INTRODUCTION
Rationale
In today’s modern society, English is the most widely spoken language Listening is critical for foreign language learning since it gives language input (Rost,
Effective learning hinges on providing appropriate input for understanding, as highlighted by Cross (1998), who emphasizes that listening is essential for meaningful conversation For language learners, especially those studying English in non-native environments, developing practical listening skills poses significant challenges, making it a particularly difficult skill to master.
Many students, particularly first-year English majors, face significant challenges with listening skills in online learning environments due to the Covid-19 pandemic The transition to remote classes has hindered their ability to develop essential language skills, leading to lower scores in listening compared to other subjects This study aims to identify the common difficulties students encounter while learning listening skills online and to propose targeted solutions to enhance their listening abilities.
As a fourth-year English major, I recognize the importance of enhancing listening skills for students, particularly first-year students facing challenges in online learning By understanding their common difficulties, we can develop effective strategies to improve their online listening skills This insight has motivated my research on listening skill classes tailored for first-year English majors, titled “First-year English major students’ perceptions of online learning for English listening skills: A case study of Faculty of English, University of Foreign Languages, Hue University.”
Aims of the study
- Finding out the perceptions of first-year English major students at Hue University of Foreign Languages about studying listening skills online
- Investigating the difficulties faced by first-year English major students in learning
English listening skills online at Hue University of Foreign Languages
- Providing some solutions to help students overcome their problems.
Research questions
The study seeks to answer the two following research questions:
(1) What are the attitudes of first-year English major students towards studying listening skills online?
(2) What are the difficulties faced by first-year English major students in learning English listening skills online at Hue University of Foreign Languages?
Scope of the study
This exploratory research project examines the perceptions of first-year English majors regarding their learning of listening skills in online classes, as well as the challenges they faced Conducted with 136 first-year students from the English Department at Hue University of Foreign Languages, the study aims to gain insights into these experiences.
Research design
To gather relevant information and evidence for the research, the author employed survey questions, classroom observations, and informal semi-structured interviews The study's recommendations are grounded in the analysis of this collected data.
Structure of the study
This chapter includes the rationale, aims of the study, research question, scope of the study, research design, and structure of the study.
LITERATURE REVIEW
Listening skills
According to Bite (2013), listening skills are essential for efficiently receiving communications It is a combination of hearing what another person says and becoming psychologically involved with the speaking person
According to Walberg (2004), listening skills are vital for learning since they allow students to get insights and knowledge while also interacting effectively with others
According to Sarỗoban (1999), listening is the essential skill of perceiving and understanding spoken language, serving as the initial stage in language acquisition for students In a classroom setting, effective listening occurs through engagement with the teacher, audio materials, or peer interactions, enabling students to interpret and comprehend spoken communication.
Listening, as defined by Bowen, Madsen, and Hilferty (1985), involves attentively interpreting spoken language Students need to effectively hear English discourse, break down the continuous stream of sounds, and organize them into meaningful lexical and syntactic units, such as words, phrases, and sentences, to fully grasp the conveyed meaning.
According to James (1984), listening is interconnected with various language skills and involves a distinct set of abilities that require the aural perception of spoken signals Furthermore, it is important to note that listening is an active process rather than a passive one.
Listening is an active and complex process where individuals interpret spoken language by aligning it with their existing knowledge This understanding is essential for effective communication and is relevant to the focus of this study.
Tyagi (2013) divided the listening process into five steps They are hearing, understanding, remembering, evaluating, and responding
Figure 2.1.1 The listening process https://the-criterion.com/V4/n1/Babita.pdf (Tyagi, 2013, p 2)
Tyagi (2013) explained that "Hearing is the perception of sound waves
To truly listen, one must first hear, but hearing alone does not equate to listening Understanding involves interpreting the symbols we encounter, necessitating an analysis of the meanings behind our perceptions Remembering signifies that an individual has not only received and clarified a message but has also integrated it into their mental repository Evaluating requires the active listener to assess evidence, distinguishing between fact and opinion while identifying any biases present in the message Finally, responding entails the receiver completing the communication process through verbal or nonverbal feedback.
Linguists like Buck (2001) and Brown (1994) distinguish between two types of listening processes: bottom-up and top-down processing According to Brown (1994), bottom-up processing involves students using their linguistic knowledge to comprehend spoken language.
6 distinguish linguistic pieces – vowels, consonants, words, and sentences to build meaning Top-down processing involves learners making predictions about the text based on prior knowledge
According to Manuel (2022), all listening styles, regardless of purpose, can be classified as follows:
The gist refers to the essential information or overarching meaning of a text, whether written or spoken, particularly in the context of language learning It involves students focusing on the general purpose of the content rather than understanding every detail When listening for gist, learners aim to grasp the main ideas by picking up on keywords, tone, and contextual cues, even if they do not fully comprehend each phrase or sentence (Manuel, 2022).
To effectively listen for specific information, students need to be mindful of their objectives both before and during the listening process This approach may involve determining whether the desired information is present in the audio content (Manuel, 2022).
Listening for detail is a crucial skill for students, as it requires them to pay close attention to every aspect of a listening passage without missing any information necessary for completing a task This concept is often confused with listening for specific information, which allows students to focus only on particular segments without needing to grasp the entire content (Manuel, 2022).
This term refers to the form of listening in which we must draw inferences based on what we hear (Manuel, 2022)
According to Rixon (1986), there are two kinds of listening in the classroom: intensive listening and extensive listening
Intensive listening involves closely focusing on a brief audio passage to extract specific information or achieve deep understanding, such as during announcements or weather forecasts Learners often find it challenging to grasp all details in a single hearing, which enhances their listening skills and language comprehension through targeted exercises Short passages allow for repeated attempts at difficult sections and fit well within lesson time constraints, making the process more accessible and engaging This focused approach motivates learners to listen attentively and exert significant effort (Rixon, 1986).
Extensive listening involves engaging with spoken language to grasp broad concepts rather than focusing on specific details This method includes a variety of content, such as long stories or short jokes and poems, utilizing vocabulary that aligns with students' existing knowledge As a result, learners find extensive listening enjoyable and accessible, allowing them to understand the material without the pressure of language practice The diverse and entertaining topics further motivate students to enhance their listening skills and increase their exposure to spoken language (Rixon, 1986).
Listening is the most frequently utilized language skill among the four main skills (Scarcella & Oxford, 1992) According to Wolvin and Coakley (1988), it accounts for a greater portion of daily communication time, both in educational settings and beyond, compared to other verbal communication methods.
According to Rubin (1995), listening poses the greatest processing challenges for second language and foreign language learners, as they are required to simultaneously retain information in short-term memory while actively engaging with the material.
8 understand the information” (p 8) Furthermore, she explained, “Whereas in reading learners can go over the text at leisure, they generally don’t have the opportunity to do so in listening” (p 8)
Under Rost (1991), listening is essential in the language classroom since it provides input for the learner Learning cannot begin unless the appropriate degree of comprehension of information is available
Listening is a fundamental language skill that significantly contributes to education, understanding of the world, and appreciation of human affairs (Bulletin, 1952) In today's era of mass communication, particularly oral, it is essential for students to be trained in effective and critical listening According to second language acquisition theory, language input is crucial for learning a new language, highlighting the importance of listening as a key input skill in a student's language development.
According to Krashen (1985), language acquisition primarily occurs through understanding the linguistic information received, making listening a crucial element in this process Therefore, language educators must focus on developing students' listening skills to enhance their overall language learning experience Implementing communicative teaching strategies that include modeling effective listening techniques and providing practice in real-life scenarios is essential Consequently, prioritizing a "listening-first" approach should be a fundamental principle in foreign language instruction.
Nord (1980) stated that listening is the best approach to learning a language
Online learning
Online learning refers to a method of education where learners are distanced from instructors and utilize technology to access educational materials (Anderson, 2008) This approach employs internet-connected devices like smartphones, computers, and tablets to facilitate the transfer of knowledge It is often preferred over traditional learning methods due to its ability to foster diverse interactions between students and professors Communication is enhanced through various tools and applications, including email, class groups, and online forums This study adopts this definition of online learning to explore its impact on education.
Online learning has been defined in various ways throughout literature, with Khan (1997) describing it as the delivery of education to a remote audience through the Web Carliner (1999) further characterized it as educational content provided via computer However, as the field has evolved, definitions have become less precise, leading Oblinger & Hawkins (2005) to refer to it simply as "fully online learning."
Barone (2020) has defined "An online learning platform as a webspace or portal for educational content and resources that offer a student everything they need
The platform offers a centralized hub for lectures, resources, and networking opportunities, allowing students to connect and engage with peers It also facilitates effective monitoring of student progress by both teachers and learners.
According to Muslem (2021), there are two forms of online learning:
Asynchronous online learning enables students to complete coursework and tests at their own pace without real-time interaction Hrastinski (2008) defines this learning method as a means of delivering knowledge online, fostering connections between students and teachers, even when they are not online simultaneously Interaction in this educational approach often takes place through various media, including discussion groups, blogs, and email.
Asynchronous learning offers students the flexibility to acquire knowledge without the need to attend traditional classes, making it ideal for those with busy schedules Utilizing various platforms such as YouTube, TikTok, WhatsApp, Google Forms, Facebook, and Instagram, learners can enhance their education by accessing a wealth of educational content This mode of learning has proven particularly effective during the coronavirus pandemic, allowing both students and teachers to engage in the educational process anytime and anywhere Through an e-learning environment, students can easily download resources and communicate with instructors and peers, facilitating a seamless online learning experience (Muslem, 2021).
Synchronous online learning enables real-time education, allowing teachers and students to interact simultaneously in a virtual classroom This approach utilizes various tools such as text-based communication, live audio, video devices, and interactive methods to facilitate live online education through webinars Participants engage through text, audio, or video chats, enhancing the collaborative learning experience.
Various platforms such as Zoom, Webex, WhatsApp, Line, and Google Meet offer valuable resources for students and teachers These synchronous learning environments facilitate real-time distance learning, allowing students to engage actively in their education from anywhere (Muslem, 2021).
2.2.3 The differences between online learning and traditional learning
According to Ciccarelli (2020), online learning and traditional learning have the following primary differences:
Table 2.2.1 The differences between online learning and traditional learning
It happens online It happens offline
Students can learn anywhere with an internet connection
Students learn in-person in a physical setting
Take place at any time Adhere to a schedule
Limited socialization and sense of community
Interact with teachers and other students in the classroom
Virtual interaction with course content Hands-on learning
Online material is the major source of information
The trainer is the major source of information
Online learning and traditional learning exhibit more differences than similarities, particularly highlighted during the Covid-19 pandemic when online education gained significant popularity in Vietnam and around the globe.
METHODOLOGY
Context and Participants
Table 3.1 contains specific information about the study participants:
Teaching experience 7 years 5 years 3 years
Academic Qualifications Master Master Bachelor’s degree
Class size (at the time the class was observed) 44 45 42
Levels of Listening proficiency (according to school’s curriculum)
Textbook used Northstar 2 Northstar 2 Northstar 2 Length of the class period 90 minutes 90 minutes 90 minutes
English (10% are English pedagogical students)
The study involved 136 first-year English-major students at HUFL during the second semester of the 2021-2022 academic year, with 131 participants from three observation classes (A, B, and C) and 5 interviewees from outside these classes The majority of the students, 86%, are female, aged between 19 and 20, with 10% specializing in English pedagogy Most students have a strong background in English, having studied the language for at least eight years, including four years in secondary school, three years in high school, and six months at the university level, while some have studied English for ten years or more.
Three teachers (Teachers A, B, and C) and three online classes were selected to conduct classroom observations Teacher A has been teaching for 7 years, Teacher
B has five years of teaching experience, while Teacher C has three years In total, 131 students attended the three observation classes, with full participation in the practical sessions The primary textbook used is Northstar 2, and students are enrolled in Listening 2 during the second semester of their first year.
Data Collection Tools
According to Brown (2001), questionnaires are written tools that present a series of questions or statements for respondents to answer by either writing their responses or selecting from provided options.
In general, questionnaires are used to collect three types of data about the respondents
18 including "factual, behavioral, and attitudinal" (Dửrnyei & Taguchi, 2010, p.5)
This study employed a questionnaire to explore students' attitudes and challenges in learning online listening skills Utilizing this method allows for the convenient and versatile collection of large-scale data (Dürnyei & Taguchi, 2010), ensuring excellent reliability, validity, and consistency in evaluation (Dürnyei & Taguchi, 2010; Taherdoost, 2018) The questionnaire consisted of twenty-three questions directed at 50 students, incorporating three item types: multiple-choice, yes/no, and Likert scale questions The Likert scale format is particularly effective for quickly gathering diverse responses and validating data interpretations (Nemoto & Beglar, 2014) To enhance comprehension and response accuracy, the questionnaire was written in Vietnamese.
• Part II: Students' perceptions towards learning listening skills online
• Part III: Students' difficulties in learning listening skills online
The interview method is a key strategy for collecting qualitative data, as highlighted by Qu and Dumay (2011) Longhurst (2003) identifies three interview types: structured, semi-structured, and unstructured This study employed a semi-structured interview format to gather data through participant responses and behaviors This approach allowed for flexibility, enabling the interviewer to ask spontaneous questions based on interviewees' answers, which encouraged interaction Additionally, it provided a deeper understanding of the research topic (Longhurst, 2003) Five first-year English-major students were interviewed in Vietnamese, with questions designed to complement questionnaire data while exploring students' perspectives on online listening skills and the challenges they face in the learning process.
19 addition, they were asked to provide some ideas for improving listening skills online The specific questions were as follows:
1 Do you like learning listening skills online? Why do you like/dislike learning listening skills online?
2 What are the advantages of taking online English listening classes?
3 What are the disadvantages of taking online English listening classes?
4 Is learning listening skills online effective for you?
If yes, why? What effects does it bring to you?
5 Do you have difficulty learning listening skills online? Can you list some of the difficulties?
6 What did you do to overcome those difficulties?
7 What did you do to improve your listening skill online?
8 Can you suggest solutions to help learn online listening skills effectively?
Classroom observation served as the final method for data collection, where the researcher examined three classrooms using recording files supplied by teachers During these sessions, the researcher meticulously noted and encoded data for future analysis, focusing on the lesson's duration from introduction to conclusion While not actively participating, the researcher gained insights into students' attitudes and identified challenges in the learning process, facilitating a deeper analysis of classroom dynamics.
Data Collection Procedures
In April 2022, a researcher distributed a questionnaire to 50 first-year students from the English department via a Google form shared in the Facebook group “K18 Hue University of Foreign Languages.” All responses were subsequently collected and analyzed.
In the second phase of the study, semi-structured interviews were conducted with five students after analyzing questionnaire data These interviews focused on students' perceptions and attitudes towards online listening skills, as well as the challenges they faced during the learning process The researcher also sought their suggestions for improving online listening skills All interviews were audio-recorded and transcribed for further analysis, with the data collection completed by mid-April 2022.
In April 2022, the researcher contacted three teachers via email to obtain recording files from their online listening classes Upon receiving the recordings, the researcher analyzed the observation data using a specific protocol outlined in Appendix 5, adhering to established criteria Each class was observed for two lessons, with each lesson lasting 45 minutes.
In each lesson, observation focuses on the themes related to students’ attitudes and perceptions demonstrated in their online learning activities
Finally, the data triangle gathered from classroom observations, questionnaires, and interviews are prepared for the data analysis and interpretation process.
FINDINGS AND DISCUSSION
Students' perceptions
To understand students' perceptions of online listening skills classes, it is essential to evaluate their absence rates This metric provides insight into their engagement and participation levels As illustrated in Figure 4.2, the absence rate among first-year students at HUFL highlights key trends in their involvement in these classes.
Figure 4.2 The absence rate of first-year students in online English listening skills classes
According to Figure 4.2, a significant 70% of surveyed students reported that they never missed an online listening skills session, while 20% were absent for 20% to 40% of the sessions, and 10% missed 40% to 60% The majority of students, four out of five, confirmed consistent attendance at all online English listening skills sessions during the observation period across three courses.
24 were full of students In particular, class A had 44 students, class B had 45, and class
C had 42 In fact, the students also attended the online class on time, and there were no late sign-ins
4.1.1 Students' perceptions of learning English listening skills online and face- to-face
Figure 4.3 Students' perceptions of learning English listening skills online and face-to-face
A recent study reveals that 52% of first-year students prefer learning English listening skills online, while 32% opt for a blended approach combining online and face-to-face learning, and only 16% favor traditional face-to-face instruction This indicates a clear preference for online learning among students To gain further insights into these preferences, the researcher conducted interviews to understand the reasons behind students' inclination towards online learning for listening skills.
A student expressed a preference for online listening skills courses, highlighting that the quality matches that of in-person learning, with clearer audio and the convenience of avoiding travel Another student noted that online learning not only saves time for studying but also eliminates the need for commuting, making it an efficient option for mastering English listening skills.
OnlineFace-to-faceCombination of online and face- to-face
Many students find online learning more convenient than traditional schooling, particularly when it comes to developing listening skills For instance, Student D opted for online listening skills training, as it allowed her to study on her computer with greater ease Similarly, Student E echoed the preferences of her peers, stating, "I like learning listening skills online because I don't like going to class." This trend highlights a broader preference among students for online education, largely driven by their aversion to attending physical classes According to James (2022), the simplicity and flexibility of online learning are primary factors influencing students' choices.
4.1.2 Students’ perception of the effectiveness of learning English listening skills omline
4.1.2.1 Comparative effectiveness of online and face-to-face listening classes
Figure 4.4 Students' perceptions of the effectiveness of learning listening skills online and face-to-face
Figure 4.4 illustrates first-year students' perceptions of the effectiveness of learning English listening skills through online versus face-to-face methods Due to university closures during the pandemic, these students primarily experienced online classes, limiting their exposure to in-person learning at the tertiary level Consequently, their responses reflect a preference for online learning in developing listening skills.
A recent survey revealed that 40% of students believe that learning listening skills online and face-to-face is equally effective Meanwhile, 36% feel that online learning is more effective, and 24% prefer face-to-face instruction Despite these differences, a majority of students lean towards the view that both methods are similar in effectiveness One student remarked, "I have never had the experience of learning listening skills directly in class, so I don't know how effective it is However, personally, I think the effect of the two forms of learning is the same."
4.1.2.2 Perceived effectiveness of online listening classes
Figure 4.5 Students' perception of the effectiveness of learning English listening skills online
Figure 4.5 illustrates first-year students' perceptions of the effectiveness of online learning for English listening skills after two semesters of study The researcher inquired, "To what extent do you rate learning English listening skills online as effective for you?" to gather students' evaluations of their online listening skills training.
Not effectiveLess effectiveNeutralEffectiveVery effective
Table 4.1 Descriptive statistics about the perceived effectiveness of learning English listening skills online
To what extent do you rate learning English listening skills online as effective for you?
According to Table 4.1, the average rating for the effectiveness of online English listening skills is M=3.68, SD=1.02, indicating a positive perception among students Interviews reveal that three out of five participants agree that online learning is effective for developing listening skills Student A noted that repeated lectures significantly enhance their listening abilities, while Student B emphasized the active learning experience and the convenience of practicing tasks at home through the LMS Student E highlighted the convenience and reduced boredom associated with online study Overall, first-year students at HUFL perceive online listening skills training as effective, with individual experiences varying Success in online learning is influenced by the alignment of students' multimedia preferences and learning styles with the course materials (Surjono, 2015).
4.1.3 Students' perceived interest in their online English listening sessions
Figure 4.6 Students' perceived interest in their online English listening sessions
Table 4.2 Descriptive statistics of students’ interest in online English listening sessions
How interesting are your online listening classes? 50 1 5 3.28 1.05
First-year students rated their online listening skills classes as interesting, with a mean score of 3.28 and a standard deviation of 1.05 Notably, 46 percent of students found the classes engaging, with one student expressing enthusiasm for attending on Tuesdays due to the teacher's effective lesson design The questionnaire, completed by 50 students from three observation classes, revealed consistent interest levels across the classes, attributed to the teacher's incorporation of gaming elements into the lessons.
Not interestingLess interestingNeutralInterestingVery interesting
To foster excitement in learning, active student participation is crucial, as seen in Class A Teacher B effectively utilizes the Flipgrid application to familiarize students with educational tools, while Teacher C incorporates YouTube videos with English subtitles to maintain engagement during sessions This blend of interactive games and multimedia resources enhances students' English listening skills, ultimately driving their motivation to learn.
❖ Students speaking and asking questions
Figure 4.7 Frequency of students speaking and asking questions during online listening skills classes
Table 4.3 Descriptive statistics on the frequency of students speaking and asking questions during online listening skills classes
How often do you speak or ask questions during online listening classes?
NeverRarelySometimesOftenAlways
Table 4.3 indicates that first-year students frequently engage in speaking and questioning during online English listening classes, with a mean score of 3.08 and a standard deviation of 1.19 Figure 4.7 categorizes student responses from "never" to "always," revealing that their levels of participation are merely average In interviews, Student A expressed her passivity, noting she had only spoken a few times in class Observations of three classes confirmed that few students actively participated, often only responding when called upon by the teacher Overall, it can be concluded that the engagement of first-year students in online listening skills classes is relatively low.
Figure 4.8 Frequency of student distractions in online listening skills classes
Table 4.4 Descriptive statistics of students' distraction frequency in online listening skills classes
Are you distracted during online English listening classes?
NeverRarelySometimesOftenAlways
First-year students frequently struggle with concentration during online listening lessons, as indicated by a mean score of 3.26 and a standard deviation of 1.10 Notably, 38% of participants reported losing focus "often." According to Guijosa (2019), online courses present more distractions compared to traditional face-to-face classes While engaged in online learning, students are prone to divert their attention by texting, checking emails, chatting on social media platforms like Facebook or WhatsApp, watching YouTube videos, browsing the internet, playing video games, or listening to music, all from various settings such as their homes, cafeterias, or libraries.
Research from 2019 indicates that students tend to engage more with music, texting, social media, and internet browsing than with traditional classroom activities This distraction has led to a noticeable loss of focus, as evidenced by instances where teachers had to call a student's name multiple times—often three to four times—before receiving a response.
4.1.4 The advantages of learning English listening skills online
Table 4.5 The advantages of learning English listening skills online
Manually adjusting the speaker volume to hear more clearly 35 70%
Don't feel pressure like studying in class 26 52%
Less affected by outside sounds than listening in the classroom 25 50%
Take notes right on the phone/computer 19 38%
According to Table 4.5, 70% of students prefer the online learning advantage of manually adjusting speaker volume for clearer listening In traditional classroom settings, students often cannot change the volume, relying on the teacher instead This flexibility in online learning significantly enhances the listening experience, as the speaker's loudness greatly affects the session's quality and outcomes Students A, B, and D highlighted this benefit during their interviews.
"In addition to controlling the speaker volume, listening online helps me avoid speaker distortion," student A added
IMPLICATIONS AND CONCLUSION
Conclusions
As previously mentioned, the investigation aims to find out the answers to the following questions:
(1) What are the attitudes of first-year English major students towards studying listening skills online?
(2) What are the difficulties faced by first-year English major students in learning English listening skills online at Hue University of Foreign Languages?
This study investigates the perceptions of first-year students by analyzing factors such as absenteeism, efficiency, enjoyment, and distraction It aims to identify the challenges faced by students by explicitly examining the difficulties they encounter most frequently.
The research findings indicate that most students attended all online listening skills sessions, reflecting their commitment to learning A significant preference for online learning over face-to-face instruction was noted, with many students perceiving both methods as equally effective First-year students, in particular, reported that online learning enhances their engagement and enjoyment, largely due to the integration of gaming elements However, student participation in speaking and questioning remains moderate, suggesting a level of passivity in class interactions Additionally, a notable number of students reported distractions during lessons, often engaging in private work instead.
Many students recognize the advantages of developing online listening skills, with a generally positive attitude among first-year learners towards this method of learning English While some students express differing opinions, the overall consensus highlights the significant benefits that online listening skills offer to their education.
The second research question explores the challenges students encounter while learning listening skills online The primary difficulties identified include a lack of motivation and concentration during classes While some students do not struggle with these skills, an in-depth analysis revealed that most students are proficient in using technology and have stable internet connections However, external distractions, such as car horns and household noises, significantly hinder their online learning experience Additionally, many students face challenges in communicating with teachers, often feeling shy and lacking the confidence to participate actively in class discussions.
First-year students encounter several challenges in developing their English listening skills online, including a lack of motivation, difficulty concentrating during lessons, distractions from background noise, and a deficiency in self-confidence.
Suggestions for teachers and students
Enhancing English listening skills online can be challenging, but incorporating interactive elements like games can boost student engagement Utilizing popular online platforms such as Kahoot, Quizizz, Quizlet, Wordwall, and Nearpod allows teachers to create a dynamic learning environment Additionally, starting lessons with captivating YouTube videos can further pique students' interest and motivate them to participate actively in their learning process.
To enhance student concentration and motivation, teachers should regularly engage students through assignments and questions while incorporating good marks into their test scores Creating a comfortable and enjoyable learning environment is essential to reduce classroom pressure Furthermore, fostering open communication and building rapport with students can significantly boost their confidence in interacting with teachers.
To help students overcome difficulties in the process of learning listening skills online, teachers can consider applying the following methods:
✓ Provide a certain amount of vocabulary needed for different listening topics
✓ Equip the necessary strategies to improve students' listening skills
✓ Select the listening lessons that are more suitable for students' proficiency levels and interest
✓ Suggest and change additional listening materials
✓ Explain more clearly the nature of spoken English and how native speakers talk in the listening lessons
✓ Flexibility in organizing listening activities
To enhance their learning experience, students should cultivate a positive attitude and actively engage in classroom activities by sharing their opinions To improve focus, it's essential to silence phone notifications and refrain from multitasking during lessons Choosing quiet study environments and using headphones can significantly enhance concentration and minimize distractions If a peaceful study space is unavailable at home, students are encouraged to utilize libraries or Learning Resource Centers Additionally, self-motivation is crucial for developing effective listening skills, such as the ability to enjoy foreign films without relying on subtitles or voice-overs.
To improve English listening skills in online classes, students can consider the following methods:
✓ Pay attention to the lecture and take notes carefully
✓ Find out about resources such as workbooks, audio files, and websites that teachers share during the learning process
✓ Directly ask the lecturer about any questionable issues
✓ Listen to the listening audio several times to understand the content clearly
✓ Actively learn from friends' tips to learn listening skills better.
Limitations of the study and recommendations for further research
Despite the researcher's best efforts, flaws in the analysis are inevitable There are a few drawbacks to the current research that must be acknowledged
The study examined the perceptions and challenges faced by 136 first-year English majors at Hue University of Foreign Languages regarding online English listening skills However, the limited sample size may not accurately represent the experiences of all first-year English major students, suggesting that the findings might not be generalizable to the entire freshman cohort.
This study delves into students' perceptions and challenges related to absenteeism, preferences for online versus face-to-face learning, and the effectiveness of online listening skills lessons Additionally, it highlights the importance of exploring other factors such as assignment completion rates and questioning frequency Further analysis of listening comprehension, vocabulary, and grammar can provide deeper insights into the difficulties students face in online listening skills classes.
Future research should focus on the limited studies available regarding EFL students' online learning, especially in the areas of listening, speaking, reading, and writing The surge in online learning during the pandemic highlights critical challenges in acquiring English skills through digital platforms that warrant further investigation.
As a result, future research can concentrate on issues related to online English learning
Listening skills are crucial for mastering English, yet many learners face challenges when developing these skills online To address these difficulties, further research is needed to identify effective online methods for improving English listening abilities Additionally, expanding the scope of data collection in future studies will enhance the generalizability of the findings.
This study aims to enhance the perceptions and address the challenges faced by first-year English majors at Hue University of Foreign Languages in developing their online English listening skills Despite efforts to improve these areas, some shortcomings persist, and the researcher welcomes any feedback and understanding regarding the study's limitations.
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APPENDIX 1: Questionnaire for students (Vietnamese version)
PHIẾU ĐIỀU TRA NGHIÊN CỨU
Xin chào, mình là Hoàng Thị Thảo Trinh, sinh viên năm cuối tại Đại học Ngoại ngữ Huế Hiện tại, mình đang tiến hành khảo sát nhằm hỗ trợ cho luận văn tốt nghiệp với đề tài "Nhận thức của sinh viên năm nhất về việc học kỹ năng nghe tiếng Anh trực tuyến: Nghiên cứu trường hợp tại Khoa Tiếng Anh, Đại học Ngoại ngữ, Đại học Huế."
Việc thu thập dữ liệu từ bảng câu hỏi khảo sát là giai đoạn quan trọng trong nghiên cứu Chúng tôi rất mong các bạn dành thời gian quý báu để hoàn thành khảo sát dưới đây Tất cả thông tin phản hồi sẽ được bảo mật và chỉ sử dụng cho mục đích nghiên cứu Xin chân thành cảm ơn sự đóng góp của các bạn.
• Bạn học tiếng Anh bao lâu rồi? …… năm
II Nhận thức, thái độ của sinh viên về việc học kỹ năng nghe trực tuyến:
1 Giáo viên của bạn sử dụng các nền tảng trực tuyến nào để dạy các lớp kỹ năng nghe tiếng Anh?
2 Tỷ lệ VẮNG của bạn ở các lớp học kỹ năng nghe tiếng Anh trực tuyến là bao nhiêu?
3 Giữa việc học kỹ năng nghe tiếng Anh trực tuyến và trực tiếp trong lớp học, bạn thích hình thức nào hơn?
Kết hợp giữa trực tuyến và trực tiếp
4 Theo bạn, giữa việc học kỹ năng nghe tiếng Anh trực tuyến và trực tiếp, hình thức nào sẽ hiệu quả hơn?
5 Bạn đánh giá việc học kỹ năng nghe tiếng Anh trực tuyến có hiệu quả đối với bản thân ở mức độ nào dưới đây?
(1) Không hiệu quả → (5) Rất hiệu quả
6 Hãy đánh giá mức độ thú vị của các giờ học kỹ năng nghe tiếng Anh trực tuyến của mình
(1) Không thú vị → (5) Rất thú vị
7 Bạn có thường xuyên phát biểu hoặc đặt câu hỏi trong các giờ học kỹ năng nghe trực tuyến hay không?
(1) Không bao giờ → (5) Luôn luôn
8 Bạn có bị mất tập trung trong các giờ học kỹ năng nghe tiếng Anh trực tuyến không?
(1) Không bao giờ → (5) Luôn luôn
9 Học kỹ năng nghe tiếng Anh trực tuyến có những thuận lợi nào? (Có thể chọn nhiều hơn một đáp án)
Không có thuận lợi nào
Có thể nghe đi nghe lại nhiều lần
Có thể tự điều chỉnh âm lượng loa để nghe rõ ràng hơn
Ít bị ảnh hưởng bởi âm thanh bên ngoài hơn so với nghe trong lớp học
Có thể ghi chú ngay trên điện thoại/máy tính
Không cảm thấy áp lực như học trực tiếp trên lớp
III Khó khăn của sinh viên khi học kỹ năng nghe trực tuyến:
10 Bạn gặp những khó khăn nào khi học kỹ năng nghe tiếng Anh trực tuyến? (Có thể chọn nhiều hơn một đáp án)
Không gặp bất cứ khó khăn nào
Thiếu trang thiết bị (máy tính, tai nghe, …)
Chất lượng video và âm thanh kém
Đường truyền Internet không ổn định
Không có động lực học tập
Ít tương tác giữa giáo viên và học sinh
Khác (vui lòng ghi rõ): ……
11 Bạn thường sử dụng các thiết bị gì để học kỹ năng nghe trực tuyến? (Có thể chọn nhiều hơn một đáp án)
Khác (vui lòng ghi rõ): ……
12 Bạn hãy chọn mức độ phù hợp nhất để đánh giá kỹ năng sử dụng công nghệ của mình
(1) Không thành thạo → (5) Rất thành thạo
13 Bạn đánh giá đường truyền Internet của mình trong các buổi học kỹ năng nghe trực tuyến như thế nào?
(1) Không ổn định → (5) Rất ổn định
14 Bạn có thường bị ảnh hưởng bởi tiếng ồn xung quanh trong khi đang tham gia lớp học kỹ năng nghe trực tuyến không? (Nếu có, hãy trả lời tiếp câu 15)
15 Các tiếng ồn đó thường xuất phát từ đâu? (Có thể chọn nhiều hơn một đáp án)
Những thành viên trong gia đình
Các phương tiện đi lại (xe máy, ô tô, xe tải, …)
Động vật (chó, mèo, chim, …)
16 Bạn có gặp khó khăn trong vấn đề giao tiếp với giáo viên trong lớp học kỹ năng nghe trực tuyến không? (Nếu có, hãy trả lời tiếp câu 17)
17 Bạn gặp những vấn đề gì trong giao tiếp với giáo viên dạy kỹ năng nghe của bạn?
Giáo viên không tương tác nhiều với học sinh
Bạn không đủ tự tin để phát biểu trong lớp
Giáo viên không giải đáp thắc mắc của bạn
Bạn không có cơ hội giao tiếp với giáo viên
18 Bạn đã làm gì để cải thiện kỹ năng nghe tiếng Anh ở các giờ học trực tuyến của mình? (Có thể chọn nhiều hơn một đáp án)
Thường xuyên luyện nghe thông qua các video trên YouTube và các trang web như BBC Learning English, TED Talks, …
Xem TV và phim tiếng Anh có phụ đề song ngữ
Nghe nhiều bài nghe với các chủ đề khác nhau
Luyện nghe chép chính tả
Xem chương trình truyền hình bằng tiếng Anh mà không có phụ đề
19 Giáo viên tiếng Anh của bạn đã làm gì để giúp học sinh học kỹ năng nghe hiệu quả hơn trong các giờ học trực tuyến?
Khuyến khích học sinh vận dụng các kiến thức sẵn có của mình vào kỹ năng nghe
Tạo môi trường thoải mái để học sinh trao đổi thông tin trước khi nghe
Cho phép học sinh nghe lại nhiều lần
Giải thích rõ ràng về các ngữ cảnh nghe
Gợi ý cho học sinh các chiến lược nghe thiết yếu cần thiết cho từng loại bài tập nghe
Khai thác các loại tài liệu nghe khác nhau phù hợp với khả năng nghe và sở thích của học sinh
20 Bạn mong đợi giáo viên dạy kỹ năng nghe sẽ giúp bạn vượt qua những khó khăn trong quá trình học kỹ năng nghe ở các giờ học trực tuyến như thế nào?
Cung cấp cho bạn lượng từ vựng nhất định cần thiết cho các chủ đề bài nghe khác nhau
Trang bị cho bạn những chiến lược cần thiết trong việc cải thiện kỹ năng nghe
Lựa chọn các bài nghe phù hợp hơn với trình độ và sở thích nghe của học sinh
Đề xuất và thay đổi các tài liệu nghe bổ sung
Giải thích rõ hơn về bản chất của tiếng Anh nói và cách nói của người bản xứ trong các bài nghe
Linh hoạt trong việc tổ chức các hoạt động nghe
APPENDIX 2: Questionnaire for students (English version)
My name is Hoang Thi Thao Trinh, and I am a final-year student at Hue University of Foreign Languages I am conducting a survey to aid my graduation thesis, which focuses on the perceptions of first-year English major students regarding online learning for English listening skills This study is a case analysis of the Faculty of English at Hue University.
Gathering data through this survey is a crucial step in finalizing a research paper I appreciate your willingness to dedicate some of your valuable time to complete the questions below Rest assured, all responses will remain confidential and will solely be utilized for research purposes Thank you for your valuable contributions.
• How long have you been learning English? …… year(s)
II Students' perceptions towards learning English listening skills online:
1 What online platforms do your teachers use to teach English listening classes?
2 What is your absence rate in online English listening classes?
3 Between learning English listening skills online and face-to-face, which form do you prefer?
Combination of online and face-to-face
4 In your opinion, between learning English listening skills online and face-to- face, which form will be more effective?
5 To what extent do you rate learning English listening skills online as effective for you?
6 How interesting are your online listening classes?
7 How often do you speak or ask questions during online listening classes?
8 Are you distracted during online English listening classes?
9 What are the advantages of learning English listening skills online? (You can choose more than one answer)
Manually adjusting the speaker volume to hear more clearly
Less affected by outside sounds than listening in the classroom
Take notes right on the phone/computer
Don't feel pressure like studying in class
III Students' difficulty in learning English listening skills online:
10 What difficulties do you face when learning English listening skills online? (You can choose more than one answer)
Lack of equipment (computer, headset, etc.)
Poor video and audio quality
Less interaction between teachers and students
11 What devices do you usually use to learn listening skills classes online? (You can choose more than one answer)
12 Choose the most appropriate level to evaluate your technology skills
13 How would you rate your Internet connection during online listening classes?
14 How often are you affected by background noise while taking an online listening class? (If yes, continue to answer question 15)
15 Where does the noise usually come from? (You can choose more than one answer)
16 Do you have difficulty communicating with your teacher in an online listening class? (If yes, continue to answer question 17)
17 What problems do you have in communicating with your English listening skills teacher?
Teachers do not interact much with students
You are not confident enough to speak in class
Teachers do not answer your questions
You do not have the opportunity to communicate with the teacher
18 What have you done to improve your English listening skills in your online lessons? (You can choose more than one answer)
Regularly practice listening through videos on YouTube and websites such as BBC Learning English, TED Talks,
Watch English TV and movies with bilingual subtitles
Listen to many listening tracks with different topics
Watch TV shows in English without subtitles
19 What has your English teacher done to help students learn listening skills more effectively during online lessons?
Encourage students to apply their existing knowledge to listening skills
Create a comfortable environment for students to exchange information before listening
Allow students to listen multiple times
Provide students with essential listening strategies needed for each type of listening exercise
Harness different types of listening material to suit students' listening abilities and interests
20 How do you expect your English listening skills teacher to help you overcome difficulties in learning listening skills in online classes?
Provides a certain amount of vocabulary needed for different listening topics
Equip the necessary strategies to improve your listening skills
Select listening lessons that are more suitable for students' listening levels and interests
Suggest and change additional listening materials
Explain more clearly the nature of spoken English and how native speakers talk in the listening lessons
Flexibility in organizing listening activities
APPENDIX 3: Interview questions for students (Vietnamese version)
Nhận thức của sinh viên
1 Bạn có thích học kỹ năng nghe trực tuyến không? Tại sao bạn thích/không thích học kỹ năng nghe trực tuyến?
2 Lợi ích của việc tham gia các lớp học nghe tiếng Anh trực tuyến là gì?
3 Nhược điểm của việc tham gia các lớp học nghe tiếng Anh trực tuyến là gì?
4 Học kỹ năng nghe trực tuyến có hiệu quả với bạn không?
Nếu đúng thì tại sao? Nó mang lại những hiệu quả gì cho bạn?
Khó khăn của sinh viên
5 Bạn có gặp khó khăn khi học kỹ năng nghe trực tuyến không? Bạn có thể liệt kê một số khó khăn không?
6 Bạn đã làm gì để vượt qua những khó khăn đó?
7 Bạn đã làm gì để cải thiện kỹ năng nghe tiếng Anh ở các giờ học trực tuyến của mình?
8 Bạn có thể đề xuất một số giải pháp giúp học kỹ năng nghe trực tuyến hiệu quả không?
APPENDIX 4: Interview questions for students (English version)
1 Do you like learning listening skills online? Why do you like/dislike learning listening skills online?
2 What are the advantages of taking online English listening classes?
3 What are the disadvantages of taking online English listening classes?
4 Is learning listening skills online effective for you?
If yes, why? What effects does it bring to you?
5 Do you have difficulty learning listening skills online? Can you list some of the difficulties?
6 What did you do to overcome those difficulties?
7 What did you do to improve your listening skill online?
8 Can you suggest solutions to help learn online listening skills effectively?
APPENDIX 5: Protocol of classroom observation
Some codes used for assessment during classroom observation:
SQ Student question: Students ask the teacher questions to ask the teacher to re-explain a previously discussed issue, clarify a concept in the lesson, or find new information
SR Student response to teacher: Students answer the teacher's questions or fulfill the teacher's requests
GW Group work: Students work in groups at the request of the teacher
VO Volunteer: Students volunteer to answer the teacher's questions or do the exercises
HE Hesitant: Students hesitated while answering the teacher
SIC Students interact in the chatbox: Instead of opening the microphone and talking to the teacher, students message in the chatbox of the online learning application
Interview questions for students (Vietnamese version)
Nhận thức của sinh viên
1 Bạn có thích học kỹ năng nghe trực tuyến không? Tại sao bạn thích/không thích học kỹ năng nghe trực tuyến?
2 Lợi ích của việc tham gia các lớp học nghe tiếng Anh trực tuyến là gì?
3 Nhược điểm của việc tham gia các lớp học nghe tiếng Anh trực tuyến là gì?
4 Học kỹ năng nghe trực tuyến có hiệu quả với bạn không?
Nếu đúng thì tại sao? Nó mang lại những hiệu quả gì cho bạn?
Khó khăn của sinh viên
5 Bạn có gặp khó khăn khi học kỹ năng nghe trực tuyến không? Bạn có thể liệt kê một số khó khăn không?
6 Bạn đã làm gì để vượt qua những khó khăn đó?
7 Bạn đã làm gì để cải thiện kỹ năng nghe tiếng Anh ở các giờ học trực tuyến của mình?
8 Bạn có thể đề xuất một số giải pháp giúp học kỹ năng nghe trực tuyến hiệu quả không?
Interview questions for students (English version)
1 Do you like learning listening skills online? Why do you like/dislike learning listening skills online?
2 What are the advantages of taking online English listening classes?
3 What are the disadvantages of taking online English listening classes?
4 Is learning listening skills online effective for you?
If yes, why? What effects does it bring to you?
5 Do you have difficulty learning listening skills online? Can you list some of the difficulties?
6 What did you do to overcome those difficulties?
7 What did you do to improve your listening skill online?
8 Can you suggest solutions to help learn online listening skills effectively?
APPENDIX 5: Protocol of classroom observation
Some codes used for assessment during classroom observation:
SQ Student question: Students ask the teacher questions to ask the teacher to re-explain a previously discussed issue, clarify a concept in the lesson, or find new information
SR Student response to teacher: Students answer the teacher's questions or fulfill the teacher's requests
GW Group work: Students work in groups at the request of the teacher
VO Volunteer: Students volunteer to answer the teacher's questions or do the exercises
HE Hesitant: Students hesitated while answering the teacher
SIC Students interact in the chatbox: Instead of opening the microphone and talking to the teacher, students message in the chatbox of the online learning application
A positive attitude in students is reflected through their active engagement with the teacher and participation in class activities They readily unmute their microphones to respond when called upon, and they openly communicate and share any challenges they encounter with the teacher.
NA Negative attitude: Students have little or no interaction with teachers; students do not respond when the teacher calls their name and hardly participate in-class activities
VHI Very High: More than 75% of students actively participate in learning activities
HI High: Between 50% and 75% of students actively participate in learning activities
MED Medium: Between 25% and 50% of students actively participate in learning activities
LO Low: Less than 25% of students actively participate in learning activities.