Rationale
English has become a vital medium of international communication for both non-native and native speakers worldwide It is no longer confined to English-speaking countries; instead, it plays a crucial role in global trade and travel The growing necessity of mastering English is evident, particularly as it is extensively used in modern technology and media communication, including mobile phones, emails, and the Internet Consequently, English is essential for effective communication in today's interconnected world.
Listening is essential in both language learning and effective communication Many foreign language learners, especially those studying English, aspire to excel in listening skills To master a foreign language, it is vital to focus on the four key skills: listening, speaking, reading, and writing Among these, listening is frequently seen as the most critical and challenging skill for students to develop.
Listening skills have garnered significant attention from language researchers and educators, with numerous studies focused on effective teaching and learning methods However, at the Faculty of English, Hanoi Open University (FOE, HOU), the instruction of listening skills presents considerable challenges These include inadequate facilities, unfamiliarity with teaching methods among instructors, and students' low proficiency levels in vocabulary, grammar, and pronunciation Consequently, students struggle with listening tasks and lack the confidence needed for success Additionally, unengaging learning habits contribute to their boredom and disinterest during listening lessons, further hindering their progress.
The writer's motivation to research listening skills is reflected in the study titled "How to Improve Listening Skills for Second-Year Students at the Faculty of English, Hanoi Open University." This research aims to provide valuable insights and benefits for English learners in their language acquisition journey.
Aims of the study
Students majoring in English at Hanoi Open University encounter several challenges, particularly in developing their listening skills This study aims to explore these difficulties by defining listening skills, outlining their types, and discussing effective teaching methods Additionally, it includes a survey to assess how English students approach learning listening skills and identifies the specific obstacles they face Finally, the study offers suggestions to address the problems related to listening skills.
Scope of the study
A study involving 96 second-year students from the English faculty at Hanoi Open University aimed to identify the challenges these students face in English listening comprehension Additionally, the research explored their attitudes towards listening in English and the preferred channels they use to enhance this skill.
Methods of the study
The study employs various methods for data collection, including qualitative approaches that gather relevant information from existing research, quantitative techniques involving questionnaires and student papers, descriptive methods that outline the theoretical background and present figures derived from questionnaire results, and analytical processes that evaluate survey data and identify issues based on the collected information.
The primary data for the study was collected through a student survey questionnaire, supplemented by direct observation to confirm the findings and gather additional information.
Design of the study
The study is composed of three main parts: the introduction, the development and the conclusion
PART A, Introduction, presents the rationale, aims of the study, scope of the study, methods of the study and design of the study
PART B, Development, is divided into three chapters:
Chapter 1, Literature review, provides definitions, types of listening skills, methods of teaching listening and authentic materials
Chapter 2, Methodology, includes subjects, questionnaire, procedures and data analysis
Chapter 3, Findings and Discussion, is crucial for identifying solutions to enhance students' English listening skills Additionally, it offers valuable recommendations for effective listening resources that can aid students in their learning process.
PART C, Conclusion, presents an overview of the study which is discussed in the graduate paper
LITERATURE REVIEW
Listening skills in the process of language learning
Listening is a crucial component of daily life and a fundamental aspect of communication skills, alongside speaking, reading, and writing Children develop their listening abilities and respond to language before they acquire speaking skills, highlighting the importance of comprehension in effective communication Mastering listening is a complex skill that necessitates thorough research and practice This chapter provides an overview and definitions of listening skills, drawing on insights from renowned linguists.
Listening is a crucial skill for effective communication, essential not only for students but for everyone in daily interactions Unlike hearing, which is a passive act of perceiving sound, listening involves active engagement and immediate analysis of auditory information This distinction parallels the difference between seeing and reading, where seeing is a passive experience and reading demands focused attention Additionally, listening encompasses a "volitional component," as highlighted by Tomatis (2007), emphasizing the importance of both the desire and ability to listen actively.
(comprehension) must be present with the listener for the successful recognition and analysis of the sound
Listening goes beyond merely hearing and comprehending spoken words; it encompasses essential skills such as etiquette, seeking clarification, demonstrating empathy, and offering thoughtful responses.
According to Howatt and Dakin (1974), listening is the skill of recognizing and comprehending the spoken words of others This involves grasping the speaker's accent, pronunciation, grammar, vocabulary, and overall meaning.
According to Rost (2002), listening encompasses several dimensions: it involves receiving the speaker's words (receptive orientation), constructing and representing meaning (constructive orientation), negotiating meaning and responding (collaborative orientation), and creating meaning through engagement, imagination, and empathy (transformative orientation).
According to Bulletin (1952), listening is a fundamental language skill essential for education across all ages It enables individuals to acquire knowledge, understand the world, and develop values and ideals In today's era of mass communication, particularly oral communication, it is crucial for students to be taught effective and critical listening skills.
In conclusion, listening can be defined in multiple ways, but it is universally recognized as essential for effective communication This complex process demands various skills, making it a challenging task for listeners.
Listening skills play a crucial role in language learning and everyday communication, as they enhance comprehension and facilitate effective interactions Developing strong listening abilities is essential for mastering a new language, enabling learners to understand spoken words, grasp nuances, and respond appropriately in conversations Moreover, effective listening fosters better relationships and promotes clearer communication in daily life.
Language learning depends on listening skills since they provide the aural input that serves as the basic for language acquisition and enables learners to interact in spoken communication
Listening is crucial for developing spoken English proficiency, as highlighted by Nunan (1995) It not only serves as a receptive skill but also creates a supportive environment that enhances pronunciation and intonation.
According to the second language acquisition theory, language input is vital for language learning, with listening being a key skill in this process Krashen (1985) posits that individuals acquire a language by comprehending the linguistic information they hear Therefore, successful language acquisition largely depends on receiving comprehensible input, making listening ability an essential factor in obtaining understandable language input.
Listening is crucial in everyday communication and holds even greater importance for students, as it serves as the primary medium for learning throughout all educational stages.
1.1.3 The differences between listening and others skills
Listening and reading are fundamental skills in language acquisition Their significance in the learning process is widely recognized, as effective listening skills can enhance both listening and reading abilities for learners, whether they are foreign or native speakers.
Recent insights suggest that listening comprehension should not be viewed merely as a direct extension of reading comprehension Instead, listening is recognized as a distinct set of skills that requires its own research and understanding Both listening and reading comprehension are defined as receptive skills, involving both physical processes and interpretive, analytical processes.
Effective communication relies on the clear relationship between listening and speaking, as both skills are essential for successful conversations This principle is particularly important in learning English, where students must have opportunities to practice and integrate these skills Traditional teaching methods often focus on listening to conversations and repeating them, which helps learners improve their speaking and pronunciation Ultimately, strong speaking skills enhance listening abilities, creating a cycle of improvement in language proficiency.
Anderson and Lynch (1988) suggest that improvements in speaking depend on successful listening If speaking and listening are separated, the conversation will be broken down
Most linguists and educators share the similar opinion of the characteristics of listening According to Guariento, L.D and Morley, C.V (2001, p.432), the common characteristics of listening are as follows:
Listening skills are closely linked to the characteristics of spoken language, which is often disorganized due to its spontaneous nature Unlike written text, spoken language features impulsive speech, leading to incomplete sentences, paraphrases, hesitations, repetitions, and interruptions Consequently, students who excel in listening tasks with artificial dialogues may not perform as well in real-life listening situations.
Choosing authentic materials
The use of authentic materials in English as a Foreign Language (EFL) classes dates back to the 1970s, influenced by the Communicative Language Teaching Approach According to Martinez (2002), authentic materials are designed for native speakers and not specifically for educational purposes Today, English language teachers prioritize preparing students for real-life situations Peacock (1997) defines authentic materials as those created to serve social purposes within the language community, while Nunan (1999) describes them as spoken or written materials not intended for teaching Widdowson (1990) also contributes to the discussion on the significance of authentic materials in language education.
Authentic materials are resources created for native English speakers and utilized in classrooms in a manner similar to their original context These materials can be either written or spoken For instance, a radio news report can be introduced in class, allowing students to engage in discussions about local pollution issues relevant to their city.
In the field of second-language acquisition, "authentic materials" is a term that varies in meaning among different scholars, leading to multiple definitions The most widely accepted definition in second-language research highlights its significance in the learning process.
(Bacon, 1992; Joiner, 1991; Joiner et al., 1989; Rings, 1986; Rogers & Medley, 1988; Scarcella & Oxford, 1992)
Rings (1986) emphasized that authenticity in a specific text type requires the speaker, situation, and language content to all be genuine Similarly, Rogers and Medley (1988) defined "authentic" as language samples that exhibit naturalness and cultural appropriateness, mirroring how native speakers actually use the language.
This section defines "authentic materials" as language used by native speakers in both oral and written communication It will explore various interpretations of the term from different authors.
1 Herrington and Oliver (2000) suggested a new pedagogical term, called
"authentic learning" This term is directly related to the students' real life and prepares them to face and deal with real world situations
2 According to Herod (2002) authentic learning 'materials and activities' are designed to imitate the real world situations
3 Nunan (1988) defines authentic materials as the materials "which have been produced for purposes other than to teach language"
4 Jordan (1997) defines authentic texts as the ones which are not designed for pedagogical aims
5 Jacobson et al (2003, p 1) sees authentic materials as printed materials, which are used in classrooms in the same way they would be used in real life
6 In other words, Stubbs (1996) defines authentic texts as "actual, attested, and such that they have real authentic instances of use."
7 According to Nunan (2001, 68) authentic materials are "ordinary texts not produced specifically for language teaching purposes."
Teaching materials play a crucial role in learning a foreign language, with a wealth of resources now accessible to everyone The internet serves as a vital and abundant source for authentic materials Gebhard (1996) categorizes authentic materials into three distinct groups.
Utilizing authentic listening and viewing materials such as TV commercials, quiz shows, cartoons, news clips, comedy shows, movies, soap operas, professionally audio-taped short stories, novels, radio ads, songs, documentaries, and sales pitches can greatly enhance language learning and comprehension.
2.Authentic Visual Materials: slides, photographs, paintings, children’ artwork, stick-figure drawings, wordless street signs, silhouettes, pictures from magazine, ink blots, postcard pictures, wordless picture books, stamps, and X- rays
Authentic printed materials encompass a diverse range of items, including newspaper articles, movie advertisements, astrology columns, sports reports, obituary columns, and advice columns Additionally, they include song lyrics, restaurant menus, street signs, cereal boxes, candy wrappers, tourist information brochures, university catalogs, telephone books, maps, TV guides, comic books, greeting cards, grocery coupons, and pins with messages These materials serve various purposes and reflect different aspects of culture and communication.
Harmer (1991) identified three categories of written authentic materials: Authentic texts are created for native speakers and are not intended for language learners Non-authentic texts are specifically designed for language students, often focusing on the language elements being taught Simulated authentic materials are prepared for English learners and aim to mimic genuine written or spoken language.
Teaching methods for listening skills
Over the years, our country's education system has made significant strides, thanks to government policies that prioritize student engagement in the classroom Today, teachers adopt a more approachable demeanor, fostering a respectful environment where learner-centered teaching methods promote a balanced power dynamic in the classroom.
Maryelle Weimer emphasizes that in a learner-centered classroom, power is redistributed according to students' abilities, akin to how parents gradually grant driving privileges to their teenagers While students do not completely control the classroom and teachers retain their instructional responsibilities, the approach involves shared decision-making rather than unilateral authority This shift raises important ethical considerations for educators, challenging traditional notions of teaching and the roles teachers play in the learning process.
Differentiating between unethical power transfer and appropriate decision-making sharing is crucial in education For instance, a teacher misuses authority by allowing inexperienced students to choose a textbook for a sociology course Conversely, a teacher can ethically involve students by presenting a curated list of textbooks that align with course objectives and student learning needs, allowing them to recommend a choice as part of a group project A colleague who employs this method has found that students often choose unexpected texts and provide positive feedback on the textbook's quality Faculty may hesitate to share power due to concerns about students' ability to handle responsibility, but structured input opportunities can help For example, allowing students to select assignments within defined parameters empowers them without relinquishing control over course structure.
This factor significantly benefits students and enhances their learning experience Initially, they tentatively explore their capabilities, seeking feedback and reinforcement As they receive support, their confidence grows, leading to increased engagement with the course and its content, often occurring unexpectedly.
Maryelle Weimer demonstrates that in learner-centered environments, content serves a dual purpose: it establishes a knowledge base and enhances learning In this approach, content is not only a means to achieve learning outcomes but also an end in itself This section further explores the evolving relationship between content and learning, highlights the benefits of this approach, and addresses existing attitudes that hinder faculty from leveraging content to achieve more than just foundational knowledge.
In a learner-centered classroom, content is utilized to enhance learning skills and foster self-awareness, allowing students to engage with material actively rather than passively receiving information from teachers Instead of merely hearing about the work of biologists, students participate in the process by collecting observational data and hypothesizing outcomes from experiments This hands-on approach emphasizes the importance of active learning strategies in promoting the development of learners, enabling them to experience and understand the content firsthand.
The modification of this factor yields significant outcomes, particularly by fostering active learning through a diverse array of strategies that engage students effectively This approach serves as a robust educational tool with proven results, enabling students to enhance their learning skills and better utilize the content As noted in "Learner-Centered Teaching," the integration of active learning and content can be challenging, often resulting in less efficient coverage compared to traditional methods However, the trade-off in efficiency is compensated by increased motivation and the development of essential learning skills To achieve these objectives, students should adopt a developmental mindset, incorporate brief activities into their routines, and build their confidence.
This part tackles something no less scared or central: the role of the faculty member in the classroom
Learner-centered teachers have been described as midwives Ayers (1986) writes,
Good teachers, much like skilled midwives, empower their students by fostering active engagement with the subject matter They understand that learning thrives on discovery and invention, knowing when to step back and observe the learning process unfold Effective educators can guide and support when necessary, but they also recognize that sometimes the most significant learning occurs independently As noted by Maryelle Weimer, their role includes organizing content, generating examples, posing and answering questions, summarizing discussions, solving problems, and constructing diagrams, all of which contribute to a dynamic learning environment.
This is a significant opportunity for students to engage in peer learning without the pressure of a traditional school environment Additionally, teachers play a crucial role in facilitating this experience Students can look forward to exciting lessons every day, enhancing their educational journey.
A learner-centered approach transforms the classroom climate to achieve two main goals: creating an environment that enhances student learning and fostering a space where students can engage in their learning with minimal rules This approach encourages students to take responsibility for their education and supports their development as learners while promoting collaboration among peers Research on conducive learning climates suggests principles that effectively motivate students to embrace their learning responsibilities.
Maryeller Weimer asserts that many college students lack autonomy and self-regulation in their learning, a situation partly influenced by faculty However, educators have the opportunity to foster a more supportive classroom environment that enhances student learning and development In learner-centered teaching, it is our duty to create conditions that promote effective learning.
1.3.1.5 The purpose and process of evaluation
Change in the evaluation arena occurs on two fronts First, evaluation activities are used in ways that enhance their already inherent potential to promote learning
Second, evaluation processes are opened to students in ways that give them opportunities to develop self and peer assessment skills
Incorporating extra credit opportunities significantly reduces student stress and anxiety by providing multiple chances for success As noted by Maryelle Weimer (2002), anxiety diminishes when students face more than just two tests or one paper per term, allowing them to redo assignments or engage in additional work The debate surrounding the merits of extra credit has persisted for many years.
Summary
This chapter has explored key theoretical aspects related to the thesis, including definitions of listening, its significance, distinctions from other skills, characteristics, types of listening, and various teaching methods for developing listening skills These insights serve as a foundation for identifying the challenges associated with teaching and learning listening skills, which will be addressed in the following chapter.
METHODOLOGY
Subjects
Due to the challenges in gathering data from the entire student population, the researcher selected a sample of 96 second-year students for the study Using statistical methods, the researcher aimed to extrapolate findings from these subjects to represent the broader student body The focus of the study was to assess the students' attitudes towards their listening skills in learning.
The study focused on students from the Faculty of English and Modern Languages at HOU, comprising a total of 96 participants, with an age average of 19 years The group included 28 males and 68 females, as summarized in the accompanying table.
Questionnaire
The study aimed to explore students' attitudes toward listening skills through the use of questionnaires This method was selected for its efficiency in gathering data from a large number of respondents quickly, allowing them to complete the survey at their convenience and without any pressure.
Questionnaires (see Appendix) made up of twelve questions was for the students
The study was organized into four distinct groups, each serving a specific purpose The first group focused on gathering information about teachers' teaching methods through two targeted questions The second group aimed to assess students' self-study habits with a set of six questions The third group sought to identify challenges faced in developing listening skills, utilizing two questions for this purpose Finally, the fourth group provided recommendations for enhancing listening skills, also through two questions.
The upcoming section will yield valuable insights for designing a syllabus focused on selecting and developing suitable materials for a future listening course aimed at high intermediate students at HOU.
Procedures
When conducting survey research, researchers must carefully decide on various aspects of the study, including formulating research questions, developing instruments, training data collectors, collecting and analyzing data, and addressing issues related to non-response.
The researcher developed a questionnaire consisting of four question groups aimed at exploring teachers' teaching methods, students' self-study attitudes, challenges in studying listening skills, and recommendations for addressing these issues After creating the questionnaire, it was distributed randomly to second-year students to ensure objective results The students completed the questionnaire within twenty minutes in class, after which the researcher promptly collected the responses and later analyzed the survey results at home.
Data analysis
The article presents a thorough analysis based on survey data, focusing on the reorganization of teaching methods, student self-study, and challenges in the listening learning process Utilizing tables, pie charts, and column charts, the findings are organized according to the sequence of questionnaire questions, allowing for immediate conclusions to be drawn from each figure.
A Group 1: Questionnaire for teaching method
Table 2: Types of materials students provided for listening skills
Choice Kinds of materials Percentage
B Artificial materials provided by teacher 27,92
According to the data, 40.54% of the materials used to enhance listening skills are simplified resources from the course book, while 27.92% consist of artificial materials provided by the teacher Only 10% of the materials are authentic resources sourced from the Internet It is essential for students to first study from the textbook to build a solid foundation before exploring other types of materials Once students have developed a strong background in listening skills, teachers can introduce various listening resources, helping students gain confidence in their abilities.
Graph 1: Kinds of listening equipments in class provided
The chart indicates that the majority of students (65%) utilize radio during their listening lessons, while only a small percentage have access to TV (10%) and video (10%) Additionally, 15% of students use computers for their listening activities Radio remains a prevalent teaching tool in the classroom.
Table 3: Listening technique used by students
Question 3 Which sub – skills do you often use while listening in class (choose more than one) Percentage
D Guessing the meaning of word 46%
The data reveals that 59% of students predominantly utilize the predicting technique, a crucial listening sub-skill, despite their reluctance to apply it Following closely is the note-taking technique, employed by 56% of students, which aids in recording and recalling essential ideas from class Other techniques, such as sound discrimination (7%), comprehending structure (8%), critical listening (8%), and inference (6%), each account for less than 10% This highlights the necessity for students to learn and effectively apply these important listening techniques to enhance their understanding.
Graph 2: The most difficult activity in listening process
The data indicates that only 9% of students consider Pre-listening to be the most important activity in the listening process In contrast, 58% of students report experiencing difficulties during the While-listening phase Additionally, 33% of students believe that Post-listening is the most challenging aspect of developing listening skills.
Pie chart 1: Students’ learning frequency
The survey aimed to assess students' home practice of listening skills Results showed that 64% of students reported sometimes practicing at home, while 16% and 20% chose answers B and D, respectively Notably, no students indicated that they never practice listening skills outside of school However, only 20% of students practice listening frequently, which is a disappointing outcome.
Question 6 How do you practice listening skills? Answer
B Listening to news in English 34%
The researcher aimed to identify the methods students commonly use to enhance their listening skills A significant 52% of students reported that listening to music is their preferred practice, as it allows them to improve their English listening while also relaxing Other popular methods included listening to English news, tapes, radio, and watching movies.
Graph 3: Types of supplementary listening materials students provided for improving listening skills
The column chart highlights the types of supplementary listening materials utilized by teachers, with IELTS being the most prevalent at 44.24% Following closely are radio and TV programs, which account for 37.50% In contrast, TOEFL is the least utilized material, with only 5.76% of respondents indicating its use Additionally, 12.50% of students reported that their teachers incorporate other course books and teacher-developed resources.
Question 8 Which do you prefer to work in class? Answer %
The data indicates that students favor group work (40%) over pair work (37%), highlighting the need for diverse listening activities that align with their preferences This variety allows students to enhance their listening comprehension through different skills Engaging lectures can capture their attention, while monotonous listening tasks may lead to boredom and distraction from the lesson.
To capture students' attention, it is essential to present them with engaging topics across various fields, as this approach effectively promotes the development of their listening skills.
C Group 3: The difficulties in listening skills
Table 6: Difficulties caused by objective reasons
In this section, students reported the frequency with which various issues impacted their listening skills Notably, 46% of students indicated that they consistently struggled with understanding English due to the speech rate Additionally, 56% of participants identified challenges in the second problem.
Different accents of speakers can pose challenges in English listening, particularly when the topics are unfamiliar In a recent survey, 42% of students identified this issue, selecting option C, while 40% chose option B Additionally, the sound condition was recognized as a significant objective problem that frequently complicates listening comprehension.
Table 7: Difficulties caused by subjective reasons
This section aims to investigate the challenges students face when listening to English Notably, 44% of participants indicated that they struggle to understand natural native speech, highlighting that nearly half of the surveyed students experience difficulties in comprehension.
A significant 70% of students indicated that their limited vocabulary negatively impacted their listening skills Additionally, 86% acknowledged that a lack of concentration occasionally hindered their ability to listen effectively Furthermore, 54% of students expressed that they sometimes lost confidence while listening to English, which undoubtedly influenced their overall listening proficiency.
Graph 4: Students’ attitude towards improving English through techniques
Half of the students prefer watching videos made by native speakers that relate to their listening lessons, as it boosts their comfort and confidence while trying to understand the conversation Listening to English songs ranks second among their preferences, providing a relaxing way to engage with listening practice In contrast, only 22% of students express interest in incorporating games into their listening lessons.
Pie chart 2: Students’ need for having modern equipment in class
Summary
This chapter outlines the methodology used in the study, highlighting the selection of a questionnaire as the primary data source A total of 96 second-year students, comprising 28 males and 68 females, were chosen based on specific criteria The analysis of the data revealed the needs and interests of the students, as well as their difficulties in the listening process Consequently, several issues were identified through the questionnaires, and proposed solutions will be discussed in the subsequent chapter.
FINDINGS AND DISCUSSION
Difficulties faced by second year students caused by objective reasons
One significant challenge that students face in developing their listening skills is the speech rate, with 46% of survey participants identifying it as a frequent issue The term "speech rate" refers to the speed at which spoken language is delivered in listening exercises Many learners express frustration, feeling that the information they hear vanishes too quickly for them to effectively decode the message Typically, language learners perceive native speakers as talking too fast, which complicates listening comprehension since students cannot adjust the speaker's pace or pause for clarification This lack of control over the speed of speech contributes to their difficulties in understanding spoken language.
Listeners often struggle to keep up with spoken content, as they become preoccupied with understanding one part of the message and miss subsequent information This can result in students misinterpreting the intended meaning of what the speaker conveys.
In a study, 56% of students reported that various speaker accents complicate their listening experience, with 12% consistently struggling with accent-related issues While some students excel in understanding familiar accents, they often find unfamiliar ones challenging or incomprehensible English, a global lingua franca, showcases significant geographical accent variations; for instance, Australian, American, and British pronunciations differ markedly Within countries, such as the UK and the US, regional accents further diversify the language, creating distinct sounds in areas like Northern England, Scotland, Texas, and New England According to Penny Ur (1984), there is rarely a "wrong" accent, but rather a spectrum of accents that vary from the original learned form, which can create barriers to comprehension for students.
The diversity of English accents can pose significant challenges for students, particularly in listening comprehension Students who struggle to differentiate between accents are more likely to face difficulties in understanding spoken English Therefore, it is recommended that learners expose themselves to a variety of listening materials to become familiar with different accents.
Up to 96% of students find unfamiliar topics to be a significant challenge in the listening process Listening tasks can cover a wide range of subjects, including everyday conversations, economic news, and scientific issues Regardless of the language, a lack of basic background knowledge on a topic can hinder comprehension, making it difficult for listeners to understand speakers Consequently, encountering completely unfamiliar topics, which introduce new words, phrases, or information, can create considerable confusion for students.
The survey results indicate that poor sound conditions significantly hinder students' ability to listen to English effectively Noisy environments distract listeners and impede their concentration, which is crucial for successful listening For instance, attending classes near busy roads or during break times exacerbates these challenges Additionally, the quality of audio materials, such as tapes or disks, further contributes to the listening difficulties Overall, sound conditions emerge as a primary source of listening problems for students.
Difficulties faced by second year students caused by subjective reasons
Data shows that a significant number of students struggle with understanding native speakers, with 32% reporting occasional difficulties, 24% often, and 44% always facing challenges in comprehension Even students who can follow their teachers and listen to recordings still encounter issues, likely due to the rapid pace of native speech, as well as the use of idioms and slang Additionally, natural speech includes hesitations and pauses, with speakers often using fillers like "ah," "well," and "uh," and sometimes repeating phrases or employing ungrammatical structures It is crucial for students to enhance their understanding of native speech to improve their listening skills.
A recent survey revealed that a significant 94% of students struggle with listening to English due to inadequate vocabulary Many students are confined to basic vocabulary, hindering their listening abilities Therefore, expanding vocabulary is crucial for enhancing listening skills and overall communication proficiency.
Mastering vocabulary is essential for all language learners, including those studying English A strong vocabulary enhances listening skills, enabling students to comprehend real conversations and information in listening materials To build a rich vocabulary, it is crucial for students to acquire a foundational set of words and engage in regular practice to expand their language skills.
A significant 86% of students report occasionally losing concentration while listening to English tapes, with 14% stating they consistently struggle with this issue They believe that a lack of concentration significantly complicates their listening experience This inability to focus can result in students missing key information, ultimately hindering their overall understanding of the material.
Students' ability to concentrate is influenced by the interest level of the listening topic; engaging subjects lead to higher focus, while dull topics can cause fatigue Additionally, the duration of the listening activity plays a crucial role; prolonged sessions can lead to tiredness and a decline in concentration, often occurring before the session concludes.
Over 54% of students frequently experience a lack of confidence during the listening process, which significantly hinders their listening skills Poor performance in listening tests can lead to increased anxiety and self-doubt, creating a mental barrier that prevents effective focus and the application of listening techniques To overcome this challenge, it is crucial for students to identify appropriate skills and engage in regular listening practice.
Suggestions for overcoming the difficulties
Effective listening is a crucial skill for successful communication, particularly for students learning English To improve listening skills and achieve better outcomes, it is essential to follow specific steps in the learning process.
Active learner involvement in controlling their listening strategies is crucial for effective listening training, as these strategies enable learners to consciously guide and assess their comprehension and responses.
Research into speech perception reveals that listening comprehension is a complex process that extends beyond simply decoding sounds Rivers (1983b) outlines three crucial stages: first, listeners must discern that sounds represent a meaningful message rather than mere noise, recognizing them as components of a language system Next, they identify sounds alongside their lexical and syntactic forms by segmenting and grouping them Finally, listeners recode the auditory message to store it in long-term memory These stages occur rapidly and overlap, highlighting that listening comprehension is an active cognitive process.
Native speakers and proficient second language learners navigate speech comprehension effortlessly, while lower-level learners often struggle due to limited vocabulary, lack of exposure to diverse accents, and imperfect grasp of language structure These learners must utilize listening strategies to enhance their understanding of spoken communication Brown (1995) aptly likens these strategies to "battle plans," as they are tailored methods for tackling specific challenges, adaptable to different contexts and evolving over time.
O'Malley and Chamot (1990) identified three primary listening strategies: metacognitive, cognitive, and social Metacognitive strategies involve self-regulated learning, including planning, monitoring, and evaluating one's approach to listening For instance, during the planning phase, learners clarify the objectives of a listening task and focus on relevant language input and situational details to enhance comprehension (Vandergrift, 1999) These strategies can be categorized into pre-listening planning, while-listening monitoring, and post-listening evaluation.
Cognitive strategies play a crucial role in understanding and storing information in working or long-term memory for future retrieval These strategies are examined through bottom-up and top-down processing Bottom-up processing involves analyzing incoming data, starting from sounds and words, to decode messages Henner-Stanchina (1987) highlighted that effective listeners leverage their prior knowledge to form hypotheses about texts, integrating new information and adjusting their interpretations as needed Conversely, top-down processing begins with meaning and allows learners to predict language based on contextual signals (Richards, 2008) Chiu (2006) argued that listening comprehension encompasses both processing types Lu (2008) reinforced this view, noting that scholars agree listeners employ both bottom-up and top-down models Furthermore, Thompson & Rubin (1996) demonstrated that university students learning Russian showed significant improvement in listening skills when they received strategy instruction through video-recorded texts compared to those who did not.
Social affective strategies, as defined by Vandergrift (2003), are techniques that listeners employ to collaborate, verify understanding, and alleviate anxiety Habte-Gabr (2006) emphasized that these strategies, which are non-academic in nature, enhance learning by fostering empathy between instructors and students, taking into account emotions and attitudes (Oxford, 1990) It is crucial for listeners to learn how to manage anxiety, build confidence in listening tasks, and enhance personal motivation to improve their listening skills (Vandergrift, 1997) O'Malley & Chamot (2001) noted that among the various management strategies, both social and affective strategies have an immediate impact on the learning environment.
Listening is a complex activity that involves interaction between listeners and speakers to construct meaning based on personal experiences and knowledge By understanding the factors influencing listening, the different levels of listening, and the components of the listening process, students can better recognize their listening skills and engage in effective listening practices According to Karakas (2002), listening activities aim to support learners in interpreting texts and preventing misunderstandings These activities are typically divided into three categories: pre-listening, while-listening, and post-listening.
Pre-listening serves as the essential preparation phase for while-listening activities This stage focuses on providing adequate context to reflect real-life situations and foster motivation Pre-listening tasks are designed to generate interest, boost confidence, and enhance comprehension.
Pre-listening activities play a crucial role in enhancing listening comprehension by providing outlines and teaching key cultural concepts Educators can focus on specific vocabulary, challenging grammatical structures, and expressions to facilitate discussion about the topic Additionally, students are encouraged to predict the content based on their existing knowledge The two main objectives of these activities are to activate students' prior knowledge and set appropriate expectations for the upcoming information, as well as to establish the necessary context for the listening task at hand.
The teacher can implement a listening comprehension activity featuring a conversation between two individuals discussing their daily lives Students are then required to answer true or false questions based on this listening exercise Additionally, a controlled practice activity, such as a drill that reinforces the same structure or vocabulary, can be utilized to enhance learning.
Students encounter language in its natural environment daily, which provides them with valuable context about the linguistic content they are likely to hear Listening to tape recordings in a classroom setting can feel unnatural; therefore, students should practice listening in various real-life situations as often as possible Additionally, teachers play a crucial role in guiding listeners to focus their attention on relevant information, thereby reducing the cognitive load during listening activities Engaging in pre-listening activities, such as discussing the topic, can effectively prepare students for what they are about to hear.
Pre-listening activities play a crucial role in enhancing learner engagement by activating their background knowledge By dividing students into groups to discuss and predict the content based on specific vocabulary and expressions, they become better prepared for the listening task Pre-listening questions not only familiarize students with the topic but also motivate them to engage actively This approach increases their likelihood of becoming successful listeners and participating more in classroom activities.
Active listeners are more adept at constructing clear and accurate meanings from both verbal messages and nonverbal cues As they engage in the listening process, students continuously verify and revise their predictions, making interpretations based on what they hear Listening to a foreign language is particularly intensive, making it crucial for students to have "breath" or "thinking" space between listening segments This pause allows them to assess their understanding and reconsider before re-engaging with the material.
While-listening activities serve to enhance students' comprehension of the speaker's language and ideas, as well as to direct their attention towards the speaker's concepts and linguistic choices.
Summary
This chapter aims to assist second-year students in enhancing their English listening skills through research and practical methods It identifies challenges in developing these skills at HOU, as revealed by the analyzed data The researcher proposes various student-centered listening strategies that cater to students' needs and interests, offering extensive materials and diverse activities These methods are designed to motivate students, improve their listening abilities, and enhance their communication competence in a rapidly evolving world.
Listening plays a crucial role in learning English and is essential in everyday life As one of the four key language skills, teaching and mastering listening is often perceived as the most challenging With the rise of regional and international economic integration, English language learning has gained popularity in Vietnamese universities Nevertheless, many students face listening difficulties that hinder effective communication.
This study aimed to identify the challenges faced in the process of teaching and learning listening skills among second-year students at the Faculty of English, Hanoi Open University.
In Chapter 1, the author provides an overview of listening comprehension, offering students essential insights into the definition and importance of listening This chapter distinguishes listening from other skills, explores its characteristics, and outlines various types of listening and effective teaching methods By the end of this chapter, readers will gain a foundational understanding of listening as a critical skill.
In the next chapter, the author investigates the challenges faced by second-year students at the English Faculty of Hanoi Open University in developing their listening skills This study utilized a survey consisting of twelve questions categorized into four groups: teaching methods, students' self-study habits, difficulties in learning listening skills, and recommendations for improvement The survey included responses from 96 second-year students, revealing that many struggle with listening skills due to factors such as speech rate, speaker accents, limited vocabulary, and a lack of confidence.
In the final chapter, the author highlights the challenges encountered by second-year students during the listening process, drawing on survey results Additionally, the writer offers practical suggestions aimed at helping these students overcome their difficulties and enhance their listening skills.
The researcher aims to enhance the understanding of listening skills, hoping that English major students at Hanoi Open University will find this study beneficial This graduate thesis focuses on identifying the challenges faced by learners and proposing solutions, laying the groundwork for future research in this area.
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This questionnaire is designed to indentify the current situation of leaning English listening skills for students in English Faculty, Hanoi Open University Your cooperation is highly appreciated
Please answer the following questions and circle the answer that you think is/are appropriate
Group 1: Questionnaire for teaching method
1: What type of materials are you provided for improving listening skills
B: Artificial materials provided by teacher
2: What kinds of listening equipments in class are you provided?
Group 2: Questionnaire for students’ self – study
3: Which sub – skills do you often use while listening in class? (Choose more than one)
C: Note – taking D: Guessing the meaning of word
E: Sensing styles and tones F: Sound discrimination
K: Listening for total comprehension L: Critical listening
4: What is the most difficult activity in listening process?
5: How often do you practice listening at home?
6: How do you practice listening skills?
B: Listening to news in English
7: What types of supplementary listening materials are your teachers using in the class?
8: Which do you prefer to work in class?
Group 3: The difficulties in studying listening skills
9: What are objective components that make listening difficult?
(Please put a tick in the box)