Common problems faced by 1st-year English-major students in IELTS Listening Skills Test: a case study at VNU- .... Considering the significance of the listening skills component and the s
INTRODUCTION
Rationale
The International English Language Testing System (IELTS) is experiencing significant growth, driven by the rising number of universities worldwide that mandate the exam for admission This trend is further amplified by students' aspirations to study in English-speaking countries In Vietnam, institutions like VNU-IS have established IELTS as a graduation requirement, intensifying the demand for this essential language assessment.
The IELTS assessment comprises two modules—general and academic—and evaluates four key language competencies: listening, reading, speaking, and writing Among these, the listening skill presents a significant challenge, particularly for first-year students who often have limited practice in this area from high school Unlike the reading and writing sections, where candidates can refer back to materials and take their time, the listening section does not allow for audio replay, making it particularly difficult Additionally, the emphasis in high school is often on grammar, resulting in scarce opportunities for developing listening skills Consequently, many students find listening to be the most challenging aspect of the IELTS examination.
This study addresses the significant challenges faced by first-year English major students in the IELTS listening test, emphasizing the importance of listening skills It aims to contribute new insights to the existing knowledge base by identifying common problems encountered in this section The research seeks to provide valuable information that can inform the development of effective strategies and interventions, ultimately enhancing the listening skills performance of VNU-IS students in the IELTS test.
Aims of the study
This research focuses on identifying the common challenges faced by first-year English major students in the IELTS Listening Skills Test The primary goal is to document the specific difficulties these students encounter in understanding spoken English, following audio content, and responding to questions within the time constraints By examining these issues, the study seeks to provide insights into the key areas where students struggle the most during the listening section of the IELTS test.
The research seeks to identify the factors contributing to the challenges faced by students in test preparation By understanding these underlying causes, the study aims to highlight potential areas for improvement and enhance the overall effectiveness of test preparation strategies.
This study aims to offer practical recommendations for improving the preparation and performance of first-year English-major students in the IELTS Listening Skills Test It suggests modifications to study methods and targeted interventions to tackle identified challenges The ultimate goal is to provide actionable insights that enhance students' language proficiency, test performance, and overall academic success in the IELTS Listening Skills Test.
This study aims to enhance the understanding of IELTS test preparation and English language learning by identifying the specific challenges faced by first-year English-major students in the IELTS Listening Skills Test The findings will offer valuable insights for educators, administrators, and policymakers to improve test preparation strategies and teaching practices Ultimately, the research seeks to boost the language proficiency and academic success of these students, enabling them to excel in the IELTS Listening Skills Test and future language learning pursuits.
Objectives of the study and research questions
Listening is a crucial process that enables individuals to comprehend messages, facilitating effective communication and participation in conversations Without strong listening skills, individuals struggle to receive and respond to messages promptly and effectively Numerous studies highlight the significance of listening in foreign language learning, noting that it plays a vital role in language acquisition However, many English learners face challenges with listening comprehension, particularly in their early stages of learning.
English students at VNU-IS often find listening to be the most challenging skill in the IELTS test This study aims to identify the common difficulties they face during the listening section and the underlying causes, such as linguistic factors, lack of concentration, and speaker-related issues Based on these challenges, the researcher offers solutions to enhance listeners' performance and improve their exam results.
In this study, the following questions are investigated:
● What are the common problems faced by 1st-year English-major students in the IELTS listening skills test at VNU-IS?
● What are the causes of those problems?
● What strategies and recommendations can be implemented to improve the performance of 1st-year English-major students in the IELTS listening skills test at VNU-IS?
Scope of the study
This study investigates the challenges encountered by first-year English students at VNU-IS, specifically focusing on their experiences during the IELTS Listening Skills exam By collecting quantitative data from a sample of these students, the research aims to identify common difficulties in understanding spoken English, following audio content, and answering questions within a time constraint While the findings are specific to the context of VNU-IS and may not apply to other institutions or programs, the insights gained will enhance the understanding of the challenges faced by English language learners.
English-major students in the IELTS Listening Skills Test and provide guidance for improving their test performance and language skills at VNU-IS.
Method of study
The research utilized quantitative methods, primarily employing survey questionnaires for data collection Targeting first-year English students at VNU-IS, the study focused on those who had recently entered university and were preparing for an IELTS-style listening test By exploring their challenges, the research aimed to enhance their listening skills To ensure unbiased results, the research team included all 110 first-year English majors at the International School.
The significance of the study
This research focuses on identifying common listening learning challenges faced by first-year English major students at VNU-IS and explores the underlying causes of these issues The findings aim to significantly benefit students by enhancing their learning experiences and improving their preparation for the IELTS listening test The results will not only assist first-year English majors but also provide valuable insights for Vietnamese university students in general, as well as for developers of listening materials Ultimately, the study aims to equip students with the necessary tools to overcome their listening difficulties and achieve optimal results.
Design of the thesis
The research consists of 5 chapters Apart from Chapter I ( Introduction) introduced above, it includes 4 other chapters as follows:
Chapter II: Literature review: this chapter comprises two parts Part one is an Overview of the IELTS Listening Test with Definition and Format, structure, and
This article evaluates the common challenges faced by first-year English major students at VNU-IS during the IELTS listening skills test, as outlined by the British Council It examines the influencing factors affecting listening comprehension, highlights specific difficulties encountered, and reviews previous studies along with relevant theoretical frameworks on language acquisition and listening comprehension.
Chapter III: Methodology: This chapter has 4 parts including Research setting, Research design, Selection of participants, Research methods- a case study, Research procedures, Instrument, Data Collection, Data analysis techniques, and Summary
Chapter IV: Results/Findings and Discussion
Chapter V: Conclusion: In this part, the researcher summarizes all the findings revealed.
LITERATURE REVIEW
Definition of Listening Skill
Listening is a crucial component of language communication, representing the first language skill acquired by students prior to formal education This ability allows students to internalize linguistic information, significantly influencing language production and the development of other skills Mastering listening is particularly challenging for English learners, as it involves recognizing various sounds and understanding stress and intonation patterns Cognitive processes are essential for extracting meaning from spoken information (Namaziandost et al., 2019), and research indicates that listening is the most complex language skill, especially among Batswana learners (Sebina & Arua, 2017) The development of listening skills is vital for cognitive growth and serves as a foundation for speaking, reading, and writing (Vu & Shah, 2016) Moreover, English learners often struggle with fast speech rates, complicating their listening comprehension (Masrai, 2020).
Overview of the IELTS Listening Test
2.2.1 Background of the IELTS Listening Test
The IELTS Listening test, both General and Academic, evaluates the language proficiency of individuals seeking education or employment in English-speaking countries It measures candidates' abilities to comprehend ideas, understand detailed information, and recognize various opinions from speakers Conducted through the official IEL English mobile application, the test consists of four sections with a total of 40 questions, each section featuring ten questions on diverse topics The question types include fill-in-the-gap, multiple-choice, short-answer, sentence completion, and classification, ensuring a comprehensive assessment of listening skills.
2.2.2 Format and Structure of the IELTS Listening Test
The IELTS listening section consists of four parts, focusing on societal and educational contexts The first two sections feature a dialogue between two speakers and a monologue, respectively, assessing comprehension in everyday situations The latter two sections involve a conversation among multiple participants and another monologue, evaluating understanding in academic settings Test-takers face a total of 40 tasks within a 30-minute timeframe, which include various question types such as multiple choice, short-answer questions, sentence completion, and labeling diagrams These diverse tasks are designed to thoroughly gauge students' listening comprehension skills.
2.2.3 Evaluation Criteria of the IELTS Listening Test (According to the British Council)
The IELTS Listening Test is evaluated on a scale of 1 to 9, with scores based on the number of correct answers out of 40, converted to whole and half-band scores Each correct answer earns one point, and scoring criteria include correctness, spelling, and grammar Candidates must demonstrate strong listening skills by grasping main ideas and specific details, following the progression of conversations and lectures, and understanding context A diverse vocabulary and the ability to interpret various accents are essential, along with careful attention to task instructions, such as labeling diagrams or completing tables.
Common problems faced by 1st-year English-major students in IELTS Listening
2.3.1 Influencing factors in the IELTS Listening Test
The IELTS Listening test assesses your ability to understand spoken English across different contexts Your performance can be affected by various factors, making it essential to consider key elements that influence your comprehension skills.
1 Listening Skills: Strong listening skills are crucial This includes the ability to identify main ideas, supporting details, opinions, and specific information Practice active listening by paying attention to tone, stress, and intonation
2 Vocabulary: A good understanding of English vocabulary is essential This includes both general vocabulary and terms specific to various topics that may be covered in the test
3 Grammar: While the focus is on listening, a good grasp of English grammar is still important It makes predictions about what you are likely to hear and aids in understanding the context of the conversation or monologue
4 Listening speed: IELTS Listening often has a fairly fast listening speed, especially in parts 2 and 4 The ability to listen quickly and understand information in a short time is important so as not to miss answers
5 Stages of the Listening Section: The IELTS Listening Test usually consists of four sections, each containing different language situations This may require you to switch between different language styles and contexts, so the ability to adapt quickly is important
6 Sound and recording quality: The audio quality of the recording may vary Situations such as background noise, poor audio quality, or unclear speech can pose challenges in understanding the information
7 Listening time and time limitations: In IELTS Listening, you only have one opportunity to listen to each section and answer the related questions, so you need to maintain focus for the duration of the test, which is typically around 30 minutes Time management is crucial, and you cannot go back to listen to previous sections
8 Familiarity with Question Types: The test includes various question types, such as multiple-choice, matching, labeling diagrams, and completing summaries Understanding the different question formats and practicing with sample questions are decisive
9 Acceptance of Ambiguity: Sometimes, information may not be entirely clear or could be ambiguous during the listening process Your ability to deal with and understand the context is essential
10 Psychology and confidence: Psychology and confidence also play an important role in your success in IELTS Listening Confidence will help you concentrate better and increase your ability to understand and remember information
Listening can be hindered by various barriers that affect an individual's ability to interpret and understand external stimuli This complex process of transforming sounds into meaningful information is fraught with challenges, as highlighted by Takeno and Takatsuka (2007), who note that language learners often struggle with vocabulary, grammar, articulation speed, repetition, and auditory short-term memory Hasan (2000) emphasizes that new vocabulary, complex grammatical structures, lengthy sentences, and lack of interest can further obstruct listening comprehension Goh (2000) points out that phonological and lexical challenges, such as high speech rates and unfamiliar terms, significantly impact students' understanding Additionally, issues related to syntax and semantics can lead to parsing difficulties, while rapid forgetfulness may prevent students from effectively retaining the information they hear.
Many students face significant challenges in understanding spoken language, including difficulties in hearing audio clearly and effective communication, which can hinder their performance in listening examinations Learners' perceptions of their listening abilities significantly influence these challenges, as research indicates that the nature of listening materials also plays a crucial role in comprehension Factors such as the quality of audio recordings, cultural differences, accents, unfamiliar vocabulary, and the speed of speech impact students' understanding Common obstacles include the inability to comprehend rapid speech, limited vocabulary, and challenges in recognizing transitions between topics, which ultimately reduce listening comprehension This study aims to identify specific problems students face, such as recognizing key information and main ideas, while raising awareness among educators about these issues to implement effective interventions and enhance students' listening skills.
Previous studies
Mastering listening skills is crucial for English-major students, particularly for their performance in the IELTS Listening test First-year students face challenges such as identifying key information, understanding main ideas, and overcoming vocabulary limitations Research by Mieske Maranuela (2021) highlights that difficulties in grasping spoken content stem from issues with listening materials, lack of focus, and listener-related challenges To address these problems, students have found success in enhancing their vocabulary, participating in regular audio listening sessions, and practicing with peers Recognizing their listening comprehension issues and implementing effective solutions has led to significant improvements in their overall listening skills.
A study by Hung Tan Ha (2021) revealed a strong correlation between orthographic and aural vocabulary knowledge, with a correlation coefficient of r = 88 Additionally, receptive vocabulary knowledge was identified as a reliable predictor of learners' proficiency in receptive language skills The research also found significant correlations between academic vocabulary proficiency and both academic listening (r = 65) and reading comprehension (r = 60) Ultimately, the study concluded that mastery of the Academic Word List (AWL) is a strong indicator of achieving a band score of 6.0 in the IELTS listening and academic reading assessments.
While the data from the two studies may lack reliability and validity due to their limited timeframe, our approach utilizes case-study techniques to collect longitudinal perspectives This method allows for a more comprehensive understanding of students at VNU-IS over the course of a year.
Relevant theoretical frameworks on language acquisition and listening comprehension
Understanding language acquisition and listening comprehension requires examining different theoretical frameworks that shed light on how individuals develop language skills and understand spoken communication We will adopt a cognitive framework to explore these processes further.
The cognitive framework of language comprehension proposed by Anderson (1995) outlines three key phases: perception, parsing, and utilization The first phase, perceptual processing, focuses on encoding the acoustic or written message, which in listening involves segmenting phonemes from continuous speech This model emphasizes the intricate processes involved in understanding language effectively.
During the listening phase, individuals focus on auditory input, retaining sounds in echoic memory The process of parsing involves transforming words into a mental representation of their combined meaning by segmenting utterances based on syntactic structures These segmented elements are then recombined to create a meaningful representation, which is linked to existing knowledge and stored in long-term memory as propositions or schemata during the utilization phase At this stage, listeners may draw inferences to enhance interpretation and personalize meaning or use the mental representation to respond to the speaker The three levels of processing—perception, parsing, and utilization—are interconnected and can occur concurrently, allowing listeners to make inferences from earlier parts of a sentence while perceiving later segments.
A cognitive framework is essential for understanding the challenges learners encounter in listening, as it highlights specific cognitive processing points where comprehension may fail This investigation aims to explore how language acquisition and listening comprehension are influenced by the intricate interaction of biological, cognitive, and environmental factors Furthermore, this theoretical framework enhances our insight into the development of language skills, particularly in listening, guiding future research in this area.
METHODOLOGY
Research setting
The increasing popularity of the IELTS Test in Vietnam has led institutions like VNU-IS to require it for admission and graduation, particularly for English major students who need an IELTS certificate to progress in their studies These students aim for a band score between 7.5 and 8.0, but achieving this can be challenging, especially since a lower skill, such as listening, can significantly impact their overall score Consequently, a study was conducted at the International School of Hanoi National University to identify common challenges faced by first-year English majors during the IELTS Listening Test, highlighting the institution's commitment to maintaining high academic standards and supporting a diverse student body.
VNU-IS is a prestigious educational institution offering English courses and various majors with a comprehensive study program in English The research environment at VNU-IS includes accessible facilities such as computer labs and study areas, which support practical sessions and surveys First-year English majors encounter unique challenges as they transition from high school grammar-focused learning to a university curriculum that emphasizes all four language skills, using materials aligned with the IELTS test format Success in the Listening 1 component of the Final Exam is crucial for advancing to higher levels The first year is pivotal in establishing a strong foundation for language learning and preparing for proficiency tests like IELTS Thus, addressing the challenges faced during this initial phase of the IELTS listening test is of utmost importance.
Research design
To conduct effective research, it is essential to define a clear research design that outlines specific directions, methods, and instruments This study will employ a combination of quantitative methods and case studies to leverage their strengths in identifying common listening skills issues and the primary challenges faced by first-year English major students at VNU-IS during the IELTS Listening Test The quantitative approach will utilize survey questions based on relevant research material, created via Google Forms and distributed to first-year English majors This data collection will illuminate the key difficulties students encounter, enabling them to recognize and address their challenges.
Research methods- a case study
This research utilized a case study approach alongside quantitative methods to examine the challenges encountered by first-year English-major students during the IELTS listening test at VNU-IS (Vietnam National University - International School) To effectively analyze these issues, it is crucial to have a clear understanding of what constitutes a case study, as it can be defined in various ways, including perspectives provided by experts like Robert.
K Yin, is an empirical investigation that looks at a current phenomenon in the context of real life, particularly in situations where it's difficult to distinguish between the phenomenon and the setting As a research strategy, the case study consists of a comprehensive approach, wherein certain ways of data collecting and analysis are incorporated into the design logic Case studies have shown to be more than simply an exploratory technique, although they were previously thought of as only an exploratory tool In addition to being descriptive, some of the most well-known and excellent case studies have also been explicative The case study approach, according to John Gerring, is an "intensive study of a single unit or a small number of units (the cases), to understand a larger class of similar units (a population of cases)" Stake argues that choosing a case study is an option about what to research, not about methodology A case study is described by Mile
This article explores the challenges faced by first-year English major students during the IELTS listening test through a case study approach By examining a representative sample of these students, the study aims to identify common issues and the underlying factors contributing to their difficulties Qualitative data is collected using survey questionnaires to provide an in-depth understanding of the phenomenon in its real-life context.
Research procedures
In our research process, we first identify the key issues faced by first-year English majors at VNUIS during the IELTS listening test We will involve all 110 students from three BEL classes as participants in our survey Following participant selection, we will develop a set of questions informed by our research materials Before distributing the questionnaire, we will conduct a pilot test with a small group of similar individuals to pinpoint any confusing elements or unclear answer choices After refining the questionnaire based on feedback, we will distribute it online through class group chats The data gathered will then be analyzed to reveal the common challenges students encounter in the IELTS listening test.
Selection of participants
During their first semester, freshman English majors acquired essential English skills, with a strong emphasis on listening They became acquainted with the teaching and learning methods aligned with the IELTS Test format, preparing them for their final exams and the IELTS certification exam at the university To advance their studies, these first-year students must successfully pass the Listening component.
This study will focus on first-year English major students, specifically selecting participants from three classes: BEL2023A, BEL2023B, and BEL2023C Each class consists of 30 to 40 students, resulting in a total of 110 participants for the survey This demographic is ideal for gathering relevant data at the end of the academic module.
Instrument
The study employed questionnaires as the primary method of data collection due to their versatility, ease of development, and efficiency in gathering large amounts of data quickly According to Dornyei (2003), questionnaires can collect significant information in under an hour, making them time-efficient Additionally, online survey software enhances this process by providing comprehensive features for designing, distributing, and analyzing responses, making it a cost-effective option for researchers Consequently, close-ended questionnaires were specifically used to explore the common challenges faced by first-year English-major students at VNU-IS.
The questionnaire is a crucial component of instrument construction, consisting of two key sections Section 1 gathers demographic information, while Section 2 focuses on identifying the challenges students face in the IELTS Listening Test.
Section 1 is the first section which aims to ask for 1st-year students in three classes of BEL’s background information This section will have 8 questions designed to ask for their full name, Student ID, gender, age, email, grade, and number of years studying English, Have you ever taken the IELTS listening test before?
2 Time for learning English 7 years
3 Have you ever taken the IELTS listening test before
Section 2 included 20 questions that aim to ask first-year students about their problems when they doing the IELTS Listening Test This section’s questions were categorized into 3 biggest problems: The Linguistic Aspect of the Students
The study utilizes a five-point Likert scale to evaluate 12 items related to concentration, 6 items concerning lack of concentration, and 2 items pertaining to the speaker Responses range from "Never" to "Always," with ratings from 1 to 5 The collected data will be analyzed using statistical techniques, including SPSS, descriptive statistics, and inferential analysis, to derive meaningful conclusions.
Never Rarely Occasionally Frequently Always
1 Handling specialized vocabulary: I have difficulty understanding specialized vocabular in the listening passages.
2 Dealing with lack of concentration: I am easily distracted during the IELTS Listening test.
3 Dealing with speakers intonation and pronunciation: I have difficulty understanding different tones and pronunciations in the
4 Dealing with an unknown word: I find it difficult to identify and understand the meanin of new vocabulary in the listening passage.
5 Solve the problem o grasping main ideas:
find it difficult to remember importan ideas in a long listening passage.
6 Handling the problem o difficult grammar knowledge: I find it difficult to listen to listening lessons with complex gramma knowledge.
7 Dealing with colloquial language and slang: found it surprising and difficult to resolve colloquial language an slang.
8 Resolving the confusio between formal and informal language:
find it difficult to identify the two types o formal and informal language when listenin to the IELTS test.
9 Handling the problem o listening and understanding languag
I find it difficult when I can't listen to the listening material because I feel like th native speaker is speaking too fast.
10 Handling the problem o abbreviations: I fee surprised and difficult to remember the abbreviations in the
11 Solve concentration problems: I find it difficult to concentrate on listening due to anxiety and stress.
12 Dealing with loss of concentration due to to long listening passage
The Ielts listing listening passages a too long, making me tired and distracted.
13 Dealing with loss of concentration due to unfamiliar words: When
I encounter an unfamiliar vocabulary word, I often get confused and los concentration to listen to the rest of the listening passage.
14 Dealing with the problem of losing concentration and thinking about previous questions: While listening, I often think about previous questions so I los concentration while listening to the listening lesson.
15 Dealing with distraction due to poor quality recordings: I find it difficult to understand the speaker when th recording is of poor quality.
16 Dealing with not being able to hear familia words: There are vocabulary words already know but I can hear them.
17 Handling English listening without transcripts: I canno listen to the listening without transcripts
18 Problem of distraction due to speaker spee
Speaker speed is to fast, making it impossible for me to fully understand the ideas of the listening song
19 Handling homophone with different meanings
I find it difficult to understand the listenin passage because ma words have the sam pronunciation but different meanings.
20 Processing words o phrases I just heard: often forget what I jus heard.
Table 3 Questionnaire of 1st-year students' problems in IELTS Listening
Test 3.6.3 Procedures of delivering the questionnaires
Designing the questionnaire is an important step in the process of conducting research
To effectively gather data on the challenges faced by first-year English students at VNU-IS during the IELTS Listening Test, a comprehensive questionnaire should be developed This questionnaire must include relevant demographic questions to collect participant data, followed by Likert-scale questions that assess the students' perceptions and experiences regarding specific issues For example, participants could respond to statements like, "I find it difficult to hear accents in the IELTS listening test clearly," rating their agreement from "never" to "always." Additionally, it is essential to evaluate the students' awareness of potential solutions to these challenges.
Before distributing the questionnaire to the intended participants, conducting a pilot test is crucial This involves testing the questionnaire on a small group representative of the target population to uncover any potential issues, such as confusing questions or ambiguous response options The insights gained from pilot test participants are invaluable for refining the questionnaire, enhancing its clarity and overall effectiveness.
After refining and piloting the questionnaire, it will be administered to first-year English major students across three classes at VNU-IS The questionnaire will be distributed online via each class's group chats, ensuring that clear instructions are provided for completion To maintain the confidentiality and anonymity of participants' responses, careful measures will be taken The data collected will be analyzed to pinpoint the common challenges students encounter in the IELTS listening skills test.
Data Collection and Analysis Techniques
Participants were given a survey questionnaire to complete within a two-week period via online group chat, following a thorough explanation on how to fill it out for optimal data quality Once the surveys were completed, valid responses were counted and quantitative data collected This data will be analyzed using statistical techniques, including SPSS, to perform descriptive statistics on frequencies and percentages, as well as inferential analysis to derive meaningful conclusions.
CONCLUSION
Implications
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