INTRODUCTION
Rationale
Fluency in English is essential for success in today’s world (Hall, 2012) This shift emphasizes the importance of communicative competence over mere linguistic knowledge English has become pervasive across various aspects of daily life, highlighting the evolving landscape of language learning, teaching, and assessment.
Effective communication in contexts such as business, finance, banking, science, technology, popular culture, media, and international relations is crucial, as highlighted by Hall (2012) Without the ability to utilize grammar, vocabulary, and pronunciation effectively within these specific domains, the true value of language skills cannot be recognized.
Vietnam's entry into the WTO has increased the demand for strong English language skills among workers and students Despite numerous language enhancement projects, education officials acknowledge that foreign language teaching in Vietnam has been deemed a "failure." Experts attribute this to a fundamental misunderstanding of the subject, leading to ineffective teaching methods Consequently, many college students achieve high exam scores yet struggle to apply their language skills in real-life situations Traditionally, English has been viewed merely as a subject to memorize rather than a tool for communication The National Foreign Languages 2020 project aims to reform the curriculum and teaching methods, shifting the focus from test preparation to practical language use.
The National Foreign Languages 2020 project in Vietnam, aligned with the Common European Framework of Reference for Languages (CEFR), has been in implementation since 2008, currently in its second phase (2011-2015) At Hue University of Foreign Languages, students are taught and assessed based on CEFR standards This raises questions about their preparedness for CEFR, their perceptions of its language proficiency criteria, particularly in listening, and how they adapt their learning methods Additionally, it is important to explore the advantages and disadvantages of learning English under CEFR and whether students can achieve the required standards in the future To address these concerns, a study on English as a Foreign Language (EFL) is being conducted.
3 rd year students' awareness of CEFR requirements in learning listening at Hue University of foreign languages (HUFL).
Research significance
This study highlights the challenges of learning listening skills under the CEFR framework at Hue University of Foreign Languages Its findings provide valuable insights that may predict the success of the National Foreign Languages 2020 project Additionally, the recommendations offered will aid in enhancing the teaching and learning of listening at foreign language universities, particularly at the institution studied Furthermore, the paper serves as a resource for educators and trainers to assist students in overcoming obstacles in the learning process, ultimately improving their listening abilities.
Research aims
1 Investigating EFL 3 rd year students' awareness of CEFR requirements in learning listening at Hue University of foreign languages in Vietnam
2 Giving some suggestions in order to improve students‟ listening skills and reach C1 level of their English language proficiency.
Research scope
This study examines the awareness of CEFR requirements among students learning listening skills at Hue University of Foreign Languages in Vietnam The research includes participation from 6 English teachers and 150 third-year EFL students.
Research questions
The project is particularly carried out to answer the following questions:
1 What do EFL students think about CEFR‟s requirements in learning listening?
2 What are the factors that affect students‟ awareness about learning requirements?
3 What are recommendations for students to achieve C1 listening level?
Research structure
Five chapters are included in this study
In the introduction chapter, I address key questions regarding my investigation, including the purpose of my research and its potential impact on my thinking I will outline the scope of my study and my objectives, along with the research questions that will guide this initial chapter.
Chapter 2: Literature review and theoretical background
The main content of Chapter 2 is to review all the materials related to the topic as well as the previous research
In chapter 3, participants, research methodology, data collection and data analysis would be presented
This chapter will analyze the data from the interviews and questionnaires
Chapter 5: Conclusion, implications and suggestions
In the final chapter, I will summarize the key findings of the study and point out some of my implications and then the suggestions for further research.
LITERATURE REVIEW AND THEORETICAL
Introduction
This chapter provides a comprehensive overview of listening, covering its definition, significance, and process It discusses the implementation of the Common European Framework of Reference for Languages (CEFR) within Vietnam's National Foreign Languages 2020 project Additionally, it defines the purpose, levels, and specific listening requirements at the C1 level of the CEFR The chapter also examines various factors that influence English as a Foreign Language (EFL) students' awareness of CEFR requirements, including presage, process, and production factors, alongside a review of previous research in this area.
Overview of listening
There are a number of different listening definitions According to Underwood (1989:1), listening is "the activity of paying attention to and trying to get meaning from something we hear"
In 2002, Rost emphasized that listening comprehension involves an inferential process where linguistic knowledge and world knowledge work together This interaction allows listeners to form a mental representation of auditory information, utilizing both bottom-up and top-down processes to enhance understanding.
Widdowson (1990) defines listening comprehension as a process where achieving a precise alignment between intention and interpretation is unlikely, and we may not recognize it even if it occurs This highlights that listening poses significant challenges for language learners striving for communicative competence, while simultaneously presenting considerable difficulties for language researchers studying the phenomenon.
In brief, listening is a component of language skills including a number of
“sub-skills” It is more than simply hearing; it is “decoding” sounds and
Listening is a crucial communication skill, often regarded as the most frequently utilized language skill according to researchers like Morley (1999) and Scarcella & Oxford (1992) Bird (1953) highlighted the importance of listening, revealing that female college students devote 42% of their verbal communication time to listening, compared to 25% for speaking, 15% for reading, and 18% for writing This underscores the significant role listening plays in effective communication.
In 1980, Bird highlighted the importance of listening in communication, revealing that college students dedicated 52.5% of their verbal communication time to listening, while only 17.3% was spent reading, 16.3% speaking, and 13.9% writing Mendelsohn (1994) further supported this by indicating that listening accounts for 40-50% of communication, with speaking at 25-30%, reading at 11-16%, and writing around 9%.
A 1991 study indicated that the academic success of international students in the United States and Canada was more dependent on reading skills than on listening comprehension, particularly among those in fields like engineering, psychology, chemistry, and computer science Consequently, the emphasis on listening in classroom instruction has been overshadowed by reading and writing Nevertheless, Dunkel acknowledged the crucial role of listening in individuals' lives, especially for students, as it serves as a fundamental tool for learning throughout all educational stages Before students engage with written materials, they first receive oral instruction from their teachers, highlighting the necessity of listening as a prerequisite for effective learning.
Listening is often mistakenly viewed as a passive skill, with individuals merely sitting in a language lab, listening to pre-recorded dialogues, and answering related questions (Ahmadi & Gilakjani, 2011) This perception overlooks the active engagement required in the listening process.
Aderson and Lynch (1988) identified that the listening process for both first (L1) and second (L2) languages incorporates top-down and bottom-up elements These essential processes converge to create an interactive listening model, resulting in three distinct types of listening processing.
Bottom-up processing involves the learner attempting to connect the initial sounds of a new word to their existing vocabulary to infer its meaning As additional sounds are heard, the listener systematically narrows down the options until they identify the most accurate match for the input sounds In summary, this approach necessitates a foundation of linguistic knowledge.
Top-down processing involves the learner utilizing their background knowledge to understand a message In listening, this means the listener actively reconstructs the speaker's original meaning by using new input as clues Essentially, top-down processing is triggered when background knowledge is activated.
In listening skills, both bottom-up and top-down processing have limitations Comprehending a text involves an interaction between the listener's prior knowledge and the material presented Effective understanding relies not only on linguistic knowledge but also on the listener's familiarity with the content If the incoming information is unfamiliar, the listener may struggle to activate relevant schemata and rely solely on linguistic knowledge Additionally, even if a schema is triggered, it may not align with the speaker's expectations, leading to potential misunderstandings Therefore, an overreliance on top-down processing can hinder comprehension.
The interactive process combines top-down and bottom-up processing to enhance listener comprehension by leveraging the strengths of both methods At advanced proficiency levels, these processes work together compensatorily, allowing learners to fill in gaps in understanding through activated schemata and confirmed predictions Even in one's native language, individuals do not perceive every detail of a message; instead, both processing types operate concurrently to bridge gaps as the message unfolds Ultimately, the listener's intent influences which processing method takes precedence (Vandergrift, 2004).
Implement of the Common European Framework of Reference for Languages (CEFR) under National Foreign Languages (NFL) 2020 project in Vietnam
Languages (CEFR) under National Foreign Languages (NFL) 2020 project in
To assess teachers' language proficiency, the Ministry of Education and Training (MOET) required thousands of educators across 30 provinces and cities to take a test last year This test, developed in accordance with CEFR guidelines, evaluated their listening, speaking, reading, writing skills, and overall use of English.
The Ministry of Education and Training (MOET) in Vietnam mandates that high school teachers attain a C1 skill level, while elementary and middle school teachers are required to reach B1 and B2 levels, respectively However, a recent assessment revealed alarming language proficiency levels among educators, with only approximately 10% meeting these standards, as noted by Nguyen Vinh Hien, the Deputy Minister of Education and Training (Thanhniennews, December 26, 2011).
A question may be raised whether unqualified teachers can train learners with qualified English proficiency Certainly, the answer is incapable
Colleges and universities play a crucial role in shaping the language skills of teachers and students Nguyen Ngoc Hung, head of the permanent national language Scheme 2020, highlights that foreign language teaching and learning at universities remains limited The current approach treats foreign languages merely as a subject for major exams, emphasizing grammar, reading, and translation As a result, while many students achieve high grades, they often lack the confidence to use the target language effectively.
The current state of English language education highlights the urgent need for universities to enhance their training programs for foreign language teachers To address this issue effectively, it is essential to focus on both the retraining and initial training of teaching staff in accordance with international standards.
Vietnam is currently facing significant shortages in language educational training, necessitating strategic changes to align with the demands of international integration To address this issue, it is essential to update teaching methodologies and enhance the capacity of language teachers, focusing on communicative proficiency rather than rote memorization for exams In response to these needs, the Vietnamese Prime Minister issued Government Decision 1400 in 2008, aimed at thoroughly renovating foreign language teaching and learning within the national educational system This initiative was further advanced by the National Foreign Language 2020 project, which aspires for the majority of students to confidently use a foreign language, particularly English, in their studies, daily interactions, and professional environments by the year 2020.
The Common European Framework of Reference for Languages (CEFR)
2.4.1 The purpose of Common European Framework of Reference for
The Council of Europe (CE) established the Common European Framework of Reference for Languages (CEFR) to serve as a foundation for language syllabuses, curriculum guidelines, teaching materials, and language proficiency assessment It provides a comprehensive overview of what language learners need to acquire for effective communication, including the necessary knowledge and skills, while also addressing the cultural context of language use Additionally, the CEFR defines proficiency levels that enable the measurement of learners' progress throughout their education and across their lifetime.
The CEFR aims to eliminate communication barriers among language professionals caused by varying educational systems in Europe It offers educational administrators, course designers, and teachers a framework to evaluate and align their practices, ensuring they effectively address the genuine needs of their learners.
CEFR ranks from level A1, A2, B1, B2, C1 to C2 as ascending proficiency
- Basic User: A1 (formulaic) & A2 (simple communication)
- Independent User: B1 (learners can independently communicate in some limited situations) & B2 (learners can independently communicate in familiar situations)
- Proficient User: C1 (learners can communicate fluently in many contexts) & C2 (learners can communicate perfectly and fluently in almost contexts)
In addition, it also defines three „plus‟ levels (A2+, B1+, B2+)
These levels match general concepts of basic, intermediate, and advanced and are often referred to as the Global Scale For each level, the CEFR describes it in particular details
Here is the table of Common Reference Levels: global scale
►Can understand with ease virtually everything heard or read
►Can summarise information from different spoken and written sources, reconstructing arguments and accounts
►Can express him/herself spontaneously, very fluently and precisely, differentiating finer shades of meaning even in more complex situations
►Can understand a wide range of demanding, longer texts, and recognize implicit meaning
►Can express him/herself fluently and spontaneously without much obvious searching for expressions
►Can use language flexibly and effectively for social, academic and professional purposes
►Can produce clear, well-structured, detailed text on complex subjects, showing controlled use of organizational patterns, connectors and cohesive devices
►Can understand the main ideas of complex text on both concrete and abstract topics, including technical discussions in his/her field of specialisation
►Can interact with a degree of fluency and spontaneity that makes regular interaction with native speakers quite possible without strain for either party
►Can produce clear, detailed text on a wide range of subjects and explain a viewpoint on a topical issue giving the advantages and disadvantages of various options
►Can understand the main points of clear standard input on familiar matters regularly encountered in work, school, leisure, etc
►Can deal with most situations likely to arise whilst
B1 travelling in an area where the language is spoken
►Can produce simple connected text on topics which are familiar or of personal interest
►Can describe experiences and events, dreams, hopes, ambitions, and briefly give reasons and explanations for opinions and plans
►Can understand sentences and frequently used expressions related to areas of most immediate relevance (e.g very basic personal and family information, shopping, local geography, employment)
►Can communicate in simple and routine tasks requiring a simple and direct exchange of information on familiar and routine matters
►Can describe in simple terms aspects of his/her background, immediate environment and matters in areas of immediate need
►Can understand and use familiar everyday expressions and very basic phrases aimed at the satisfaction of needs of a concrete type
Individuals can effectively introduce themselves and others, as well as inquire about and respond to questions regarding personal information, including their residence, acquaintances, and possessions.
►Can interact in a simple way provided the other person talks slowly and clearly and is prepared to help
Table 2.1 Common Reference Levels: global scale (The Common
European Framework of Reference for Languages: Council of Europe, 2001, p.24)
C1 users demonstrate long-term learning and dedicated practice, allowing them to grasp underlying meanings, even when metaphors or metonymy are employed Their advanced language proficiency enables them to communicate fluidly and adaptively, akin to native speakers, ensuring seamless interactions.
2.4.3 CEFR requirements in listening at C1 level
According to Decision 1400 from the Ministry Prime regarding the teaching and learning of foreign languages in the National Education System for the period 2008-2020, all graduates from four-year foreign language programs must attain a language proficiency level of 5, equivalent to C1 in English At this level, students are expected to meet specific listening comprehension requirements, which are outlined in the "Can Do" statements The criteria for overall listening comprehension can be found in Table 2.2 of the CEFR.
C2 • Has no difficulty in understanding any kind of spoken language, whether live or broadcast delivered at fast native speed
An individual can comprehend and engage with extended discussions on complex and abstract subjects outside their area of expertise, although they may occasionally need to verify specific details, particularly when faced with an unfamiliar accent.
• Can recognise a wide range of idiomatic expressions and colloquialisms, appreciating register shifts
• Can follow extended speech even when it is not clearly structured and when relationships are only implied and not signalled explicitly
• Can understand standard spoken language, live or broadcast, on both familiar and unfamiliar topics normally encountered in personal, social, academic or vocational life Only extreme background noise, inadequate
B2 discourse structure and/or idiomatic usage influences the ability to understand
An individual can grasp the essential concepts of complex speech, both propositional and linguistic, on a variety of concrete and abstract subjects presented in a standard dialect This includes the ability to comprehend technical discussions relevant to their area of expertise.
• Can follow extended speech and complex lines of argument provided the topic is reasonably familiar, and the direction of the talk is sign-posted by explicit markers
B1 • Can understand straightforward factual information about common everyday or job related topics, identifying both general messages and specific details, provided speech is clearly articulated in a generally familiar accent
• Can understand the main points of clear standard speech on familiar matters regularly encountered in work, school, leisure etc., including short narratives
• Can understand enough to be able to meet needs of a concrete type provided speech is clearly and slowly articulated
• Can understand phrases and expressions related to areas of most immediate priority (e.g very basic personal and family information, shopping, local geography, employment) provided speech is clearly and slowly articulated
A1 • Can follow speech which is very slow and carefully articulated, with long pauses for him/her to assimilate meaning
Table 2.2 Overall listening comprehension (The Common European Framework of Reference for Languages: Council of Europe, 2001, p.66)
As I have mentioned in previous part, listening a foreign language is an active process Listener receipts any utterance and completely understands it only when he/she has enough language knowledge, language ability and related experience knowledge At C1, listening recordings with hard standard of structure, content as well as accent is often used
An unclear structure in communication reduces coherence and cohesion, leading to the risk of misinterpreting information Additionally, listening topics often extend beyond a listener's expertise, making it challenging for even advanced listeners (C1) to utilize top-down processing effectively Consequently, significant effort is required to listen and decode sounds accurately This highlights the importance of language learning not only as a means of communication but also as a way to enhance one's knowledge of the world.
To master listening skills at the C1 level, one must be able to recognize a wide range of idiomatic expressions, which are deeply influenced by cultural differences in thinking and daily life These cultural nuances directly affect the idioms used by local residents, making it essential for listeners to understand the context of objects, places, and people to accurately infer meaning For instance, the idiom "carry coals to Newcastle" illustrates the importance of context, as its meaning—bringing something to a place where it is already abundant—becomes clear only when one knows that Newcastle is renowned for its coal export In contrast, Vietnamese culture uses the idiom "carry firewood to the forest," highlighting similar concepts through different expressions Ultimately, effective listening is rooted in a broad base of social knowledge.
An accent is a distinct way of pronouncing speech within a language, influenced by factors such as geographic location and language learning experiences Regional accents, like those from Texas, differ from foreign accents, which can arise when individuals learn a new language as adults For instance, a native English speaker will have a different accent compared to someone who learned English later in life, such as a Vietnamese speaker These unfamiliar accents can make understanding speech challenging, requiring listeners to employ effective techniques to comprehend the message Mastery of such listening skills is essential for C1 learners according to the Common European Framework of Reference (CEFR).
In the CEFR framework, the "CE" outlines the listening activities that a language user must engage in as a listener This involves receiving and processing spoken input from one or more speakers.
• listening to public announcements (information, instructions, warnings, etc.);
• listening to media (radio, TV, recordings, cinema);
• listening as a member of a live audience (theatre, public meetings, public lectures, entertainments, etc.);
• listening to overheard conversations, etc
Table 2 3 Listening activities (The Common European Framework of
Reference for Languages: Council of Europe, 2001, p.65)
In each activity, the user may be listening:
Table 2 4 Answering form for listening (The Common European
Illustrative scales for overall listening comprehension are presented in Table 2.2, outlining criteria for understanding interactions among native speakers, participating as a member of a live audience, comprehending announcements and instructions, and engaging with audio media and recordings.
2.4.3.2 Understanding conversation between native speakers
C1 ►Can easily follow complex interactions between third parties in group discussion and debate, even on abstract, complex unfamiliar topics
B2 ►Can keep up with an animated conversation between native speakers
With some effort, individuals can grasp much of the conversation around them; however, they may struggle to engage effectively in discussions with multiple native speakers who do not adjust their language.
B1 ►Can generally follow the main points of extended discussion around him/her, provided speech is clearly articulated in standard dialect
A2 ►Can generally identify the topic of discussion around him/her, when it is conducted slowly and clearly
Table 2.5 Understanding conversation between native speakers (The
Common European Framework of Reference for Languages: Council of Europe,
In conversations, participants engage in turn-taking, alternating roles between speaker and listener, often resulting in complex interactions with frequent role changes Multiple speakers can address a group of listeners, leading to instances of overlap where conversations occur simultaneously This dynamic can create confusion, requiring listeners to be attentive and discerning to grasp the content and identify speakers Proficient users, particularly at C1 and C2 levels, are adept at following intricate discussions among multiple parties, even on abstract and unfamiliar topics (The Council of Europe, p.66).
2.4.3.3 Listening as a member of a live audience
LISTENING AS A MEMBER OF A LIVE AUDIENCE
C2 ► Can follow specialised lectures and presentations employing a high degree of colloquialism, regional usage or unfamiliar terminology
C1 ► Can follow most lectures, discussions and debates with relative ease
► Can follow the essentials of lectures, talks and reports and other forms of academic/professional presentation which are propositionally and linguistically complex
► Can follow a lecture or talk within his/her own field, provided the subject matter is familiar and the presentation straightforward and clearly structured
►Can follow in outline straightforward short talks on familiar topics provided these are delivered in clearly articulated standard speech
Table 2.6 Listening as a member of a live audience ( The Common
European Framework of Reference for Languages: Council of Europe, 2001, p 67)
Awareness
Awareness is the ability to perceive and be conscious of events, objects, thoughts, emotions, or sensory patterns It involves confirming sense data by an observer, without necessarily implying understanding More generally, awareness refers to the quality of being cognizant of something In biological psychology, it is defined as the perception and cognitive reaction of humans or animals to various conditions or events.
The conscious detection of near-threshold images varies with each presentation, influenced by "baseline shifts" from top-down attention that alters brain activity in sensory cortex regions This modulation impacts the neural processing involved in subsequent perceptual judgments Top-down biasing occurs through two main processes: an attention-driven baseline shift in alpha waves and a decision bias indicated by gamma waves.
Awareness exists at two levels: basic and higher Basic awareness, which relates to an individual's internal and external experiences, is governed by the brain stem Even infants with hydranencephaly exhibit a fundamental level of conscious thought due to the brain stem's function In contrast, higher forms of awareness, such as self-awareness, necessitate contributions from the cortical regions of the brain.
Primary consciousness, also known as basic awareness, refers to the ability to integrate environmental sensations with immediate goals and feelings, facilitating the generation of emotions and an awareness of one's surroundings However, it does not encompass the ability to articulate these experiences This phenomenon is particularly evident in pre-verbal infants, who often become aware of feelings that they cannot label or describe.
Factors influence EFL students‟ awareness about CEFR requirements
Requirements are essential criteria necessary for a job or a specific level of achievement, reflecting the outcomes of a process In the educational context, these requirements translate into learning outcomes when students successfully complete their tasks Biggs (1989) presents the learning process as an interactive system defined by his 3-P model, which includes three components: Presage (learning environment and student characteristics), Process (students' choice of learning-focused activities), and Product (learning outcomes) This paper aims to explore the factors influencing undergraduate students' perceptions of the CEFR requirements based on Biggs' 3-P model.
Presage factors are elements that influence learning prior to the actual educational experience, categorized into personal characteristics and situational characteristics Personal characteristics include traits such as gender, personality, and prior academic ability, while situational characteristics encompass factors like teaching methods, course structure, quality of teaching, clear goals, workload, assessment methods, and the promotion of independence Prior academic ability is measured by students' university entrance scores, derived from their performance over 12 years of secondary education, with ratings ranging from 1 (low achievement) to 10 (high achievement) to determine their eligibility for tertiary courses.
Process factors influence students' learning approaches This article focuses on two key learning approaches: the deep approach, characterized by intrinsic motivation and a focus on meaning, and another approach that complements it.
According to Marton & Saljo (1976) and Thomas & Bain (1984), a "deep" approach to learning focuses on enhancing understanding through the application and comparison of ideas In contrast, "surface" learning relies on reproductive strategies, with minimal effort to integrate information.
Product factors encompass the learning outcomes that students experience, including academic achievement, course satisfaction, and the development of generic skills Academic achievement is typically quantified through students' grade point averages (GPA), calculated from university records on a scale of 1 (low) to 10 (high) from the start of their degree until the survey's administration Course satisfaction is assessed via student responses to the statement, "Overall, I am satisfied with the quality of this course," rated on a 5-point scale ranging from 1 (disagree) to 5 (agree).
The development of generic skills was assessed by averaging students' responses to six items on the generic skills scale This scale evaluates essential process skills that enhance employability and lifelong learning, including written communication, problem-solving, analytical skills, teamwork, work planning abilities, and confidence in addressing new challenges.
The 3-P model represented the relationship between first component and two last ones Firstly, personal and situational factors influence a student to adopt a particular approach to learning which, in turn, mediates or influences the types of outcomes achieved; and secondly, that presage factors (e.g perceptions of the learning environment) can also directly influence learning outcomes For short, presage may be seen as prior factor and have a strong effect on whether requirements are reached or not
In their study “University students' perceptions of the learning environment and academic outcomes: implications for theory and practice,” Alf Lizzio, Keithia Wilson, and Roland Simons (2002) illustrate the interrelationship between workload, prior academic ability, and academic outcomes through diagram 2.1 The study emphasizes that while presage factors significantly influence both the learning process and outcomes, their impact is unidirectional, meaning later factors do not affect the initial presage factors Lizzio et al (2002) conclude that academic success is heavily reliant on the quality of presage factors and the students' chosen learning approaches, highlighting that course satisfaction is linked to the overall learning environment Consequently, it is essential to explore students' perceptions of various related factors, including teachers, peers, facilities, workload, and assessment, to better understand their learning requirements.
Diagram 2.1: The relationship between the academic environment, approaches to study, and academic outcomes at the level of the whole university
(Alf Lizzio, Keithia Wilson & Roland Simons, University students' perceptions of the learning environment and academic outcomes: implications for theory and practice, 2002, p.36)
Previous research
Recent research has focused on the Common European Framework of Reference for Languages (CEFR), with notable contributions from scholars such as J Charles Alderson (2002), Barbara Lotti M.Litt (2007), and Hsuan-Po Wang and Bor-Chen Kuo.
Ya-Hsun Tsai and Chen-Huei Liao (2012) explored the application of the Common European Framework of Reference (CEFR) in various contexts J Charles Alderson conducted case studies on its implementation across several European countries, while Barbara Lotti M.Litt examined its role in regional and minority language education, highlighting challenges that necessitate local adaptations of the framework Additionally, Hsuan-Po Wang, Bor-Chen Kuo, Ya-Hsun Tsai, and Chen-Huei Liao conducted a survey on a CEFR-based computerized adaptive testing system for Chinese proficiency, demonstrating its reliability and validity Their findings suggest that technology can effectively assess language learner proficiency in line with CEFR standards, while also indicating the need for modifications to CEFR descriptors to better meet local educational requirements.
Faez, Majhanovich, Taylor, Smith, and Crowley (2011) conducted a study examining teachers' perceptions of CEFR-informed instruction, highlighting both its strengths and challenges The findings revealed that such instruction enhanced student motivation, fostered self-confidence among learners, promoted authentic language use, and encouraged learner autonomy These insights from teachers' experiences suggest significant implications for second language programs in Canada and potentially for foreign language education programs globally.
Nguyen Thi My Anh (2013) conducted a significant thesis examining the influence of the Common European Framework of Reference (CEFR) on the perceptions of teachers and students regarding the teaching and assessment of speaking skills among non-English major students at Hue University’s College of Education The study revealed that students recognized the necessity of achieving a B1 level in speaking skills to meet CEFR standards However, many students faced challenges due to insufficient vocabulary, pronunciation, and grammar, along with learning attitudes that hindered their progress Addressing these issues is crucial for helping students meet the required standards The findings offer valuable implications for lecturers, educational administrators, and students, aiming to enhance the English speaking skills of non-English majors in alignment with CEFR standards.
Most researchers have focused on the use of the CEFR in specific geographic areas, language testing tools, or teaching and assessing speaking skills However, there has been no research on students' awareness of CEFR requirements for learning listening skills My research paper aims to accurately reflect the implementation of the NFL 2020 project at Hue University of Foreign Languages and provide valuable suggestions for effectively enhancing students' English competence.
Chapter summary
This chapter provides essential background knowledge on listening skills, the Common European Framework of Reference (CEFR), and the specific requirements for listening at the C1 level It also highlights factors related to students' awareness, which will aid in identifying the research direction and designing the questionnaire Additionally, the chapter reviews previous studies conducted in Vietnam and abroad, discussing their contributions and identifying gaps in their limitations that will be addressed in this paper.
This chapter describes the research approach, participants, research methods of collecting data and data analysis
To collect relatively objective information, a combination of both quantitative and qualitative approaches was used
Quantitative data refers to information collected in numeric form, allowing for easy counting and analysis, typically through percentages This type of data is essential in large-scale surveys, where statistical methods are employed to describe, summarize, and compare findings By utilizing questionnaires, researchers can gather quantitative data that provides persuasive figures regarding the studied issues The advantages of quantitative research include a straightforward analysis process and concrete, mathematically-based results, often presented through descriptive statistics in tables and figures for clarity Conversely, if the data is not in numerical form, qualitative analyses can be conducted, focusing on participants' experiences through subjective methods like interviews This qualitative evaluation emphasizes the meanings individuals attach to their experiences and environments, enriching the research project with deeper insights.
The implementation of these approaches is anticipated to provide the researcher with valuable data in both quantity and quality Additionally, these methods may complement one another to offer a more comprehensive perspective on the study.
The research data was collected from two groups: EFL teachers and third-year students at Hue University of Foreign Languages The teacher group comprised 5 female and 1 male instructor, all of whom were qualified with master's and doctoral degrees from esteemed universities worldwide, including Australia, Britain, Belgium, China, France, Japan, Russia, and the United States The student group included 150 full-time students who had been studying at Hue University of Foreign Languages for three years.
Data collection instruments included questionnaires and interviews
According to McMillan & Schumacher (1993), the questionnaire is an essential tool for gathering information and data, recognized for its effectiveness in obtaining participant insights while saving researchers' time In this study, I utilized a questionnaire that included both closed and open-ended questions, with the latter designed to foster in-depth discussions and encourage critical thinking.
The study aimed to assess EFL students' awareness of CEFR requirements for listening at the C1 level To achieve this, six English teachers received a questionnaire comprising twenty-five questions Additionally, 150 third-year EFL students were given another set of questionnaires with the same number of questions The questions were categorized into three distinct clusters.
1 Students‟/ Teachers‟ awareness of CEFR requirements in learning listening skill at C1 level
2 Factors influence EFL students‟/ teachers‟ awareness about CEFR requirements
3 Suggestions for learning listening skill 25
Table 3.1: Structure of the questionnaire content
The use of a questionnaire ensured the privacy of respondents, allowing students to provide honest feedback for the study Efficient time management facilitated the achievement of the study's objectives Given that all participants were English majors, the questionnaire was prepared in English.
All participants (teachers and students) were chosen to finish questionnaire
A total of 6 questionnaires were distributed to EFL teachers, while 150 questionnaires were administered to third-year students Upon collection, it was determined that only 4 student questionnaires were unusable due to incomplete responses, and 6 questionnaires from EFL teachers were deemed valid for the research.
Four teachers and ten EFL students were randomly selected for interviews to gather insights on their experiences with teaching and learning listening skills All interviews were audio recorded, with some conducted face-to-face and others via phone The face-to-face, semi-structured format was anticipated to elicit more expressive viewpoints from participants compared to a non-face-to-face questionnaire (Flick, 1998) Each group was asked five questions, designed to address real issues in a friendly atmosphere, encouraging open discussions Informal and thesis-related questions were included to obtain additional information.
To ensure an effective research process, the researcher prearranged interviews with 10 student participants and 4 teachers, scheduling suitable times for each session All interviews were conducted in Vietnamese, with the expectation that participants would convey their thoughts clearly, which were subsequently documented in written notes.
In this study, the completed questionnaires were coded and categorized into groups, while the insights gained from interviews with students and teachers were analyzed to enhance the validity of the findings regarding students' understanding of C1 listening requirements.
In order to collect reliable data from 146 questionnaires (from students) and
The study involved the collection of data through 6 questionnaires from lectures, 10 interviews with students, and 4 interviews with teachers, with specific criteria established for data collection and analysis To ensure the authenticity of the responses, the questionnaires were distributed and collected the following day, allowing participants adequate time to thoughtfully consider their answers rather than providing impulsive or copied responses Additionally, all interviews were translated for accurate citation.
The questions were organized into three main clusters and further divided into sub-clusters for easier analysis The collected data were meticulously totaled, compared, and analyzed, with results illustrated in tables and charts using numbers and percentages The findings and discussions will be detailed in Chapter 4.
In conclusion, this research utilizes a combination of quantitative and qualitative methods, incorporating 146 student questionnaires, 6 teacher questionnaires, and interviews with participants, to ensure data collection and analysis with optimal reliability and validity.
METHODOLOGY
Introduction
This chapter describes the research approach, participants, research methods of collecting data and data analysis.
Research approach
To collect relatively objective information, a combination of both quantitative and qualitative approaches was used
Quantitative data refers to information collected in numeric form, enabling easy counting and analysis, often through percentages, as seen in large-scale surveys This type of data analysis employs statistical methods to describe, summarize, and compare findings, providing persuasive figures relevant to the research issues Utilizing questionnaires allows researchers to gather quantitative data efficiently, yielding concrete, mathematically-based results In quantitative research, data is typically presented through descriptive statistics in tables and figures, facilitating reader comprehension without overwhelming them with raw data Conversely, qualitative data may not be numeric; in such cases, qualitative analyses focus on participants' experiences through interviews, emphasizing the meanings they attribute to themselves and their surroundings.
The implementation of these approaches is anticipated to enable researchers to gather data that is both abundant and high-quality Additionally, these methods may complement one another, providing a more comprehensive perspective on the study.
Participants
The research data was collected from two groups at Hue University of Foreign Languages: a group of six qualified EFL teachers, comprising five females and one male, all of whom hold master’s and doctoral degrees from prestigious institutions worldwide, and a group of 150 full-time third-year students enrolled in The English Language Fellow program.
Research methods
Data collection instruments included questionnaires and interviews
According to McMillan & Schumacher (1993), questionnaires are the primary tool for gathering information and data, recognized as the most effective method for efficiently obtaining participant insights In this study, I employed a questionnaire that included both closed and open-ended questions, with the latter designed to encourage in-depth discussions and foster critical thinking.
The study aimed to assess EFL students' awareness of CEFR requirements for listening at the C1 level A total of six questionnaires, each containing twenty-five questions, were distributed to six English teachers Additionally, 150 questionnaires were created and administered to 150 third-year EFL students The questions were categorized into three distinct clusters.
1 Students‟/ Teachers‟ awareness of CEFR requirements in learning listening skill at C1 level
2 Factors influence EFL students‟/ teachers‟ awareness about CEFR requirements
3 Suggestions for learning listening skill 25
Table 3.1: Structure of the questionnaire content
The use of a questionnaire ensured the privacy of respondents, allowing students to provide honest feedback essential for the study Efficient time management facilitated achieving the study's objectives smoothly Given that all participants were English majors, the questionnaire was crafted in English.
All participants (teachers and students) were chosen to finish questionnaire
A total of 6 questionnaires for EFL teachers and 150 questionnaires for third-year students were distributed Upon collecting the responses, it was noted that 4 student questionnaires were unusable due to incomplete answers, while 6 teacher questionnaires were deemed valid for the research study.
In a study aimed at understanding the realities of teaching and learning listening skills, four teachers and ten EFL students were randomly selected for interviews, which were audio recorded The interviews included both face-to-face and phone interactions, with a preference for face-to-face semi-structured interviews to encourage more expressive viewpoints (Flick, 1998) Each participant was asked five questions, designed to foster a friendly atmosphere for open discussions Informal and thesis-related questions were also incorporated to gather additional insights.
To ensure an effective research process, the researcher prearranged interviews with 10 student participants and 4 teachers, scheduling them at convenient times All interviews were conducted in Vietnamese, with the expectation that participants would convey their thoughts clearly, which were then documented through written notes.
Data analysis
In this study, the completed questionnaires were coded and categorized into groups Additionally, the data gathered from interviews with students and teachers was analyzed to enhance the validity of the findings regarding students' understanding of C1 listening requirements.
In order to collect reliable data from 146 questionnaires (from students) and
In this study, data was collected through 6 questionnaires from lectures, 10 interviews with students, and 4 interviews with teachers, employing specific criteria for data collection and analysis The questionnaires were distributed and returned the following day to guarantee the authenticity of the students' responses, allowing them adequate time to thoughtfully consider their answers and avoid unreflective or copied responses Additionally, all interviews were translated for accurate citation.
The questions were organized into three main clusters and further divided into sub-clusters for easier analysis The gathered data was meticulously totaled, compared, and analyzed, with results illustrated in tables and charts displaying numbers and percentages The findings and discussion will be detailed in Chapter 4.
Chapter summary
In conclusion, this research combines quantitative and qualitative approaches, utilizing data from 146 student questionnaires, 6 teacher questionnaires, and interviews with surveyed participants This methodology ensures the collection and analysis of data with a high level of reliability and validity.
Illustrating and analyzing results from the questionnaires and interviews
of CEFR requirements in learning listening skill at C1 level; (2) Factors influence awareness about CEFR requirements; (3) Suggestions for learning listening skill
4.2 Illustrating and analyzing results from the questionnaires and interviews
4.2.1 Students’/ Teachers’ awareness of CEFR requirements in learning listening skill at C1 level (Cluster 1)
Cluster 1 was divided into 3 sub-clusters so that analyzing data would be easier and clearer
4.2.1.1 The CEFR level in English that students need to achieve for their graduation (sub-cluster 1.1) a Deciding suitable level
Table 4.1 The CEFR level in English for EFL students’ graduation
The research investigates whether third-year learners correctly identify the appropriate CEFR level for EFL students, presenting four options with three being distractors According to Table 4.1, only a small percentage (1.3%) of students believe they need a B1 certificate for graduation Instead, many are focused on obtaining a C1 certificate as a prerequisite for receiving their graduation diploma from HUFL This indicates that, despite being in their third year, they recognize the importance of preparing for and participating in examinations to secure a C1 certificate before completing their fourth year at university.
Chart 4.1 How often teachers have mentioned CEFR requirements as course goal in learning listening
In response to the question regarding the frequency with which teachers reference CEFR requirements as a course goal in listening lessons, both participant groups shared similar insights A majority acknowledged that teachers occasionally discussed CEFR requirements, while 29% of students and 19.7% of teachers believed these were frequently addressed in listening classes However, 16.7% of teachers and approximately 13% of students disagreed with this notion Notably, only 3% of students selected "very often," with no teachers indicating this frequency.
Briefly, the result reveals a low frequency of delivering CEFR requirements inside class This result would be clearer and more believable when we studied next questions
Can understand a wide range of demanding, longer texts, and recognize implicit meaning
Can express him/herself fluently and spontaneously without much obvious searching for expressions
Can use language flexibly and effectively for social, academic and professional purposes
Chart 4.2 The CEFR requirements at C1 level
The data presented in Chart 4.2 indicates a general agreement between teachers and students regarding the C1 requirements Notably, the number of students affirming their ability to "produce clear, well-structured, detailed text on complex subjects" increases consistently across all items In contrast, 100% of teachers highlighted the importance of understanding "a wide range of demanding, longer texts" and the ability to "use language flexibly and effectively for social, academic, and professional purposes" as essential C1 level competencies However, a significant disparity is evident in the last item, where 69 students selected it compared to only 2 teachers, revealing a notable difference in perspectives between the two groups.
An analysis of the data reveals differences in the responses of teachers and students; however, both groups demonstrated an awareness of the CEFR – C1 level requirements.
4.2.1.2 The CEFR requirements in overall listening comprehension at C1 level (sub-cluster 1.2)
This study examines students' perceptions of the Common European Framework of Reference (CEFR) regarding listening skills at the C1 level Specifically, it addresses general requirements for listening comprehension and delves into particular aspects, including understanding conversations between native speakers, participating as a member of a live audience, engaging with audio media and recordings, and comprehending announcements and instructions.
Understand enough to follow extended speech on abstract and complex topics beyond his/her own field, though he/she may need to confirm …
Recognise a wide range of idiomatic expressions and colloquialisms, appreciating register shifts
Follow extended speech even when it is not clearly structured and when relationships are only implied and not signalled explicitly
Have no difficulty in understanding any kind of spoken language, whether live or broadcast delivered at fast native speed
Chart 4.3 The CEFR requirements in overall listening comprehension at C1 level
Chart 4.3 illustrates the results of question 4 from the questionnaire, showing that 4 out of 6 teachers and 82 out of 146 students agree that C1 listeners must understand enough to follow extended speech on complex and abstract topics outside their field, though they may need to confirm details when faced with unfamiliar accents This is particularly relevant as English resources often include authentic materials Test designers should consider incorporating various daily oral recordings that align with relevant topics, acknowledging that exposure to non-standardized English accents, such as those from Chinese, Thai, and Laotian speakers, is common.
English for their communication Of course, to avoid communication breakdown, listener needs to understand such unfamiliar accents
The ability to recognize a variety of idiomatic expressions and colloquialisms was well acknowledged, receiving full agreement from teachers and partial agreement from students However, only 22 students and none of the teachers believed that the capacity to understand any spoken language, whether live or broadcast at a fast native speed, was pertinent to achieving a C1 listening level.
The CEFR outlines that the initial three requirements for listening skills pertain to the C1 level, while the final requirement is designated for C2 Consequently, it is evident that the majority of teachers and students possess a solid understanding of the overall criteria for listening comprehension, with only a small number of students needing to pay closer attention to their selections.
4.2.1.3 The CEFR requirements for particular situations (sub-cluster 1.3) 4.2.1.3.1 The CEFR requirements in understanding conversation between native speakers at C1 level
Table 4.2 reveals the perceptions of CEFR requirements for understanding conversations between native speakers at the C1 level, based on a survey of both teachers and students Notably, 83.3% of teachers and only 19.2% of students concurred that C1 learners should be capable of easily following complex interactions among third parties during group discussions and debates, even when the topics are abstract and unfamiliar.
The criteria demonstrated a strong proficiency in identifying and coding utterances effectively, showcasing a blend of skills For instance, listeners were required to not only absorb the information but also determine the speaker's identity amidst a complex interaction involving multiple participants.
The data revealed that 16.7% of teachers and 27.4% of students believed that listeners must have a strong understanding of speeches delivered by native English speakers Notably, none of the teachers selected the last two items, while a significant portion of students favored the third option, with 16.4% opting for the fourth This outcome suggests that many students find the first two requirements too challenging to achieve compared to their current skills.
Based on the CEFR framework, the first option corresponds to C1, the second to B2++, the third to B1, and the remaining options to A2 This indicates that most teachers are correctly aligned with the course goals, particularly regarding the targeted skills Additionally, 79.8% of third-year students have successfully researched and updated the essential graduation requirements, specifically for C1 listening These evolving requirements can influence their learning styles, content, and objectives, ultimately leading to positive changes that enhance students' learning outcomes.
Easily follow complex interactions between third parties in group discussion and debate, even on abstract, complex unfamiliar topics 83.3
Keep up with an animated conversation between native speakers 16.7
Generally follow the main points of extended discussion around him/her, provided speech is clearly articulated in standard dialect 0.0
Generally identify the topic of discussion around him/her, when it is conducted slowly and clearly 0.0
Table 4.2 Students’ and teachers’ awareness on the CEFR requirements in understanding conversation between native speakers at C1 level
4.2.1.3.2 The CEFR requirements in listening as a member of a live audience at C1 level
Specialised lectures and presentations employing a high degree of colloquialism, regional usage or unfamiliar terminology
Most lectures, discussions and debates with relative ease
The essentials of lectures, talks and reports and other forms of academic/professional presentation which are propositionally and linguistically complex
In outline straightforward short talks on familiar topics provided these are delivered in clearly articulated standard speech
Chart 4 4 Students’ perception on the CEFR requirements in listening as a member of a live audience at C1 level
Specialised lectures and presentations employing a high degree of colloquialism, regional usage or unfamiliar terminology
Most lectures, discussions and debates with relative ease
The essentials of lectures, talks and reports and other forms of academic/professional presentation which are propositionally and linguistically complex
In outline straightforward short talks on familiar topics provided these are delivered in clearly articulated standard speech
Charts 4.4 and 4.5 illustrate the opinions of teachers and students regarding the requirements for effective listening as a member of a live audience Both charts display a notable similarity, with the second item, “most lectures, discussions, and debates with relative ease,” receiving the highest agreement in both groups Additionally, the level of agreement on the other items shows minimal variation, as evidenced by the teacher survey, where only one teacher selected each option, aside from the second In contrast, the student responses indicate that twenty-five, twenty-four, and thirty students agreed on the first, third, and last requirements, respectively.
Listeners at the C1 level, as defined by the European Council, can comprehend most lectures, discussions, and debates with relative ease However, many participants incorrectly answered questions regarding the CEFR requirements for listening skills in a live audience setting at this level.
4.2.1.3.3 The CEFR requirements in listening to audio media and recordings at C1 level
Chart 4.6 and 4.7 show the result collected from teachers‟ and students‟ opinions on the CEFR requirements in another situation - listening to audio media and recordings To master the C1 certificate, language learners have to “understand a wide range of recorded and broadcast audio material, including some non-standard usage, and identify finer points of detail including implicit attitudes and relationships between speakers” (The European Council, 2001) This qualitative statement is relevant to the last item on above charts
Chapter summary
The analysis of questionnaires and interviews revealed notable differences between the two participant groups Importantly, the findings indicate that while EFL students possess some awareness of CEFR requirements for achieving C1 level listening skills, this awareness is insufficient to meet the expected output standards Participants demonstrated a limited understanding of specific requirements, particularly in certain contexts Furthermore, various objective and subjective factors contributed to a less than ideal reality regarding these requirements Ultimately, participants provided valuable suggestions for achieving the C1 level by addressing all necessary criteria.