INTRODUCTION
Background and rationale of the study
English is the most widely spoken language globally, significantly impacting various fields such as science, economy, politics, medicine, and education The rise of technology has further enhanced its importance, leading to an increasing number of individuals eager to learn English for diverse reasons, including securing better job opportunities, working in international companies, traveling abroad, or immigrating to countries where English is a native or second language.
In Vietnam's transition to a market economy and its membership in ASEAN and the World Trade Organization, proficiency in at least one foreign language has become crucial English, in particular, has emerged as a key component of the Vietnamese educational curriculum, reflecting its growing significance (Le & Barnard, 2009) As a result, there is a heightened awareness of the importance of learning English, prompting individuals to explore various effective methods for language acquisition Nevertheless, many students often approach English learning as a mandatory requirement rather than a personal goal.
English is a mandatory subject in schools ranging from elementary to university levels, making the teaching and learning of the language increasingly essential Consequently, learners face the important challenge of utilizing the Internet and various media to practice their listening skills independently, without relying on teachers.
In today's information technology-driven world, learning English has become more accessible and effective thanks to a variety of tools such as computers, smartphones, and online resources The rapid update of information and materials is essential for both teachers and students to meet societal demands The Internet offers numerous online resources that enhance English practice, while the roles of teachers and learners have evolved; teachers now act as facilitators, guiding students in their self-directed learning Students are encouraged to take responsibility for their education by seeking knowledge beyond the classroom, utilizing resources like online materials and media However, many struggle to identify the most effective methods and materials among the vast array available for learning English.
Mastering the English language requires learners to develop four essential skills: listening, speaking, reading, and writing Among these, listening is often regarded as the most challenging and crucial skill to acquire The difficulty arises from the diverse accents and voices of English speakers worldwide, including native speakers To effectively respond to what speakers say, learners must comprehend the content and context of their speech Listening serves as a vital tool for language acquisition, as highlighted by Rost (1994), and a lack of understanding can lead to misunderstandings and communication failures Consequently, strong listening skills are indicative of overall English proficiency, prompting students to assess their language abilities through this skill To enhance their listening proficiency, students should dedicate significant time to practice both in the classroom and through self-study outside of class.
Learners must learn to select authentic and realistic listening activities or materials and find effective methods to practice their listening skills independently, outside of the classroom Online listening materials provide an excellent solution to these challenges for several reasons.
Many classroom materials fail to engage students, often presenting repetitive content that does not resonate with their daily experiences This lack of relatable subjects hinders comprehension, compounded by insufficient training in listening skills throughout their education Furthermore, classroom resources typically do not expose students to the diverse accents and dialects of English speakers globally, such as those from India or Singapore, making real-world listening challenges more daunting To address these issues, students must adopt a flexible approach in sourcing online learning materials and develop personalized self-study methods Utilizing resources like online platforms, television, and podcasts can significantly enhance students’ listening skills and overall self-study effectiveness.
Limited classroom time, with only two 50-minute periods per week, hinders students from fully developing their listening skills and knowledge without additional self-study Furthermore, distractions in the learning environment, such as noise from peers and poor audio quality, complicate the acquisition of lessons and impede listening skill improvement To address these challenges, it is essential for students to engage in regular practice using online materials at home This approach is effective as online resources are systematic, purposeful, and meaningful, mirroring the actual daily learning experiences of students.
Students accustomed to self-study for listening skills may find classroom learning a hindrance to their listening development In class, they rely heavily on teachers' guidance and cannot practice listening independently or at their own pace To overcome these challenges, it is crucial for students to utilize online resources for additional support.
Listening in class can often feel monotonous, primarily because students primarily engage with recordings and teacher presentations, limiting their exposure to real-life conversational English This lack of interaction prevents them from practicing colloquial language, slang, idiomatic expressions, and diverse English accents To bridge this gap, students should actively seek out online resources, such as English movies and programs from BBC, CNN, or VOA news Thus, fostering an awareness of self-study through online materials is crucial for enhancing their language skills.
Aims and research questions of the study
This thesis investigates first-year students' perceptions of utilizing online listening materials to enhance their listening comprehension skills beyond the classroom It focuses on the impact of these online resources on the development of students' listening abilities and seeks to address specific research questions related to this topic.
1 To what extent are first year students of English aware of the benefits of online materials for practising listening skill?
2 What types of materials can help them improve English listening skill?
3 How can teachers help students make better use of online learning materials?
Significance of the study
This research aims to enhance teachers' understanding of students' needs regarding the use of online materials for practicing listening skills outside the classroom Additionally, it seeks to raise learners' awareness of the benefits of utilizing online resources to effectively improve their listening competence Ultimately, the findings are expected to contribute to the advancement of listening skills among students interested in studying the English language.
Scope of the study
The study aims to explore online learning materials for developing listening skill for first year students at Hue University College of Foreign Languages
(HUCFL) Therefore, it would be conducted at HUCFL with approximately 100 first year students who were trained with two periods of listening in class per week.
Structure of the thesis
The study concludes five main following chapters:
Chapter 1 is for the introduction part where the researcher will introduce the thesis topic by providing the background, the rationale, the research questions, the significance, the scope and design of the thesis
Chapter 2 is the literature review in which the researcher reviews the previous research findings on using online material resources to learn English as well as relevant aspects Besides, this chapter also presents the concepts and definitions of key terms appearing in the study
Chapter 3 discusses the methodology employed in this thesis It includes the research methods, and the data collection procedures
Chapter 4 focuses on the major findings and discussions of the paper
Chapter 5 gives the conclusion of the study, some implications and suggestions for further study.
LITERATURE REVIEW
Introduction
Online learning materials, particularly those available on the Internet, have gained immense popularity among students and teachers due to their ability to integrate multimedia elements This section aims to explore different facets of online listening materials relevant to this study.
This chapter explores the impact of the Internet on English language learning, highlighting the benefits and limitations of online materials It defines listening, outlines its characteristics, and emphasizes its significance in language acquisition Additionally, the chapter discusses the advantages of using online resources for improving listening skills and explains the concept of self-study, as well as its connection to listening practice Various types of listening materials are also described, culminating in a review of prior research that underscores the necessity of the current study.
The Internet and its impacts on English Language Learning
The Internet has a profound impact on language usage and change, surpassing traditional mediums like telegraph and television Today, it serves as a valuable educational tool, making foreign language learning more accessible and effective Students find the Internet intrinsically motivating, viewing it as a trendy resource that connects them globally It supports English language learning by offering diverse materials, fostering various interactions, enhancing motivation and autonomy, and expanding cultural knowledge.
The Internet empowers students to take charge of their education, allowing them to learn at their own pace and select paths that align with their unique needs, which can enhance motivation By promoting learner independence and fostering the development of effective learning strategies, online resources can be highly beneficial when accompanied by proper guidance.
The Internet significantly enhances language skills by providing learners with instant access to a diverse array of authentic materials, including newspapers, articles, radio broadcasts, and videos, as well as specialized resources like grammar and vocabulary exercises It serves as an excellent platform for practicing English communication skills through interactions with native speakers via software such as Skype and Google Hangouts Additionally, research by Singhal (1997) and Fox (1998) indicates that the use of the Internet improves reading and writing abilities, as the language encountered online is often more complex than spoken discourse, allowing students to expand their English proficiency.
In Vietnam today, students can easily and effectively enhance their foreign language skills due to the availability of advanced media tools like the Internet The rise of online learning has made studying English a more appealing choice compared to traditional classroom settings.
The Internet fosters a comfortable learning environment that makes lessons engaging and facilitates easy and effective knowledge acquisition Additionally, learners have access to interactive lessons that promote communication with peers through chats and emails, which continually enhances their listening and communication skills.
The Internet serves as a valuable resource for learning English outside the classroom, offering an extensive range of authentic materials that enhance language acquisition It allows students to access up-to-date information on geographical, historical, social, cultural, economic, and political aspects of countries where English is spoken Additionally, the Internet provides supplemental language activities, including reading tests, comprehension questions, grammar exercises, and pronunciation practice, which contribute to a more comprehensive learning experience.
Online materials
The definition of online learning materials remains unclear, with various terms such as e-learning, Internet learning, computer-assisted learning, web-based learning, tele-learning, and distance learning commonly used Regardless of the terminology, these concepts all signify that learners are distanced from their instructors and engage in self-directed study during their available time.
Anwar (2004) explored the role of online resources in promoting learner autonomy, suggesting that online materials, including websites and external links, are essential for enhancing learning experiences I believe that these online materials consist of authentic resources available on the Internet and various media tools used in educational settings Typically created by native English speakers from English-speaking countries, these resources cater to the specific needs of learners and educators They encompass a range of formats, including websites, Internet tools, television, radio broadcasts, and podcasts.
2.3.2 Advantages and disadvantages of online materials
In the educational domains, online materials are considered as the precious medicine to support for teaching and learning foreign languages effectively
Online materials offer numerous advantages for teachers, enhancing their knowledge and advancing their careers These resources include valuable books and innovative teaching methods shared by experienced educators globally Teachers can utilize these materials in the classroom to address students' knowledge gaps effectively Additionally, the ability to update online content allows learners to access the latest information instantly With online resources, teachers can easily guide students to relevant materials tailored to their specific needs.
Online material resources offer essential information that traditional libraries may lack, fulfilling the diverse needs of students beyond conventional textbooks E-learning platforms, for instance, include resources like online newspapers and podcasts, which are noted for their cultural richness and ability to mirror the complexities of real-life language (Bell, 2005, cited in Al-Asmari, 2005) These online materials not only enhance learner motivation but also provide current content, catering to the varying needs of students at different levels.
Integrating online materials into foreign language curricula enhances students' self-study abilities and empowers them by fostering self-discipline and confidence in their learning processes As students take greater responsibility for their education, they are assessed based on their output rather than their pronunciation, which boosts their confidence in communicating in the target language.
Online learning materials offer unparalleled flexibility, allowing students to study at their own pace and engage with peers from anywhere at any time This adaptability serves as a practical alternative to traditional classroom settings, enabling discussions on course topics and clarification of assignment-related issues Platforms like YouTube and podcasts provide valuable resources for improving spoken English, while a variety of free programs, such as the VOA Special English program, streaming podcasts, Facebook lessons, and mobile applications, enhance the memorization process through listen-and-repeat exercises.
According to Barron and Ivers (1998), online learning materials offer students engaging and challenging resources that enhance multicultural education, language skills, motivation, and positive behavior These resources create an ideal environment for language learning, particularly for self-directed learners, by facilitating authentic tasks, fostering creativity, and providing ample time and feedback Additionally, online learning allows students to study at their convenience, whether at home or work, and choose topics that interest them Importantly, these effective online materials are often affordable, with numerous websites providing free lessons and resources, making education accessible to all.
Online resources offer an engaging and effective method for enhancing basic knowledge while incorporating cultural factors, idioms, and slang These materials are not only cost-effective and convenient but also customizable to meet individual learning needs With a wide variety of high-quality online resources available, there is something suitable for every student.
Online materials are considered as authentic materials, so there are some difficulties that the users may come up with Here are some possible shortcomings:
Online materials are often viewed as authentic resources; however, they can be culturally biased and contain mixed structures, making it challenging for low-level students to decode the text (Martinez, 2002) Many topics emphasize the culture and customs of various countries, which can overwhelm beginners with complex vocabulary and colloquial expressions Additionally, Hiltz (1990) found that students with limited proficiency in keyboarding, reading, and writing may struggle to stay motivated, perceiving the virtual classroom as more of a hindrance than a benefit to their learning.
Secondly, some aural texts and videos may have too many different accents
Many textbooks and classroom materials are sourced from countries like America, Australia, and Britain, leading students to struggle in selecting suitable resources In contrast, diverse online materials from countries such as India, Singapore, and Canada are available However, as noted by Richards (2001, p.253), authentic materials often feature challenging language, unnecessary vocabulary, and complex structures, further complicating students' learning experience.
Choosing suitable online materials can be overwhelming for students due to the vast number of resources available Beginners, for instance, may struggle to improve their listening skills if they select materials like BBC, which often feature advanced speed, accents, vocabulary, and grammar Additionally, many engaging resources come with a cost, making it challenging for learners to access quality content without financial barriers.
Although there are some disadvantages, generally the online materials are still considered as the best materials for students’ self-practicing language skills, especially listening skill
2.3.3 Online materials as an educational tool in language programs
Research indicates that online materials are valuable in language education Berge and Collins (1995) highlight that writing online for genuine purposes motivates students to engage with a wider audience beyond their typical classroom interactions Additionally, online learning environments assist students in accessing essential resources, enabling them to continue their education outside traditional classroom settings.
Collaborative Internet projects, as studied by Braunstein et al (2000), offer EFL students valuable opportunities to engage in authentic reading and writing tasks while enhancing their understanding of diverse cultures and developing essential technical skills These online resources not only improve language proficiency but also facilitate cultural immersion, enabling students to grasp the nuances of different languages more effectively Furthermore, students can interact with native speakers and explore various aspects of culture, such as holidays, sports, and pop culture, through interactive online platforms, enriching their learning experience beyond traditional textbooks.
Kramsch et al (2000) explored the two key principles of communicative language teaching: the authenticity of input and the authorship of language users in digital contexts They found that the shift to electronic mediums has transformed the traditional communicative approach, emphasizing the use of authentic texts and encouraging learners to create their own language This evolution is significantly influenced by the physical characteristics of digital environments and the level of student engagement with these platforms.
Online learning offers students an effective environment to enhance their language skills, thanks to a wealth of resources such as the British Council, English learning programs, and educational videos Additionally, numerous scholars have developed online platforms that facilitate the sharing and exchange of learning experiences among students Most importantly, these online materials serve as highly reliable tools for learners to engage in self-study, even in the absence of teacher guidance.
Listening skill
2.4.1 Listening skill and its place in English language learning
Language development encompasses four key skills: listening, speaking, reading, and writing, with listening being the most crucial for acquiring comprehensible input in any language Research indicates that individuals engage in listening far more than in reading, writing, or speaking (Decker, 2004; Omaggio Hadley, 2001; Wilt, 1950) According to Krashen (1982), effective language acquisition relies on the ability to decode and understand incoming messages Learners progress in their inter-language development by comprehending language that introduces linguistic elements slightly beyond their current proficiency Rost (1994) emphasizes that language acquisition is impossible without access to comprehensible input, as over 80% of human learning occurs through listening (Hunsaker, 1990).
Listening skills are essential for initiating the learning of first, second, and foreign languages, particularly in English as a foreign language, as they provide necessary input for learners Effective listening is crucial; without comprehending input at an appropriate level, language learning cannot commence Rost (1994) highlights three key reasons for the significance of listening in enhancing speaking skills: it facilitates interaction, challenges learners to understand authentic spoken language, and allows teachers to focus on new grammatical forms and vocabulary Consequently, the relationship between listening and speaking accelerates the development of listening comprehension, making listening an invaluable tool for improving speaking abilities.
In addition, reading and listening have much in terms of input processing Observing a typical process in English language learning, Person and Fielding
(1991) showed that like reading, listening involves phonological, syntactic, and semantic orchestration of skill and the knowledge controlled by cognitive processes at the same time
Listening is crucial for developing English writing skills, as highlighted by a study from Yalcinkaya et al (2009), which emphasizes that both receptive (reading) and expressive (writing) skills are grounded in oral and aural abilities, including listening and speaking They assert that without understanding the foundational sounds of a language, written language skills struggle to develop The study concludes that listening proficiency significantly impacts speaking, reading, and writing abilities Additionally, Shanahan (2006) supports the idea that writing theory is closely linked to the structure of oral language development, further reinforcing the connection between listening and speaking skills.
In summary, listening skill is the key in English language learning as well as the basic bricks and mortar of language acquisition
2.4.2 The importance of listening skill
Listening is often regarded as the most challenging language skill to master due to its reliance on complex physiological and cognitive processes (Field, 2002; Lynch, 2002; Rost, 2002) Over the past three decades, the significance of listening skills in foreign language education has increasingly been recognized, leading to a shift towards interaction-based acquisition methods (Krashen, 1981; Pica et al., 1987; Swain, 1985), moving away from traditional approaches focused on written text translation and formal grammar instruction.
Listening skills are essential for effective communication, as good speakers must also be attentive listeners Despite being one of the most challenging skills for foreign language beginners, listening has often been undervalued compared to speaking, reading, and writing, primarily seen as a supplementary tool for reinforcing grammar Research by Vandergrift (1999) indicates that adults dedicate 40-50% of their time to listening, highlighting its significance in language acquisition Similarly, Janusik & Wolvin (2006) found that U.S college students spend 24% of their time listening, underscoring its importance in the learning process Effective classroom communication relies heavily on listening, which serves as a critical medium for input and aids in the development of language skills, providing a foundational role in language learning.
“language and cognitive development It plays a life-long role on the process of learning and communication essential to productive participation in our daily lives
In general, listening is crucial not only as a receptive skill but also to the development of spoken language proficiency
Thus, teachers should emphasize the importance of listening for students and encourage students to practice listening more and more
Some researchers like Winkinson, Stratta, Dudley (1947), Brubridge (1986), and Urr (1996) have similar opinions of the characteristics of listening
Listening comprehension is closely linked to the characteristics of spoken language, which is often disorganized and spontaneous Speakers tend to express thoughts impulsively rather than reciting pre-written text, leading to speech that includes incomplete sentences, paraphrases, hesitation, repetition, and interruptions Consequently, students who excel in listening tasks involving artificial dialogues may struggle in real-life listening situations.
Non-verbal cues significantly enhance the understanding of spoken language, as they allow listeners to interpret a speaker's facial expressions and gestures, leading to more effective communication When listeners are engaged in the context of the conversation, they can better grasp the speaker's message Conversely, speakers can adjust their communication based on the non-verbal feedback they receive from their audience, resulting in a more successful exchange of ideas Overall, these non-verbal signals provide deeper insights into the intended meaning beyond just the spoken words.
Effective listening in real-life situations involves prior knowledge about the speaker, the content, and the purpose of the listening activity Therefore, educators should incorporate pre-listening activities that prepare students for the material they will encounter Additionally, students rely on the topic and context to make informed guesses about the content As Urr (1996) notes, listening is an interactive process where listeners actively engage with speakers, taking turns and participating purposefully in the communication.
2.4.4 Reasons for using online materials to practice listening skill
Online English listening materials are created by native speakers from countries like the United States, England, and Australia, ensuring authenticity and reliability These resources are often developed by renowned organizations such as the British Council and the American Council, reflecting real-life situations that students encounter By engaging with diverse voices, learners can effectively prepare for real-world conversations and international exams like IELTS, TOEFL, and TOEIC.
Online materials for improving listening skills are easily accessible and downloadable thanks to modern technologies like the Internet and international broadcasting Learners can simply enter keywords into Google to discover thousands of resources, allowing them to choose the most trusted options They can listen directly or download audio and video content, such as podcasts or English programs from channels like Discovery Networks, Fox International Channels, and Sky News This accessibility enables students to self-learn anytime and anywhere, making their learning experience more effective.
There is a wide variety of activities available for learners of all levels, ranging from simple to complex These activities include videos, exercises, recordings, dialogues, and movies Beginners can benefit from simple activities or videos with transcriptions, while visual learners may prefer watching videos, cartoons, or films with or without subtitles Engaging with these resources facilitates quick and effective learning.
Online material resources are ideal for practicing extensive listening, as classroom exercises often fail to encompass all the knowledge available According to Broughton et al (1987), extensive listening involves engaging with natural English, allowing students to encounter unfamiliar vocabulary and structures This approach prioritizes enjoyment and interest over detailed comprehension, helping to maintain students' motivation and providing valuable exposure to spoken English For example, advanced learners can enhance their listening skills by watching English movies with or without subtitles, tuning into local radio stations, or enjoying game shows like The Voice or X-Factor from the UK, USA, and Australia.
The Vietnamese educational system is rapidly evolving, particularly with the integration of the Common European Framework Reference (CEFR) for language learning To achieve a C1 level standard, students must actively enhance their language skills beyond the mandatory classroom materials By exploring supplementary resources, especially online, students can access diverse tools that not only bolster their learning experience but also provide essential knowledge that may be lacking in traditional lessons This approach significantly aids in the development of listening skills, making online materials a valuable asset in the language learning process.
Many first-year students at Hue University College of Foreign Languages (HUCFL) may not realize that practicing with online listening materials offers more authentic experiences and knowledge than traditional classroom settings This practice is essential for improving their listening skills, which can significantly support their academic goals, such as achieving high exam scores With only two listening periods in class, students have limited exposure to various listening activities Therefore, utilizing online resources can effectively enhance their listening abilities and overall learning experience.
Self-study
There are many definitions of self-study Self-study is an individual effort to learn by references/experimentation or a prescribed course (http://wiki.answers.com)
Self-study, as defined by Cambridge Dictionaries Online, refers to the process of learning a subject independently at home instead of in a classroom setting with a teacher Students engaged in self-study take full responsibility for their educational journey, making them active learners This approach allows them the flexibility to learn anytime and anywhere they choose.
Many students struggle to acquire information effectively due to inadequate listening skills when learning a foreign language To become proficient listeners, they must engage in regular listening practice Given the limited classroom time and the vast array of real-life listening scenarios, teachers cannot cover everything Therefore, students should take a proactive approach to their education, dedicating additional time to enhance their listening abilities and stay updated with external knowledge, ultimately improving their listening competence.
Self-study is an effective method for learners to enhance their knowledge beyond the classroom, particularly in developing listening comprehension skills Students can engage in listening practice anytime and anywhere, whether at home, work, or while on the go The abundance of online listening resources available on the Internet further supports this flexible learning approach.
Students can easily and effectively study independently on TV or smartphones, without relying on their teachers Moreover, they have the freedom to select any subject they wish to focus on, allowing them to enhance their skills in specific areas of improvement.
Self-study is an effective learning method in today's educational environment, significantly enhancing students' knowledge and awareness of its importance Utilizing online materials for self-studying listening skills allows learners to improve their listening abilities quickly and efficiently In Vietnam, particularly at HUCFL, students exhibit a positive attitude towards self-study, actively seeking various learning methods to enrich their knowledge beyond the classroom.
Types of listening materials
Listening materials are materials like recorded texts, music, videos, films, public announcements, weather forecasts, conversations and so on They are very important for listening classes
When focusing on listening, it is crucial to identify various types of listening materials, including human voice, audio resources, and video equipment Among these, speech stands out as the most reliable tool, as it reflects natural communication Teachers utilize speech to provide language learning activities, such as explanations, instructions, and comprehension questions, while also facilitating student interactions both inside and outside the classroom Through spontaneous speech, students demonstrate their understanding or seek clarification using expressions, gestures, or verbal communication However, despite its reliability, speech may not be suitable for all listening activities, particularly for non-native speakers.
Audio materials serve as an effective substitute for a teacher's voice in language learning, particularly for students learning English as a foreign language These resources feature native speakers, making them engaging and beneficial They allow both teachers and students to pause and replay conversations for better comprehension, enhancing the learning experience Additionally, recorded materials can be utilized outside the classroom, providing students with further opportunities to practice their listening skills.
According to (1983, p 177), audio tapes may not always provide clear recordings, and the absence of visual cues limits our understanding of the speaker's message, as much of communication in real life occurs with the speaker present.
Video materials offer a superior listening experience compared to audio, as they allow students to observe the speakers' gestures, facial expressions, and body language, enhancing comprehension This resource is particularly beneficial for advanced students seeking to improve their understanding of spoken language.
Listening materials can be categorized into two main types: authentic materials and course book materials Authentic materials encompass unscripted content such as live lectures, seminars, and everyday English from television and radio In contrast, course book materials consist of simulated lectures, seminar presentations, and semi-scripted tasks found in textbooks To enhance listening skills effectively, language students should integrate both authentic and course book materials in their practice.
Some available and useful online materials to practice listening skill
To help students find the online materials easily, I would like to give some helpful and useful websites to practice listening skill effectively (see Appendix 7)
Previous studies
Utilizing online resources such as websites, podcasts, and videos can significantly enhance students' listening skills and overall language learning abilities According to Robin (2007), internet resources like video clips and translated scripts offer a diverse range of inputs tailored to various learning styles, surpassing traditional closed-track programs Additionally, these online platforms provide multimedia materials that boost learners' productivity and effectiveness The internet plays a crucial role in foreign language education by offering supplemental activities, including tests, grammar exercises, and listening tasks Yang and Chen (2007) further highlight the general benefits of incorporating internet use in English as a Foreign Language (EFL) learning.
The Internet offers English learners valuable resources and direct communication with native speakers, allowing them to practice language skills effectively This access helps students apply their knowledge in real-world contexts, overcoming the challenges of traditional learning methods By engaging with authentic situations, learners can enhance their listening, speaking, reading, and writing abilities in a comprehensive manner.
Robin, Yang, and Chen highlight the benefits of the Internet for learning English but overlook its specific advantages for enhancing listening skills In addition to online resources, various tools like TVs, radios, and smartphones also contribute significantly to developing listening abilities Consequently, the researcher aims to concentrate on listening skills and investigate how Internet websites and other resources can effectively improve this essential aspect of language learning.
Research by Galina (2008) highlights the advantages of podcasting for English learners, emphasizing its role in providing access to authentic listening materials on various subjects of interest The study found that podcasting allows students to engage in listening activities at their own pace and convenience, making it more appealing than traditional classroom listening exercises Many students perceive podcasts as more engaging than in-class listening activities, and the use of podcasts can enhance language awareness while enabling learners to complete assignments in a relaxed environment However, the term "podcast" remains relatively unfamiliar to HUCFL students, particularly first-year students, who tend to rely on textbooks and teacher-provided materials, as well as English music and films This raises the question of whether they utilize podcasts as a resource for improving their listening skills.
A study by José (2010) highlights the advantages of extensive listening in English Language Teaching (ELT), emphasizing that online materials facilitate this practice He identifies credible resources such as American Stories for English Learners, Spotlight Radio, BBC Six-Minute English, and The Flatmates series Additionally, Brent (2009) found that YouTube serves as an authentic and motivational tool for college EFL students in Taiwan, with findings indicating that students perceive it as interesting and beneficial in class However, in Vietnam, the integration of YouTube activities for teaching listening skills remains limited This study aims to explore students' awareness of YouTube and other online resources for practicing listening skills during their free time, given the positive implications noted in previous research.
Kruk (2012) examined the impact of online resources on learner autonomy and English pronunciation, finding that these resources significantly enhance both areas, particularly in mastering the –ed sound of regular English verbs in the simple past tense The study underscores the necessity of incorporating online materials in pronunciation instruction, suggesting they can also aid in acquiring other foreign language features While the focus was primarily on English pronunciation, the findings provide valuable insights for learners on effectively utilizing online materials.
Izabela Mucha (2014) emphasizes that utilizing video materials, such as films and online resources, is an excellent approach for foreign language students to enhance their listening skills These engaging audiovisual tools not only provide enjoyable listening experiences but also associate learning with pleasurable recreation Moreover, video content offers a wealth of supplementary information, facilitating effective listening skill development for language learners.
Exploring the benefits of English movies is essential for developing listening skills, as they provide valuable environmental clues and enhance the visibility of the speaker By engaging with videos and films, learners can experience the language in real-world contexts, which boosts their confidence in handling authentic listening situations.
Listening to radio news presents a significant challenge for lower-level learners aiming to enhance their listening skills Despite this difficulty, radio news is recognized as one of the most effective online resources for practicing listening comprehension According to Andrew Basquille (2014), TV news offers visual cues that aid learners in understanding the spoken content, highlighting the advantages of multimedia in language acquisition.
Practicing listening skills is essential for students, yet at HUCFL campus, few students actively listen to English news on the radio, often preferring music for relaxation I believe that utilizing radio as a tool can significantly enhance listening skills Therefore, my research will explore how students engage with radio news to improve their listening abilities.
The integration of online materials in teaching and learning has gained popularity among educators and students globally, particularly in language acquisition In Vietnam, however, the adoption of digital resources such as BBC, VOA, Spotlight radio, and podcasts for teaching English listening skills remains limited, especially among first-year students Despite the potential benefits of these online tools, research on their effectiveness in English language teaching and learning is scarce, highlighting the need for further investigation to enhance students' language proficiency.
Truong Nguyen Ha Trang (2012) carried out a study of the impact of using some ESL/EFL websites on English language learning by third year students at
A study conducted by HUCFL found that utilizing ESL/EFL websites is an engaging and effective method for students to enhance their English language skills These platforms not only motivate learners but also significantly improve their abilities in listening, speaking, reading, writing, and pronunciation The positive impact of ESL/EFL websites on English language development has been well-documented Consequently, there is a need for further exploration of the benefits these websites offer, as well as other online resources, to facilitate effective practice and advancement of listening skills among learners.
A study by Quach Thi Ha (2013) at Thua Thien Hue College of Education found that first-year English majors generally have a positive attitude towards using the Internet for listening practice The analysis indicated that online resources are essential and beneficial for self-study in English listening skills However, students reported low motivation due to difficulties in finding listening materials featuring native speakers' voices Additionally, obstacles such as insufficient teacher guidance and financial constraints in accessing the Internet were identified This highlights the urgent need for further research to better understand the effectiveness of online resources in enhancing listening skills.
In conclusion, while many studies have examined how Internet resources enhance English language learning, there is a lack of research on the use of online materials for developing listening skills among first-year students at Hue University College of Foreign Languages To effectively improve their listening skills, students need to identify which types of online resources best support their learning context Therefore, this thesis aims to investigate the effectiveness and usefulness of online materials for enhancing the listening skills of HUCFL students.
Summary
In conclusion, students must recognize the significance of listening skills and the availability of online resources that facilitate effective self-practice The Internet and various online tools have become essential for English language learning, allowing students to enhance their listening abilities independently, without teacher assistance Engaging with online materials outside the classroom not only makes the learning process enjoyable but also enriches students' knowledge beyond traditional educational settings.
METHODOLOGY
Introduction
This chapter outlines the research methodology utilized in the study, emphasizing the importance of online materials for enhancing listening skills It will detail the research approach, the site of the study, and the participants involved in the research.
(3) description of data collection, (4) ways to analyse data, (5) and finally the conclusion of the chapter.
Research Approach
This project explored the use of online materials for English listening development by first year students at Hue University College of Foreign Languages
In order to find out the answers to the research questions mentioned in chapter one,
I would like to utilize both qualitative and quantitative approaches by means of questionnaires and interviews
The study primarily utilized a qualitative approach to gather students' perspectives on using online materials for enhancing listening skills, assess their current listening abilities, and explore teachers' recommendations for optimizing the use of these resources Additionally, a quantitative approach was employed to evaluate students' awareness of online materials available for practicing listening skills.
Research site and participants
Hue University College of Foreign Languages (HUCFL) was chosen for this study due to my five years of English learning experience there The study involved 100 randomly selected first-year English majors, who had recently passed their entrance exams While many students selected English as their first choice, some opted for it as their second or third preference Additionally, 10 teachers specializing in English listening skills, who either currently teach or have previously taught first-year students, were invited to complete questionnaires for the research.
Data Collection
The instruments used in this research included questionnaires and interviews
Using questionnaires offers researchers significant advantages, including practicality, cost-effectiveness, and ease of response collection They enable the gathering of participants' perceptions, opinions, behaviors, or attitudes regarding specific events (Wisker, 2001) According to Brown (2007), questionnaires are an efficient method for quickly and affordably collecting certain types of information For this research project, a questionnaire consisting of 23 close-ended questions and 1 general question was developed based on the Likert scale to assess students' views on utilizing online materials for practicing listening skills The responses to the 23 close-ended questions are rated on a scale from 5 (strongly agree) to 1.
The study utilized a four-point Likert scale for responses, ranging from "strongly disagree" (1) to "strongly agree" (4), with an additional option for "undecided" (3) To gather data for the third research question, four questionnaires were developed for teachers, incorporating both multiple-choice and open-ended questions.
Teachers can enhance students' utilization of online learning materials by providing clear instructions and support during the questionnaire process Participants, including both students and teachers, completed the questionnaires in a classroom or university setting, with the researcher available to clarify any misunderstandings or translate into Vietnamese when necessary The distribution of items in the questionnaires is illustrated in Tables 3.1 and 3.2 below.
Table 3.1 Summary of the questionnaires
Students’ awareness of the use of online material for listening skill practice
Students’ awareness of the benefits of online materials
Types of materials to help students improve listening skill:
Teachers’ help student make use of online learning materials better
In the initial phase, a pilot survey was conducted involving 20 participants who completed a questionnaire consisting of 23 questions The data gathered from this survey was analyzed using SPSS software to assess the reliability of the questionnaires.
20 Then, the researcher analyzed the pilot data The result of the reliability was quite high, Cronbach’s Alpha = 728, and it is shown in Table 3.2 below:
Table 3.2 The reliability Statistics of the students’ questionnaires
After that the students’ questionnaires were delivered to one hundred students at HUCFL in Hue to collect the real data for chapter 4 of the research
Interviews are a valuable research tool that enables the collection of unique data not obtainable through other methods As noted by Bell (1993), the structured nature of focus interviews simplifies analysis They offer flexibility across various issues and demographics, allowing for in-depth probing to elicit precise responses However, interviews also present challenges, such as the potential for subjective bias in participants' answers and the risk of researcher influence on responses To mitigate these issues, careful question design is essential prior to interviews In this study, twelve questions were crafted—six for students and six for teachers—targeting ten randomly selected first-year English majors and five teachers specializing in listening skills at HUCFL Each interview lasted between ten and fifteen minutes, with the researcher providing Vietnamese translations when necessary to ensure clarity and encourage authentic expression of ideas and feelings.
Procedure
The following of data collection was as the following steps:
Step 1 : the questionnaires and interview questions were designed for 100 first year English students and 10 teachers
Step 2 : the questionnaires were distributed to 100 first year students at
HUCFL during the break time Then, the researcher would invite 10 first year students to interview as well
Step 3 : the researcher would make appointments with some teachers to ask them some questions
The researcher selected first-year students to enable them to identify their own learning methods, recognizing their strengths, weaknesses, and challenges in self-study This insight allows teachers to better understand their students' listening skill levels and the necessity for outside practice Additionally, experienced teachers can effectively choose appropriate materials and strategies to enhance students' listening skills.
Data Analysis
The data collected from the questionnaires and interviews were processed quantitatively to explore the online materials for practicing listening skill
The quantitative data from student questionnaires were analyzed using SPSS software to compute descriptive statistics, including sums, means, and percentages for each variable This data was then organized into tables for quantitative analysis through categorization and percentage counting Additionally, qualitative insights from student responses were utilized for further analysis Similarly, teacher questionnaires were also categorized and analyzed in percentage terms Qualitative data from interviews was examined based on emerging themes Overall, the data collection and analysis processes were conducted meticulously to ensure reliability and objectivity.
Summary
The research utilized a combination of qualitative and quantitative methods, enabling the researcher to cross-verify information and data gathered from students and teachers through questionnaires and interviews.
FINDINGS AND DISCUSSIONS
Introduction
This chapter presents findings from questionnaires and interviews aimed at addressing three key research questions regarding first-year English students' awareness of online materials for enhancing their listening skills The results are organized into five sections: the first analyzes students' perceptions of online materials for listening practice; the second explores their views on these materials as effective learning tools; the third identifies types of online resources that can improve English listening skills; the fourth discusses the disadvantages associated with using online materials; and the final section highlights how teachers can assist students in maximizing the benefits of online learning resources.
To evaluate the reliability of the questionnaires, 23 student items were analyzed using SPSS version 20.0, yielding a Cronbach’s Alpha of 747, indicating good reliability and validity of the measuring scale The findings from the questionnaire were subsequently analyzed using Descriptive Statistics in the following sections.
Students' awareness of the online materials for practising listening skill
Figure 4.1 Students’ perception about listening to be the most difficult skill
A significant majority of students, 88%, identified listening as the most challenging skill to improve in English language learning, aligning with findings from Field (2002), Lynch (2002), and Rost (2002), who noted that listening involves complex physiological and cognitive processes In contrast, only 2% of students considered reading the most difficult, while 4% viewed speaking as less challenging, and 6% believed writing was the hardest skill to master Supporting this, Quach (2013) reported that 89% of students agreed on the difficulty of improving listening skills Additionally, interview responses highlighted the perception of listening as both the most important and challenging skill among the four language skills.
Many students find speaking skills challenging due to limited practice opportunities, but they often consider listening skills even more difficult The variety of accents and voices in English makes it hard to comprehend spoken language and extract information effectively As one student noted, the difficulty lies in the inability to write down what is heard, which adds to the challenge of understanding different speakers.
All interviewees have the same idea that the listening skill is the most difficult needed to improve Especially, an experienced student expressed her own true feeling when being interviewed:
Despite studying English for over eight years, I struggle significantly with listening comprehension, often receiving low marks due to my difficulty in understanding spoken texts and identifying key words I firmly believe that listening is the most challenging skill to master.
The findings from the questionnaires and interviews indicate that listening is a challenging skill to master in the English language learning process, and it is essential to prioritize the development of listening skills for effective improvement.
4.2.2 Students’ awareness of using online materials to practice listening skill
Cluster 1 is presented as the first year students’ awareness of using online materials to practice English listening skill, including items 1, 2, 3, 4, 5, 6 (see Appendix 1) All the items are demonstrated following the Likert-scale statement with value ranking to 5 (strongly agree) from 1 (strongly disagree) The Mean of this whole cluster was calculated to measure students’ perception of using online materials to practice listening skill (Table 4.1)
Table 4.1 Students’ awareness of using online materials to practice listening skill
N Minimum Maximum Mean Std Deviation
Table 4.1 indicates a Mean score of 4.0200, which is significantly above the midpoint of the 5-point scale, suggesting that few students express disagreement with the statements Figure 4.2 further illustrates the Mean scores for each question within this cluster.
Figure 4.2 Students’ perception of using online materials to practice listening skill
The perceptions of first-year students regarding the use of online materials for practicing listening skills were gathered through six specific questions (Q1-Q6) detailed in Appendix 1 As illustrated in Figure 4.2, the mean scores for each item indicate that students have a strong awareness and positive attitude towards utilizing online resources for enhancing their listening skills Overall, the results suggest a favorable inclination towards the agreement on the effectiveness of these materials.
As can be seen from figure 4.2 that the Mean of question Q1 (Mean =4.16) is the highest, the second position is the Mean of Q5 (Mean = 4.06), next is the Mean
4 of Q4 (Mean = 4.04), the fourth position is the Mean of Q6 (Mean = 4), and the lowest Mean belongs to Q2 & Q3 (Mean = 3.98) The gaps among of the Mean of
Students recognize the significance of utilizing online resources to enhance their listening skills, as evidenced by their positive feedback The accompanying chart illustrates their views on the necessity and value of these digital materials for practicing listening comprehension.
Figure 4.3 Necessity of using online materials to practice listening skill
Figure 4.3 illustrates students' views on the necessity of online materials for enhancing listening skills The data reveals that only 4% of students believe these resources are unnecessary, while 72% strongly agree on their importance, and an additional 24% also support their use This indicates a strong consensus among students regarding the relevance of online materials for language learning, particularly in developing listening skills As one student noted in an interview on January 19, 2015, the integration of online resources is essential for effective language acquisition.
Online materials are very good for listening skill I tried some of them such as VOA special English, BBC, and British council They are extremely
Stronglyagree Agree Undecided Disagree Strongly disagree 24%
0% 4% 0% effective My listening now is better than the first time I entered this university I think students should use them to learn outside classroom (Interview with student No.6, Jan 19 th 2015)
Another student also had the same idea:
Utilizing online materials for listening practice is essential, as they provide practical exposure to real-world audio Resources such as VOA news videos offer diverse voices and scenarios, preparing students for authentic listening experiences outside of the classroom.
Additionally, using online materials to practice listening skill are very interesting and useful The following frequency table (Table 4.2) shows the difference in the level of agreement and disagreement:
Table 4.2 Using online materials to practice listening skill are useful and interesting
Frequency Percent Valid Percent Cumulative
According to Table 4.2, only 2% of students disagree about the usefulness and interest of online materials for practicing listening skills, while another 2% are undecided In contrast, a significant 88% of participants agree that these online resources are very useful and engaging, with over 6% expressing strong agreement These findings indicate that students have a positive perception of the effectiveness of online materials in enhancing their listening skills outside the classroom.
Besides, online materials are good materials to compensate the insufficient listening knowledge and to practice the extensive listening Table 4.3 below will reveal the students’ opinions about these statements
Table 4.3 The usefulness of online materials for practicing listening skill
Q3: Online materials are effective way to improve listening skill and compensate insufficient listening knowledge
Frequency Percent Valid Percent Cumulative
Q4: online materials are good materials to practice extensive listening
Frequency Percent Valid Percent Cumulative
Table 4.3 highlights the varying perceptions of students regarding online materials as effective resources for enhancing their listening skills and facilitating extensive listening practice The responses range significantly from Strongly Disagree (1) to Strongly Agree (5), indicating diverse opinions on the effectiveness of these materials.
Table 4.3 reveals that only a small percentage of students express strong disagreement or disagreement, with 12% in Q3 and 10% in Q4 In contrast, a significant majority, 66% in Q3 and 62% in Q4, agree that online materials effectively compensate for inadequate listening skills and enhance extensive listening.
A significant 22% to 28% of students in Q3 and Q4 strongly agree on the effectiveness of online materials in enhancing their English listening skills This indicates that students recognize the importance of utilizing online resources for listening practice outside the classroom, acknowledging the benefits these materials bring to their learning journey.
Many students are increasingly utilizing online resources to enhance their listening skills outside of the classroom, both now and in the future, as highlighted in Figure 4.4.
Figure 4.4 Using online materials to practice listening outside class & in the future
Types of online materials that can help them improve listening skill
Table 4.7 Types of online materials
Cluster 3: Types of online materials
N Mean Minimum Maximum Std Deviation
Cluster 3 including Q13, Q14, Q15, Q16, Q17, and Q18 (see Appendix 1) presents types of online materials to help students practice and improve listening skill Table 4.7 illustrates that the Mean of the whole cluster 3 is 3.9833, nearly reaching to the Agree scale value in the Likert-scale with value ranking from 1 (strongly disagree) to 5 (strongly agree) It might be implied from the Mean that most students use online materials to practice the listening skill outside the classroom
4.3.1 Human Voice as a type of online materials
Listening to the human voice of English speakers worldwide enhances students' listening skills by facilitating direct communication with native speakers This method offers the most authentic and practical learning experience, as it occurs in a natural context.
Figure 4.11 Communication with the English speakers
The pie chart (Figure 4.11) illustrates student opinions on communicating with native English speakers as an effective method for enhancing listening skills, based on a survey of 100 students at HUCFL The data reveals a significant preference for this approach, with only 6% of students disagreeing, while 46% strongly agreed and 48% agreed with the statement This indicates that nearly all students acknowledge the benefits of interacting with English speakers to improve both their listening and speaking skills An interview conducted on January 19, 2015, further supports this perspective, as several students expressed similar views.
Engaging in conversations with native English speakers is an effective method for enhancing both listening and speaking skills I frequently practice this after school or during my free time, as it allows me to use and apply English in a direct and practical manner This approach proves to be more beneficial than any other learning materials.
Q19: communicating with foreigners to learn listening
4.3.2 Audio materials as a type of online materials
Audio materials contain the native speaker’s voice They are one of the good ways to help students improve listening skill
Figure 4.12 Audio materials as a type of online listening materials
Audio materials, such as music and news, are highly effective online resources for developing listening skills, with a mean score of 4.02 indicating strong student interest Additionally, many students prefer practicing listening exercises through podcasts, which have a mean score of 3.98 This data is further detailed in Table 4.8.
Q17: Listening the news on radio programs and music
Q16: Practice listening exercise on Podcast
Table 4.8 Audio materials as a type of online listening materials
Q16: Listening to music and the news on radio or other programs
Frequency Percent Valid Percent Cumulative
Q17: Practice listening exercise on Podcast
Frequency Percent Valid Percent Cumulative
Table 4.8 reveals that a significant majority of students prefer both methods, with 90% opting for listening to music and news, and 92% favoring exercise practice on podcasts Only a small number of students expressed disagreement with these methods, possibly indicating the use of alternative approaches In an interview conducted on January 19, 2015, the tenth student shared their insights on this topic.
To enhance my listening skills, I frequently tune into online news programs like VOA and the British Council However, I find that listening to music is not very effective for me, as I tend to get easily distracted.
Podcasts offer numerous advantages for language learners, particularly in improving listening skills They provide a range of exercises that cater to different proficiency levels, making it easy for individuals to study from the comfort of their homes, at work, or on the go.
To sum up, all findings show the same idea with Andrew Basquille (2014) that listening to the news is a good way to develop listening skill
4.3.3 Video materials as a type of online materials
Table 4.9 Videos as a type of online materials for practicing listening skill
Q13: practice listening through videos on YouTube
Frequency Percent Valid Percent Cumulative
Q14: practice listening watching videos on websites or TV
Frequency Percent Valid Percent Cumulative
Table 4.9 presents the distribution of student opinions on using videos as a medium for enhancing listening skills The responses range from Strongly Disagree (1) to Strongly Agree (5), indicating a slight variation in overall perceptions.
Table 4.9 reveals that a remarkable 92% of students strongly agree or agree that watching videos and movies is an effective method for enhancing listening skills, with 88% supporting this view in Q15 (see Appendix 1) This aligns with Izabela Mucha's (2014) research, which highlights films and videos as excellent tools for listening skill development due to their engaging nature In a follow-up interview conducted on January 19, 2015, several students reiterated this sentiment.
In my view, watching videos and movies is the most effective method for improving listening skills, as they depict real-life situations This approach allows me to apply what I've learned in practical contexts.
Watching English movies with subtitles is an effective way to enhance my language skills, particularly listening This method allows me to learn valuable lessons from the content, contributing to my ongoing improvement in English proficiency.
A minority of students expressed disagreement with the proposed methods, with 8% in Q13, 4% in Q14, and 12% in Q15 Additionally, 4% of students did not provide a response for Q14, suggesting they might prefer an alternative method In an interview conducted on January 19, 2015, one student speculated on this possibility.
Despite my limited time for practice, I find that the available materials and textbooks are sufficient for improving my listening skills My teachers often assign portfolio work using resources like "Basic Tactics for Listening" and "Start with Listening," which I find to be extremely beneficial (Interview with student No.7, Jan 19th, 2015)
I struggle with listening comprehension and have yet to discover effective ways to enhance this skill Despite recommendations from friends and teachers to use resources like YouTube or watch movies with subtitles, I find myself easily distracted by the content and performances of the actors.
Chapter summary
Students demonstrate a positive attitude toward the use of online materials for practicing listening skills both in and out of the classroom, despite facing minor challenges Therefore, investing in and developing these online resources could significantly enhance students' effectiveness in learning English and other languages.