significantly alleviates their concerns regarding unfamiliar terms Conversely, the activity perceived as least utilized by teachers is directing students' attention to aspects like the speaker's organizational patterns.

Selecting 17 students is a crucial activity as it aids them in identifying key concepts and significant ideas necessary for addressing questions in listening tasks Consequently, researchers advocate for teachers to enhance their focus on capturing students' attention during class.

The researchers observed listening classes taught by Mr Hoang Vinh Loc and Mr Nguyen Duc Duy Tan, using a checklist for class observation The findings aligned with questionnaire results regarding the teaching methods employed by both teachers to enhance students' listening and note-taking skills This indicates that both educators utilize similar strategies to support student improvement Furthermore, students acknowledged that these activities significantly contributed to their development in listening and note-taking skills, identifying the most effective methods for enhancing their listening abilities.

CONCLUSION AND RECOMMENDATIONS

Conclusion

This study confirms that anxiety, lack of self-confidence, poor preparation, and insufficient effort are primary factors contributing to inadequate listening and note-taking skills among students Most students reported spending minimal time practicing these skills at home, with many not engaging in any practice at all Despite various teaching methods employed by listening instructors, students' diligence remains low, negatively impacting their listening and note-taking abilities The research indicates that students struggle with grammar, vocabulary, and intonation, making listening the most challenging skill to master Additionally, many students fail to fully concentrate during lessons, leading to difficulties in understanding content and distinguishing between main and sub-ideas for note-taking These findings align with the researchers' hypothesis and highlight the significant anxiety experienced by students during listening tasks Ultimately, a limited knowledge base, inadequate preparation, and lack of effort are identified as the key reasons for the deficiencies in listening and note-taking skills among third-year students at the Faculty of English Language at Lac Hong University.

Recommendations

The study reveals that anxiety, lack of initiative in learning, and knowledge gaps are the primary factors contributing to poor listening and note-taking skills among third-year English majors at Lac Hong University To address these issues, the researchers propose several strategies aimed at enhancing students' listening and note-taking abilities.

5.2.1 Recommendations to students 5.2.1.1 Dealing with student's psychological anxiety

Research on alleviating anxiety through listening is limited; however, there is substantial documentation on various support methods for learners during listening comprehension tasks, enabling them to be effectively "modified" (Underwood, 1989, p ).

30) before the missions begin Students who have a lot of anxiety before listening to a long talk or a lecture often undermine their listening performance This fact is understandable Many students feel the pressure because they do not know whether the listening task will be long or short, the speed of recording is fast or slow, which distracts them, so they do not completely focus on the listening tasks and do not fully understanding the content of the text to answer the questions Therefore, to solve the psychological problem, the students must relax their mind before participating in a listening task To feel more confident, the students should review the notes recorded from previous lectures, which will help them remember most of the things they lacked They should also read the questions before the beginning of the listening task to get a brief overview of the topic of the listening task, which can help them eliminate their fear of listening

5.2.1.2 Improving student’s listening and note-taking skills by practice

Third-year students have a valuable opportunity to enhance their listening and note-taking skills at school, but they must also actively practice outside the classroom Effective practice requires daily engagement, starting with 15 to 20 minutes of listening to lectures or talks, and gradually increasing both the duration and speed of the material By accurately writing down what they hear, students can improve their skills consistently Repeated listening helps them recognize the speaker's intonation, leading to better pronunciation and an improved ability to understand native speakers.

To enhance listening and note-taking skills, students should focus on improving their vocabulary, grammar, and structure within various listening lessons Engaging with a diverse range of topics can reduce boredom and provide a rich vocabulary source A survey revealed that many students struggle to write down new vocabulary while listening, leading to confusion and difficulty in following the content Thus, it is essential for students to expand their vocabulary across different subjects to boost their listening comprehension and note-taking abilities.

Sentence structure and grammar significantly impact students' listening and note-taking abilities Understanding parts of speech and sentence structures aids students in completing listening exercises, such as filling in blanks, taking notes, and sentence completion The study's findings indicate that exercises focused on grammar and sentence structure present considerable challenges for students in developing their listening and note-taking skills.

Based on survey data from student responses, the researchers offer suggestions to enhance students' listening and note-taking skills Additionally, they express gratitude for the opportunity to provide recommendations to teachers aimed at improving the quality of instruction in these areas.

Creating a positive and comfortable classroom environment is essential for fostering cooperation and reducing student stress (Bucholz & Sheffler, 2009) An enjoyable atmosphere helps students engage more effectively, as excessive knowledge cramming and lengthy listening tasks can lead to boredom and fatigue Over 90% of students prefer learning in a happy classroom filled with engaging videos on chosen topics Additionally, organizing group or pair activities for listening and note-taking can enhance excitement and participation during lessons.

5.2.2.2 Providing students with visual aids, transcripts and positive feedback during a listening lesson

Teachers play a crucial role in helping students learn to predict information during listening lessons Utilizing visual aids, such as pictures, graphs, diagrams, and maps, can significantly enhance students' ability to anticipate listening content by offering valuable cultural context For many learners, auditory information is complemented by these visual resources, making the listening experience more accessible and engaging.

Transcripts play a crucial role in enhancing students' listening skills by providing meaningful information rather than mere sound or noise (Abbas, Mohammad, 2011) They boost students' confidence and interest in listening lessons, as they feel they are improving and comprehending the material Positive feedback is essential for fostering a successful learning experience, helping to eliminate mental blocks as discussed by Krashen (1982) Conversely, significant failures in understanding can create psychological barriers to effective listening It is vital to diagnose the causes of these failures to implement remedial actions, as ignoring them can lead to confusion and further setbacks for students.

5.2.2.3 Raising meta-cognitive awareness of students

Students can reflect on their cognitive processes while listening and articulate their learning theories regarding English listening skills Activities such as taking listening notes and engaging in pre- and post-listening discussions significantly enhance this reflection These practices encourage students to think critically, not only about the listening content but also about the listening process itself.

Engaging in discussions allows individuals to exchange thoughts and strategies, enhancing their listening skills This process also helps them identify the factors contributing to their successes and failures, enabling the development of effective listening and note-taking strategies.

This study examines the challenges students face in listening and note-taking, highlighting a significant gap between past and present courses It reveals that students often underestimate the importance of note-taking during listening activities and lack strict guidelines for systematic note-taking, leading to neglect when difficulties arise Consequently, further research is needed to explore teaching methods in listening and note-taking courses to enhance students' skills and address their challenges effectively.

Limitations of the research

A research paper highlights the challenges faced by third-year English majors at Lac Hong University in developing listening and note-taking skills, while proposing solutions for both students and teachers to enhance the quality of education However, the study's findings are limited by the small sample size of only third-year students and the varying learning abilities of participants, which may compromise the reliability of the data Furthermore, the applicability of the results is restricted to the Faculty of Foreign Languages at Lac Hong University, as teaching methodologies and student competencies can differ significantly across various institutions.

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Checklist Student‟s difficulties in listening and note-taking

2 Not understanding the speaker accent

4 Not being able to concentrate on the listening task because of the length of the recording

5 Not catching up with the speed of the recording

6 Not recognizing assimilation in the talk

Checklist Skills that teachers use in teaching listening and note-taking YES NO

1 Selecting certain words, difficult grammatical structures, and expressions to be explained through the discussion about the topic

2 Asking students to predict the content or what speakers are going to say

3 Pre-teaching new vocabulary before listening

4 Asking you questions to provide you with background information for the listening exercises

5 Giving instructions on how to find main ideas and detailed information

6 Giving instructions on how to find main ideas and detailed information

7 Asking students to note down keywords to work out the main points of the text

8 Focusing students„ attention on such things as the speaker„s organizational patterns

9 Listening to the tape again if there are any questions that remain unanswered during the first or second listening and after the information swap activity

A SURVEY INTO LHU’S ENGLISH MAJORS’ PERSPECTIVES AND DIFFICULTIES IN LISTENING AND NOTE-TAKING SKILLS AND

We are conducting a research study titled "A Survey into LHU’s English Majors’ Perspectives and Difficulties in Listening and Note-Taking Skills and Suggested Solutions" aimed at enhancing the listening and note-taking abilities of English majors at Lac Hong University Your valuable input is essential for the success of this research, and we kindly request that you answer the following questions honestly Please rest assured that your responses will remain confidential Thank you for your support.

1 How do you feel before you listen to a long talk or a lecture? a Very confident b Confident c Nervous d Very nervous

2 How important do you think the listening and note-taking skills in your study and future career? a Not important at all  b Slightly important  c Important  d Fairly important  e Very important 

3 What difficulties do you encounter when studying listening and note-taking skill? Please choose MORE THAN ONE option a Having cultural background differences  b Not understanding the speaker accent  c Encountering unfamiliar Vocabulary  d Not being able to the concentrate on the listening task because of the length of the recording

 e Not catching up with the speed of the recording  f Not recognizing the spoken features of the recordings such as assimilation and linking sounds

4 How often do you usually practice listening at home? a Every day b Four times a week c Twice a week d Once a week e Never

5 How long do you usually practice listening at home? a 30 minutes b 1 hour c 1 hour and a half d 2 hours

6 Which of the following activities can help you improve your listening and a Watching movies with/without English subtitle  b Watching talk shows on TV/ on Youtube channels  and try to take note main ideas in the talks c Learning on the apps: ELSA Speak, Duolingo, Cake,etc  d Listening to English news 

7 Which of the following activities have your teachers used to help you improve your listening and note-taking skills? Please choose MORE THAN ONE option a Selecting certain words, difficult grammatical structures and expressions to be explained through the discussion about the topic

To enhance listening comprehension, educators can engage students by encouraging them to predict the content or the speakers' messages Additionally, pre-teaching new vocabulary is essential to prepare students for the listening tasks ahead Providing background information through targeted questions further supports students in grasping the material effectively.

To effectively identify main ideas and detailed information, it is essential to provide clear instructions Additionally, it is important to explain any abbreviated grammar terms found in the listening text Encouraging students to jot down keywords will aid them in extracting the main points from the text.

 h Focusing students‟ attention on such things as the speaker„s organizational patterns

 i Listening to the tape again if there are any questions that remain unanswered during the first or second listening and after the information swap activity

 j Giving you chances to listen to authentic listening materials such as Ted Tasks, National Geographic Videos, BBC News, Discovery Channels, etc

 k Giving more listening practice exercises on the E-learning system 

Researcher: How did you feel before listening a task?

Researcher: Why did you feel nervous?

ST1: Because there were many vocabularies i can‟t understand and i could not catch the speed of the task

Researcher: Do you often practice listening at home?

ST1: Actually, i don‟t practice at home Because, i have a part time job after studying at school and i have to complete a lot of homework when i come back home

Researcher: What do you expect from teachers to improve your listening skills?

ST1: I hope the teachers will create an interesting learning environment for students to enjoy learning listening

Researcher: Thank you very much

Researcher: How did you feel before listening?

Researcher: What were the difficulties that you encountered in learning listening?

ST2: Some strange grammar structures and linking sounds made me feel difficult in learning listening

Researcher: What do you usually do to improve your listening skill?

ST2: I usually listen to musics and watch films to learn vocabulary and pronunciation from them This make me more interesting in learning listening

ST2: I hope that beside the lectures in the curriculum, the teacher will add other listening lessons like toeic or ielts to improve students' listening skills

ST3: I felt a little bit nervous

Researcher: Why did you feel nervous?

ST3: Well, some difficult grammars made me confused in listening

Researcher: Do you often practice listening at home?

ST3: Of course, i often practice listening at home by watching English program and enjoy English club

Researcher: Do you think that participating English club can help us improve our listening skill?

ST3: Yes, because there are some foreigners there and they will help us improve our pronunciation and notice the assimilation and linking sound while talking with them

ST3: My teacher is perfect I love him

ST4: I felt confident when I learn listening

Researcher: What were the difficulties that you encountered in learning listening?

ST4: I think grammar structure is difficult to me

Researcher: What do you usually do to improve your listening skill?

ST4: I usually practice listening on the internet, especially, on Youtube channels or videos on Facebook Because, it make me interesting in learning listening with their variety

ST4: I hope teachers will give more exercises to improve grammar weakness for students

APPENDIX 4 RESULTS OF THE QUESTIONNAIRES

1.How do you feel before you listen to a long talk or a lecture?

2.How important do you think about listening and note-taking skills in your study and future career?

Valid Not important at all 1 1.3 1.3 1.3

3 What difficulties do you encounter when studying listening and note-taking skill?

Valid Having cultural background differences

Not understanding the speaker accent

Not being able to the concentrate on the listening task because of the length of the recording

Not catching up with the speed of the recording

Not recognizing the spoken features of the recordings such as assimilation and linking sounds

4 How often do you usually practice listening at home?

5 How long do you usually practice listening at home?

6 Which of the following activities can help you improve your listening and note-taking skill?

Watching movies with/without English subtitle

Watching talk shows on TV/ on Youtube channels and try to take note main ideas in the talks

ELSA Speak, Duolingo, Cake,etc

7 Which of the following activities have your teachers used to help you improve your listening and note-taking skills?

Teachers‟ activities Number of participants Selecting certain words, difficult grammatical structures and expressions to be explained through the discussion about the topic