INTRODUCTION
Rationale
English has increasingly emerged as a vital global means of communication, playing a significant role in various sectors including aviation, business, services, culture, education, and the economy.
In Vietnam, the emphasis on teaching and learning English has grown, yet many students and teachers still rely on traditional methods At Nguyen Truong To Secondary School, the focus remains heavily on grammar, vocabulary, and structures, despite the Ministry of Education and Training's curriculum promoting a balanced approach with reading, listening, speaking, writing, and language focus Unfortunately, assessments primarily evaluate grammar knowledge and reading skills, leading to insufficient attention on listening and speaking After six months of teaching, it is evident that students who excel in writing and reading struggle with listening to English materials Recognizing that language serves as a communication tool, it is crucial to encourage the development of all four interconnected skills.
The author aims to enhance English listening skills among students by identifying common challenges faced during the learning process This involves familiarizing students with essential aspects of spoken English, such as pronunciation, stress, intonation, linking, and elision, while also exposing them to various accents through authentic materials Consequently, the study is titled “Difficulties in Listening Comprehension of English Majored Students at Grade 8, Nguyen Truong To Secondary School and Feasible Solutions.”
Aims of the study
This study investigates the current state of English teaching and learning for grade 8 students majoring in English at Nguyen Truong To Secondary School, specifically during listening lessons It aims to identify common challenges faced by these students and seeks to enhance their listening skills through targeted tasks that emphasize pronunciation, stress, intonation, linking, elision, and exposure to various accents using authentic materials.
Research questions
This study employs a qualitative research method, utilizing a survey questionnaire directed at students to achieve its research objectives The primary aim is to address specific research questions outlined in the study.
1 What difficulties do English majored students at grade 8, Nguyen Truong To Secondary School face in their listening lessons?
2 What are the possible causes of these students’ difficulties in acquiring listening skill in English?
3 What can be done to help these students overcome their difficulties?
Significance of the study
To effectively learn a foreign language, it is essential for learners to cultivate all four language skills Listening to spoken language plays a crucial role in language acquisition, helping individuals grasp structures and vocabulary Moreover, the development of speaking skills is inherently linked to the enhancement of listening abilities.
Effective communication requires students to comprehend spoken language, which is essential for activities like listening to the radio and engaging with foreign speakers Listening comprehension is a complex skill that many students struggle with while learning English This thesis aims to assist students in enhancing their listening abilities.
Scope of the study
Nguyen Truong To Secondary School caters to gifted students across various subjects, including English, where proficiency levels vary significantly This study specifically examines the challenges faced by eighth-grade students in the English major class, with a focus on enhancing their listening skills The research aims to identify common difficulties and propose solutions to improve students' listening abilities.
Methods of the study
This study employs both quantitative and qualitative research methods, utilizing a questionnaire to gather data The survey targets eighth-grade students majoring in English, aiming to assess their attitudes towards listening lessons, identify the challenges they face, and understand their expectations regarding focused listening tasks.
The survey results prompted a data analysis aimed at proposing applications and suggestions to enhance listening skills in English classes at Nguyen Truong To Secondary School.
Design of the study
The study consists of three main parts: introduction, development and conclusion
Part 1, “INTRODUCTION”, presents the basis information such as the rationale, the aim, the research question, the significance, the scope, the method, as well as the design of the study.
Part 2, “DEVELOPMENT”, consists of three chapters
Chapter one of the literature review explores various perspectives on listening comprehension, highlighting its significance in language acquisition It classifies listening comprehension into distinct categories and outlines the stages involved in the listening process Additionally, it defines the concept of tasks related to listening and discusses the different types of listening tasks The chapter also addresses the challenges faced by language learners in developing effective listening comprehension skills.
Chapter two examines the current state of listening teaching and learning at Nguyen Truong To Secondary School, providing an analysis of the overall educational environment This chapter also highlights data analysis, discussions, and key findings related to the teaching and learning processes at the school.
Chapter three presents major solutions and recommendations to improve students' listening comprehension
Part 3, “CONCLUSION”, summarizes the key issues in the study, points out some limitations and provides suggestions for further study.
DEVELOPMENT
1.1.1 Different views of listening comprehension
Language learning encompasses four essential skills: reading, speaking, listening, and writing, which are interrelated Communication, defined as the exchange of information and attitudes, relies heavily on listening As a crucial second language skill, listening plays a vital role in the language acquisition process, making its development a primary focus for language teachers Furthermore, listening is recognized as a significant area of development in both native and foreign languages, leading to various definitions of the skill.
According to Anderson and Lynch (1988), there are two influential views: traditional view and alternative view.
The traditional perspective on listening has viewed it as a passive receptive skill, similar to reading, where learners simply absorb audio without engaging with the nuances of meaning or the speaker's attitude This approach often results in teachers assessing students' ability to hear and recall sounds rather than their comprehension of the dialogue Consequently, teaching listening in this manner is seen as focusing on sounds rather than meaning Critics Anderson and Lynch argue that this viewpoint is both inappropriate and inadequate, emphasizing the need for a more effective understanding of listening in education.
The alternative perspective views learners as active model builders who integrate new information with their existing knowledge for better understanding This approach highlights the importance of active interpretation and integration of incoming information by listeners, a notion supported by various researchers and scholars in the field.
LITERATURE REVIEW
Listening comprehension
1.1.1 Different views of listening comprehension
Language learning comprises four essential skills: reading, speaking, listening, and writing, which are interconnected Communication, the exchange of information and attitudes, relies heavily on listening, making it a crucial skill in language acquisition Language teachers prioritize the development of listening skills, recognizing their importance in both native and foreign language development Consequently, listening can be defined in various ways, highlighting its significance in the learning process.
According to Anderson and Lynch (1988), there are two influential views: traditional view and alternative view.
The traditional view of listening as a passive, receptive skill, akin to reading, has been criticized for limiting learners' engagement in the listening process In this perspective, students merely listen to recordings without considering important factors such as the speaker's attitude and nuances of meaning Consequently, teachers often assess only students' ability to hear and recall utterances, rather than their comprehension of the conversation This approach reduces listening instruction to a focus on sounds rather than meaning, a notion deemed inadequate by Anderson and Lynch, who argue for a more comprehensive understanding of listening skills.
The alternative perspective views learners as active model builders who integrate new information with their existing knowledge for better comprehension This approach highlights the importance of active interpretation and integration of incoming information by listeners, a view supported by both researchers and other scholars.
According to Littlewood (1981), effective listening necessitates active participation from listeners Listening comprehension involves engaging in a dynamic process of interpreting meaning, which relies on both linguistic cues and non-linguistic knowledge.
Effective listening comprehension is enhanced when listeners can grasp the speech of native speakers at a natural pace According to Chastain (1976), understanding does not require attention to every single word; instead, listeners should concentrate on the overall message They can infer the meanings of unfamiliar words through context and should leverage their background knowledge to connect prior information with new insights from the spoken text.
Listening is an active process where individuals focus on specific aspects of auditory input to construct meaning, relating new information to their existing knowledge (Bentley & Bacon, 1996) This process involves applying both linguistic and non-linguistic knowledge to incoming sounds, as comprehension occurs when the input aligns with the listener's prior knowledge (Gary Buck, 2001; Faerch & Kasper, 1986).
From the teacher's perspective, listening comprehension activities in English as a foreign language (EFL) classrooms aim to enable learners to derive meaning from both verbal and non-verbal cues These activities also facilitate the recognition of cultural differences between the learners' native language and English, helping to eliminate potential cultural misunderstandings that could hinder the interpretation of non-verbal information.
Listening is defined by Wolvin and Coakley (1985) as “the process of receiving, attending to and assigning meaning to aural stimuli,” highlighting that it is a complex problem-solving skill Beyond merely perceiving sound, effective listening involves comprehension of meaning, aligning with second language theory This theory views listening to spoken language as an active and intricate process where listeners concentrate on specific aspects of aural input, construct meaning, and connect what they hear to their existing knowledge (O’Malley & Chamot, 1989).
According to Yagang (1993), listening is the skill of recognizing and comprehending spoken language, which includes interpreting a speaker's accent, grammar, and vocabulary while also grasping the intended meaning A proficient listener can effectively perform these four tasks at the same time.
Listening is an active process that involves constructing meaning from a stream of sounds, utilizing the listener's knowledge of phonology, semantics, and syntax It is essential for receiving, attending to, and understanding auditory messages conveyed through sound.
Listening is a crucial activity where learners focus on understanding spoken language In the past, methods like Grammar Translation and Structural approaches prioritized written language over spoken forms However, today, the significance of listening and speaking has gained global recognition due to the necessity of effective communication Successful communication is now defined by the interlocutor's ability to comprehend the message conveyed.
Successful conversations require students to comprehend spoken language, as noted by Adrian Doff (1995:198) Consequently, when learning a foreign language, it is essential for learners to cultivate their listening skills both independently and in conjunction with other language abilities.
Effective listening requires us to decipher the meaning behind speakers' words, considering the context in which they are used It's essential to go beyond merely understanding the words; listeners must actively process and interpret the messages conveyed.
Listening, speaking, reading and writing are the four skills of what is called
Effective communication is an indivisible process that encompasses both speaking and listening, which are interdependent yet distinct Listening plays a crucial role in language learning, as one must first comprehend the information conveyed before expressing their own viewpoints If the listener fails to engage or understand the speaker's message, communication breaks down, highlighting the importance of active listening in oral exchanges.
Listening is a crucial method for language acquisition, significantly aiding in the learning of vocabulary and structures (Doff, 1995) Rivers (1986) emphasizes that teaching spoken language comprehension is vital for effective communication Learners in English-speaking countries often achieve fluency more quickly due to constant exposure to the language However, many language learners struggle not only to express themselves but also to understand spoken language Developing listening skills is a long-term process that requires explicit instruction When students are taught effective listening strategies, they can better understand, interpret, evaluate, and respond to spoken language Increased exposure to the language accelerates their learning process.
Listening stages
The teaching of a listening text typically involves three key stages: the pre-listening stage, the while-listening stage, and the post-listening stage Each of these stages serves distinct purposes and incorporates specific activities to enhance the listening experience.
The pre-listening stage is crucial for preparing learners by providing them with background knowledge related to the listening text Without this preparation, students may struggle to comprehend even familiar sounds or words due to a lack of understanding of the topic or context Therefore, it is essential to inform students about what to expect before engaging in listening tasks As Penny Ur (1984) emphasizes, giving students insight into the content, situation, and speakers prior to listening enhances their comprehension Supporting this perspective, Mary Underwood (1990) also highlights the importance of this preparatory phase in effective listening instruction.
"Before listening, students should be "turned in" so that they know what to expect, both in general and particular tasks This kind of preparatory work is generally described as
"Pre-listening" work or just "Pre-listening" In general, pre-listening stage is to help listeners feel as in real-life listening situation in their native language.
The pre-listening stage is designed to prepare students before they engage with the audio passage, maximizing their comprehension and retention This initial phase serves crucial purposes, including activating prior knowledge, setting expectations, and enhancing focus on the upcoming content.
Encouraging students to engage more deeply with listening texts can significantly enhance their active listening skills When learners can connect the content of what they hear to their personal experiences, they become more motivated to pay attention to the speaker.
To activate or build students' prior topical and linguistic knowledge It is important for students to be able to relate what they already know to the speaker's content.
Activating students' prior knowledge about a speaker's topic allows them to predict and connect new information with what they already know, enhancing the relevance and understanding of the material.
Setting clear purposes for listening transforms students into active listeners, enhancing their comprehension and retention Initially, teacher guidance may be necessary to help students define these purposes When students understand their listening objectives, they engage more willingly and confidently, knowing what is expected of them.
Narrowing down the topic helps capture students' attention by activating their prior knowledge, providing them with specific expectations and a clear purpose for listening.
To provide an opportunity to gain some knowledge, which helps the students follow the text?
To increase students’ confidence so that they stand a better chance of being successful.
To effectively prepare students for listening activities, teachers can introduce the topic, provide background information, and offer clear instructions Additionally, students may benefit from guidance on the structure of the listening material, engaging in discussions about the topic, examining related images, or reviewing questions beforehand These strategies help students concentrate on key points by narrowing their expectations and activating prior knowledge The selection of activities should consider factors such as available time and materials, class abilities, student interests, and, importantly, the nature of the listening text.
The while-listening stage consists of activities designed for students to engage with the text as they listen, helping them extract essential information from spoken language.
This stage aids students in recognizing the nuances of language through pronunciation, stress, rhythm, and intonation, enabling them to use auditory models for imitation It fosters an understanding of the differences in word pronunciation when spoken in context versus isolation, as well as the connection between written and spoken forms Additionally, it equips non-native listeners with the skills to predict and match their auditory experiences with their expectations, allowing them to interpret the overall meaning of utterances as they would in their native language.
According to Penny Ur (1984), teachers can enhance while-listening activities by focusing on listening for perception at both the word and sentence levels, as well as listening for comprehension This includes various forms of engagement, such as listening without responding, making short or longer responses, and using listening as a foundation for study and discussion.
Effective while-listening activities must be both engaging and appropriately challenging for students Firstly, they should capture students' interest through relevant topics, suitable content, and manageable lengths to prevent boredom and maintain motivation Repetitive tasks can lead to disinterest, so variety is essential Secondly, these activities must align with the students' capabilities to avoid demotivation from failure Adjusting the difficulty level with appropriate support during the pre-listening phase can help ensure that while-listening tasks challenge advanced learners without discouraging those who may struggle.
When selecting while-listening activities, teachers should consider several key factors, as highlighted by Underwood (1990) These include the ability to adjust the difficulty level as necessary, the ease of implementing activities that require oral responses from students, and whether the tasks can be completed with the teacher present or as independent study, either in a listening center or at home Additionally, it is important to identify materials or ideas for post-listening work and to provide immediate feedback on students' performance in the tasks.
To conclude, "Good while-listening activities help learners find their way through the listening text and build u p the expectation raised by the pre-listening activities". (Mary Underwood, 1990:46).
The post-listening stage involves activities conducted after the listening task is completed These activities can either extend the work initiated during the pre-listening and while-listening phases or may only loosely connect to the listening text This stage holds significant importance and serves various purposes through its associated activities.
Post-listening activities serve several essential purposes: they assess students' comprehension of the material they have just listened to, identify reasons for any misunderstandings, and allow students to reflect on the speakers' attitudes and delivery Additionally, these activities help expand on the topic and language presented in the listening text, facilitate the application of learned concepts to different contexts, and prepare students for upcoming work.
To achieve these mentioned purposes, the following are possible activities:
The teacher give the answers orally, or show the answer on the black board.
Listening tasks
The term "task" has various definitions provided by different authors, and it can be categorized into two main types: target tasks and pedagogical tasks.
According to Nunan (1989), target tasks involve the use of language in real-world contexts, while pedagogical tasks are those conducted within the classroom Target tasks emphasize non-linguistic outcomes that reflect everyday communication, describing what individuals might say in daily interactions When these real-world tasks are adapted for the classroom, they take on a pedagogical nature Nunan defines a communicative task as classroom work that engages learners in understanding, producing, or interacting in the target language, focusing primarily on meaning rather than form Additionally, these tasks should possess a sense of completeness, functioning independently as a communicative act.
Richards (1986) defines a pedagogical task as an activity that arises from processing or understanding language, such as drawing a map while listening to a tape or following spoken instructions Incorporating diverse tasks in language teaching enhances communicative competence, as it gives students a meaningful purpose for classroom activities beyond mere language practice.
According to Willis (1996), tasks are distinct from grammatical exercises because they allow learners the flexibility to utilize various language structures to accomplish their objectives, without predetermined forms.
In the view of Bygate, Skehan, and Swain (2001:288) “A task is an activity which requires learners to use language, with emphasis on meaning, to attain an objective.”
From the mentioned above viewpoints related to the definition of the term
Pedagogical tasks are defined by their emphasis on communicative language use, prioritizing meaning over grammatical form However, grammatical form remains important These tasks are goal-oriented, initially focusing on meaning and later on form, and are contextualized to support teaching and learning The interrelation between meaning and form highlights that grammar serves to help language users convey various communicative meanings.
In second language teaching, the emphasis shifts from traditional language structures to task-based learning, where students engage in specific tasks or problem-solving activities This approach prioritizes the task itself over grammar, positioning it as a central component of the lesson Consequently, tasks are increasingly recognized as instructional segments aimed at achieving linguistic outcomes or as frameworks for research and classroom learning.
Authentic tasks should closely mirror the original intent of the text For instance, we listen to train announcements to know the departure time of our train, and we pay attention to directions to successfully reach our destination.
Challenging tasks can easily demotivate students, especially during their initial attempts However, by guiding them step-by-step towards understanding complex texts, they will become more comfortable with difficult material As they experience gradual success, students will cultivate a stronger sense of achievement and reduce their stress when facing challenging situations in the real world.
Students often rely on teachers to simplify challenges and provide assistance While it is natural for educators to want to alleviate their students' struggles, it is crucial to resist the temptation to do the work for them By stepping in too readily, we risk undermining their ability to reach their full potential and achieve success independently.
When designing tasks for students, teachers should prioritize the purpose of the text to guide the assignments This approach fosters students' abilities to comprehend and process information they hear, rather than merely focusing on achieving high scores.
Adrian Doff (1988) emphasizes the importance of preparing students for listening tasks to enhance their focus He suggests two effective strategies: providing simple tasks and guiding questions For instance, when students listen to a trainer's personal story, teachers can either have them take notes on specific details, such as hometown and interests, or pose targeted questions like, "Where did he stay?" and "What does he say about the river?" Both methods serve to direct students' attention, giving them a clear purpose for listening and aiding their comprehension of key points.
Adrian (1988) also suggests some types of task for teachers when designing listening tasks for listening texts.
Listen and choose a picture that fits the meaning of the listening text.
Listen and reorder the sentences according to the content of the listening text.
Listen and draw or follow a map.
Listen and note down the main information, produce a summary.
Listen and express opinions on what you have heard.
Comprehension check questions are the most prevalent listening activities in language classes, often appearing as multiple-choice, true/false, or open wh-questions While these tasks have their place, they do not reflect the spontaneous nature of real-life listening experiences Students rarely engage with media like TV or radio using formal questions, which limits their ability to process and understand spoken language in meaningful contexts This disconnect becomes evident when students face unpredictable language outside the classroom, making it challenging for even advanced learners to navigate real-world situations Consequently, traditional classroom methods fail to equip students with the necessary skills to handle authentic communication effectively.
Language learners’ difficulties in listening comprehension
Listening is often regarded as the most challenging of the four language skills, with many learners struggling with various aspects of listening comprehension These challenges are closely linked to the unique features of spoken language.
Underwood (1990) identifies seven potential problems learners often encounter in their learning listening
Inability to control the speed of the speaker : Mary Underwood (Teaching Listening,
According to Longman (1989), language learners often struggle with listening comprehension because they become so focused on deciphering one part of the spoken content that they miss subsequent information Many English students find it challenging to keep pace with a speaker's speed, resulting in a feeling that spoken words vanish before they can grasp their meaning Unlike written texts, where they can revisit and analyze words, learners tend to attempt to understand every spoken element This difficulty in processing information can lead to missing significant portions of discourse, ultimately hindering their listening skills.
Inability to get things repeated : Another difficulty connected with controlling the
"input" (what the speaker says) is that the leaner is not always in a position to get the speaker to repeat an utterance.
Listeners often face vocabulary limitations that require them to guess the meaning of unfamiliar words or phrases based on context While native speakers can utilize context clues effectively, foreign language learners may find new vocabulary to be a significant barrier, causing them to pause and miss subsequent parts of the conversation This challenge is exacerbated when learners focus more on accuracy than fluency, prioritizing language forms over their functional use in communication.
Effective communication relies on recognizing verbal signals that indicate transitions, examples, or repetitions Foreign listeners often overlook these cues, making it crucial for students to be trained to identify them In formal contexts, speakers may introduce new points with phrases like "Secondly " or "Then ", or they might employ pauses, changes in volume, or varied intonation to emphasize their messages.
Interpretation issues can significantly impede communication, particularly for students lacking familiarity with the context Those from different cultural backgrounds may struggle to accurately interpret non-verbal cues such as facial expressions, gestures, nods, and tone of voice, leading to potential misunderstandings.
Inability to concentrate significantly hampers comprehension, as even brief interruptions in listening can disrupt understanding Students are more likely to focus when the topic is engaging or familiar; however, if they struggle to follow every word, the listening process becomes exhausting Additionally, factors such as inadequate equipment, poor audio quality, and unsuitable environments for listening can further hinder concentration.
Establishing effective learning habits is crucial for students in English lessons Teachers often emphasize careful repetition and pronunciation, which can lead students to focus on understanding each word individually However, this approach may cause anxiety and discouragement when learners encounter unfamiliar words or phrases, ultimately hindering their ability to comprehend spoken English in real-life situations.
Within this light, Brown (2001) points out eight following characteristics of spoken language which make listening difficult.
In teaching listening comprehension, it is essential for educators to assist students in identifying manageable clusters of words, as these clusters significantly aid in grasping the overall meaning of spoken utterances.
Redundancy in conversation often involves more words than necessary to convey a message, manifesting as rephrasing, repetition, elaboration, self-correction, or filler phrases like "I mean" or "you know." While it may seem excessive, this redundancy serves a purpose by allowing speakers to clarify their thoughts and providing listeners with extra information and time to process what is being said It is essential for teachers to make listening learners aware that not every new sentence or phrase introduces new information, encouraging them to recognize the signals of redundancy.
Reduced forms : beside redundancy, reduced forms like morphological contractions (He'll - He will); syntactic (elliptical forms like "when will you be back?"
The use of reduced forms in language, such as "tomorrow, maybe" or pragmatic expressions like "Mum Phone!" can create challenges for classroom learners who are accustomed to the complete structures of English These reductions can lead to misunderstandings and hinder effective communication in educational settings.
Performance variables such as hesitations, false starts, pauses, and corrections can hinder learners' comprehension To overcome these distractions, learners must focus on training themselves to listen for meaning effectively.
Colloquial language : learners who have been exposed to standard written
Colloquial language, including idioms and slang, can be challenging for non-native speakers, especially when spoken quickly Factors such as pauses and hesitations can help slow down speech, making it easier to understand.
The prosodic features of the English language, including stress, rhythm, and intonation, play a crucial role in comprehension As a stress-timed language, English can pose challenges for learners due to the rapid flow of syllables between stressed points Moreover, intonation patterns are essential for interpreting not only basic elements like questions and statements but also for grasping nuanced messages such as sarcasm, endearment, insults, solicitations, and praise.
Interaction : interaction plays a large role in listening comprehension.
Effective conversation adheres to essential interaction rules such as negotiation, clarification, and turn-taking Mastering the art of listening involves not only hearing but also responding appropriately, fostering an ongoing dialogue of mutual engagement.
In conclusion, the challenges learners frequently encounter while listening to English texts have been discussed The theoretical insights into listening comprehension shed light on the difficulties faced by learners when processing spoken language.
PRACTICAL RESEARCH
Overview of current listening teaching and learning situation in Nguyen
Nguyen Truong To Secondary School in Hanoi caters to gifted students across various subjects, including mathematics, physics, and languages With 27 classes and nearly 800 students aged 11 to 15, the school maintains an average class size of 35 Admission requires students who have completed six years of primary education to pass a challenging examination in mathematics, literature, and their chosen specialization Once enrolled, students are encouraged to excel in both social and natural sciences, with a particular emphasis on their specialized subjects Notably, the school offers three English-major classes, providing students with five English periods each week, which is two more than typical secondary schools.
Participants
This study focuses on 70 eighth-grade students majoring in English at Nguyen Truong To Secondary School, where the majority are female and the minority are male All participants share a similar background, having completed upper primary school and successfully passed the entrance exam for admission to Nguyen Truong To Survey questionnaires will be distributed to these students across two classes.
Students are enrolled in English lessons using the "English 8" course book, which features 16 units organized by topic for two terms Each unit includes a dedicated listening period, incorporating theme-based and task-based approaches The book offers a diverse array of listening texts and tasks designed to enhance students' listening skills effectively.
Research method
Using survey questionnaire allowed the researcher to collect the data in
The researcher utilized both quantitative and qualitative methods, allowing for straightforward summarization, analysis, and reporting of the data, as all students responded to identical questions Additionally, the informants were given the chance to share their perspectives on teaching and learning listening skills at the school.
Instrumentation
The student questionnaire, consisting of 10 closed and open-ended questions in English, aims to identify the factors that hinder listening lesson comprehension, assess students' preferences for pre-listening activities, and evaluate the benefits derived from teachers' pre-listening strategies Additionally, it encourages students to express their expectations from educators The insights gathered will enable the researcher to propose practical solutions to enhance students' English skills.
To ensure the reliability of the data gathered from the questionnaire and identify any gaps, the researcher conducted class observations in two selected classes, 8A3 and 8A6, where the questionnaire was administered These classes were chosen based on the same criteria that guided the selection of the study subjects.
The researcher conducted two observations in different classroom units, each lasting 45 minutes During these sessions, all teacher and student activities were monitored, with a particular focus on the pre-listening stage A checklist was utilized to document the teacher's pre-listening activities, as well as student involvement and attitudes.
Procedure
The process of collecting data was carried out in the following phases.
A total of 70 English questionnaires were distributed to students in classes 8A3 and 8A6, with nearly all participants agreeing to complete the survey Ultimately, 65 questionnaires were available for analysis after accounting for 5 unreturned copies and several incomplete responses.
Secondly, the researcher conducted class observations in two classes (8A3 and 8A6) in two different listening lessons The class observations were all recorded in the checklists made by the researcher
The survey and class observations revealed the listening comprehension challenges faced by grade 8 English major students at Nguyen Truong To Secondary School Based on these findings, several recommendations are proposed to enhance their English listening skills.
Data analysis and discussion
2.6.1 Students’ attitudes towards listening skill
The data indicates that a significant majority of students recognize the importance of listening skills in English, with 34% deeming it very important, 50% considering it quite important, 13% viewing it as little important, and only 3% finding it not important at all This awareness likely stems from their understanding of the necessity of English in today's world and its crucial role in achieving successful communication in the long term.
Question 2: How much experience do you have in listening English?
Question 2 is about the experience that the students have in listening, a majority of students (70%) admits that they have little experience in listening while only 22% of the students think they have quite much experience to study listening skill well Only 8% consider that their experience is too poor to understand the listening texts and none of them think that they have very much experience in listening This proves that the teacher will have to provide the students with more chances to practice and improve their listening skill
In response to the question about the types of listening texts experienced at school, students indicated that conversations and songs are the most prevalent, accounting for 30% and 20% respectively Following these, descriptions, announcements, and lectures each represent 10% of listening activities Stories and news are similar, with 7% and 8%, while instructions are the least common at only 5% Notably, teachers often select listening materials from various sources that they deem appropriate for English majors to enhance their practice.
Question 3: At school, what types of listening texts have you already listened to?
The analysis of students' listening activities reveals that approximately 30% engage in three primary types: true/false, answering questions, and gap-filling, all showing similar participation rates In contrast, only 12% of students report involvement in alternative listening activities, such as drawing, following maps, completing charts, and note-taking.
Question 4: What types of listening activities have you already done?
The researcher observed two classes (8A3 and 8A6) during different listening lessons (Unit 1 and Unit 3) and noted that all three teachers incorporated various pre-listening activities This indicates the teachers' recognition of the significant benefits these activities provide for student performance Consequently, it is essential for teachers to diversify listening tasks and activities tailored to different texts, as this not only enhances engagement but also fosters effective listening skill development among students.
2.6.3 Students’ comment on factors causing difficulties in their learning listening
Question 5 was designed with a view to finding out factors which cause difficulties to students in learning listening (Which factors make it difficult for you to do your listening tasks?).
Question 5: Which factors make difficulties to you in listening?
Table 5 and Chart 5 reveal that 38% of students struggle with the speaking speed of the speaker, while 19% find different accents to be a significant challenge Additionally, 26% of students are impacted by their limited vocabulary and structures, whereas only 8% face issues with grammar A small percentage, 4% and 5%, attribute their difficulties to unfamiliar topics and inadequate listening equipment, respectively.
Question 6: Which reasons for not being able to catch up with the speaker?
D Listening accents and pronunciation of speakers and teachers
A significant number of students struggle to keep up with speakers due to various reasons Approximately 38% of students attempt to listen to every word in the listening text, while 30% translate the spoken content into Vietnamese Additionally, 27% attribute their difficulties to the fast speaking speed of the speaker The remaining 5% cite differences in accent and pronunciation between the speaker and their teacher as a contributing factor.
2.6.4 Students’ difficulties in listening to English texts
Question 7 was designed with a view to finding out what students think about unfamiliar words or structures Looking at the table and chart below, we can easily realize that almost of students ( 60%) admit that new words and structures are very difficult to understand, and 25 % of the students believe that it is rather difficult for them to understand all new words and structures in the listening texts Meanwhile, 7% of the students see that unfamiliar words and structures are little difficult, they can understand almost of them, even 8% have enough confidence to state that they do not feel uncomfortable with the new words and structures which are not difficult at all All these figures can be collected through answers to question 7 (What do you think of unfamiliar words or structures in listening?)
Observations of listening lessons in classes 8A3 and 8A6 revealed that teachers effectively utilized pre-teaching techniques for new vocabulary and grammatical structures At Nguyen Truong To Secondary School, both teachers and students preferred using pictures to teach new vocabulary The findings indicated that most students listened attentively and showed significant interest in the pre-teaching activities focused on vocabulary and grammar.
Question 7: What do you think of unfamiliar words and structures?
A study revealed that 82% of students believe their pronunciation is inadequate for comprehending listening texts, while only 9% feel confident in their pronunciation skills Additionally, another 9% express pessimism, stating their pronunciation is too poor for understanding This highlights students' awareness of the significant role pronunciation plays in listening acquisition and indicates a pressing need for enhanced pronunciation support.
Question 8: What do you think of your pronunciation in listening acquisition?
2.6.5 Teacher’s strategies to improve the students’ English listening skill
Question 9: Which strategies have been used to motivate your
A Predicting what is going to listen
B Listening for and taking note
C Guessing the meaning of words based on the listening text.
In response to question 9 regarding strategies for enhancing English listening skills, 14% of students predict upcoming content, while a significant 56% find that listening for and noting key stressed or repeated words greatly aids in extracting necessary information Additionally, 18% of students often infer word meanings from the listening context, and 12% employ guessing techniques to determine answers.
2.6.6 The students’ expectation to their teachers
Question 10 (What do you want your teachers to do to help you deal with listening difficulties?) was designed with a hope to find out the students’ expectation for their teachers.
Question 10: What is your expectation to teacher to help you deal with listening difficulties?
B Showing you the strategies that will work best for the listening purpose and the type of text.
C Building comprehension checks into in-class and out-of-class listening assignments
F Describing the content and format of tests
G Proving you with necessary words before listening
H Proving you more listening techniques applied in your listening lessons.
I Proving you with more listening exercises to practice.
According to the data presented, 15% of students prefer their teachers to incorporate authentic listening tasks in exercises to enhance their listening skills, while 10% seek guidance on effective strategies tailored to the listening purpose and text type Additionally, 15% expect comprehension checks in both in-class and out-of-class assignments, and 16% believe that announcements and homework can aid their listening practice A smaller portion, 7%, thinks that detailing the content and format of tests will improve their outcomes Furthermore, 12% of students desire well-designed listening tasks to facilitate practice, with the highest preference at 25% for receiving necessary vocabulary before listening activities Lastly, 10% of students emphasize the importance of learning more listening techniques during lessons No alternative opinions were expressed.
Major findings
From the above analyzed data, we can see the current situation of teaching and learning listening in the English majored classes of grade 8 at Nguyen Truong To Secondary School
Students recognize the significance of listening skills in language learning and express a strong interest in enhancing their listening abilities They demonstrate positive attitudes towards improving this essential skill.
Teachers recognize the significance of incorporating diverse listening activities to enhance the engagement of their listening lessons They dedicate considerable time to sourcing appropriate listening materials for their English major students, aiming to effectively develop their listening skills.
Students face significant challenges in developing their listening skills, primarily due to unfamiliar vocabulary and structures, varying accents, and the speed at which speakers communicate.
Secondary students, especially those at Nguyen Truong To Secondary School, face significant challenges in keeping pace with the speaker's speed They often focus on deciphering the meaning of each individual utterance in the second language, striving to comprehend every word As a result, their attention on one segment leads them to miss subsequent parts of the conversation.
Many students felt that their vocabulary and grammatical structures were inadequate for understanding spoken language This led them to attempt to grasp every word they heard, resulting in panic whenever they encountered unfamiliar terms or phrases.
The questionnaire results highlight that, in addition to the previously mentioned issues, unfamiliar accents significantly hinder students' ability to learn English listening skills This challenge leads to feelings of nervousness and confusion, making it difficult for students to concentrate on listening tasks Many students struggle to extract information due to elements of connected speech, such as linking and elision, often mistaking words for others.
Students recognize the significant influence of pronunciation, stress, and intonation on their listening skills However, more efforts are required to support these learners effectively.
Students lack familiarity with incomplete sentences in spoken language, indicating a need for more instruction on English structures, particularly in spoken form Additionally, background noise significantly impacts their listening abilities, either aiding them in inferring ideas or hindering their concentration on the listening context necessary for information retention.
Overcoming challenges in developing listening skills requires significant time and effort from both teachers and students The upcoming chapter will present suggestions and recommendations derived from a literature review and analyzed data, aimed at enhancing the quality of listening skill instruction for English teachers and students at Nguyen Truong To Secondary School.