Using podcasts to enhance efl students’ listening comprehension in the listening 3 courses at van lang university

VAN LANG UNIVERSITY FACULTY OF FOREIGN LANGUAGES GRADUATION PAPER USING PODCASTS TO ENHANCE EFL STUDENTS’ LISTENING COMPREHENSION IN THE LISTENING 3 COURSES AT VAN LANG UNIVERSITY

VAN LANG UNIVERSITY FACULTY OF FOREIGN LANGUAGES

GRADUATION PAPER

USING PODCASTS TO ENHANCE EFL STUDENTS’

LISTENING COMPREHENSION IN THE LISTENING 3

COURSES AT VAN LANG UNIVERSITY

Students Name: LỄ THỊ THANH NHÀN Student ID: 197NA15358

Class: K25N14 Supervisor’s Name: NGUYEN THI THU HANG, M.A

HO CHI MINH CITY, 2023

ABSTRACT

Listening is one of the fundamental abilities and knowledge of the English language major, assisting students in gaming the information and skills necessary to apply

language skills However, in order for students to be both engaged and successful, one of

the new approaches that professors wish to implement in their courses is the usage of podcasts on the topic As a result of the study, students at Van Lang University are more aware of how to improve their English language skills through listening to podcasts At Van Lang University, 50 English majors were interviewed using a Likert scale and semi- structured interview questions prepared using Google Forms In summary, the findings suggest that most students feel that using podcasts in Listening classes improves their listening abilities The study paper serves as the foundation for research on the application of information technology in the conventional classroom

Keywords: digital apps, podcasts, awareness

DECLARATION OF OWNERSHIP

My name is Le Thi Thanh Nhan My student code is 197NA15358 My

email address is nhan.197nal5358@vanlanguni.vn | am a senior English major at

Van Lang University | conduct a study entitled “USING PODCASTS TO

ENHANCE EFL STUDENTS’ LISTENING COMPREHENSION IN THE

LISTENING 3 COURSES AT VAN LANG UNIVERSITY” for my bachelor’s degree

under the guidance of the supervisor, Ms Nguyen Thi Thu Hang, Faculty of

Foreign Languages, Van Lang University

I hereby certify that this document is the result of my own efforts All

sources of material utilized in this research have been recognized, and both

primary and secondary sources have been appropriately ascribed If this 1s proven

to be false, we respect Van Lang University's authority to propose what action

should be done in accordance with the assessment regulations

Signed by Lê Thị Thanh Nhàn Date 08/05/2023

ACKNOWLEDGEMENT

First of all, 1 would like to take this opportunity to express my utmost gratitude to my

supervisor, MA Nguyen Thi Thu Hang, for her insightful and positive feedback, and

constructive criticism, as well as for patiently supporting and encouraging me throughout the preparation and production of this research project My graduation paper would be a

big omission without your enthusiastic guidance

Secondly, | would like to express my special thanks to the leaders of the Faculty of

Foreign Languages and the teachers of the Department of Foreign Languages and English

for facilitating my research and giving me valuable guidance about this article

Third, especially helping me during this time are Tran Huynh Dan Huy, and Truong Nhat Truong who have given me practical comments and invaluable contributions to my

graduation paper

Besides, I would like to sincerely thank all the students of Course 25, 26, and 27

majoring in English for giving their opinions on the questionnaire and semi-interview structure

Finally, 1 would like to express my gratitude to my family who encouraged me not only

during my graduation thesis but also throughout my time at the university

Ho Chi Minh City, 05/2023 Student’s name (Signature )

“Uren

LE THI THANH NHAN

TABLE OF CONTENT

DĐECLARAITION OF OWNERSHTP _—_— —_— TT ee 2 ACKNOWLEDGEMENT _ ee 3 TABLE OF CONTENT _ TT TT TT TT TT TT TT TT -T-B- 4 CHAPTER I: INTRODUCTION _- - 6

CHAPTER 2: LITERATURE REVIEW _ —_ 9

2.1.5 Effects of using podcasts to improve listening skills 12

REFERENCES

APPENDICES:

CHAPTER 1: INTRODUCTION

1.1 Background of the study

The introduction of current 4.0 technology has transformed the way we study and teach With the use of technology in education, both students and teachers now have access to modern tools and features that serve to improve the learning experience The use of technology in education has also resulted in more efficient and adaptable classroom environments, decreasing travel time and increasing access to learning resources Technological advancements in learning have significantly changed the educational landscape, resulting in a more dynamic and effective learning environment for everybody Many strategies have been created over time to meet the various learning demands of individuals A growing range of tools, such as Google Meet, Zoom, and Microsoft Teams, are now accessible to make learning easier and more comfortable It cannot be denied that Vietnamese pupils were previously accustomed to learning solely in traditional classrooms Yet, the COVID epidemic has resulted in the widespread use of extremely effective online learning approaches

Listening is a purposeful, attentive action that primarily involves hearing and results in interpretation and comprehension (Sayeekumar, 2013) Listening improves comprehension and the development of other language skills It has also been shown to improve pronunciation skills (Trofimovich, Lightbown, Halter, & Song, 2009), grammar (Mohammed, 2013), and knowledge retention (Trofimovich, Lightbown, Halter, & Song, 2009) Because all language exposure is not limited to written media, it is reasonable to assert that hearing plays a significant role in EFL learning (Kuo, 2009), We are all aware that good listening skills are essential for effective communication and language development Nonetheless, its expansion has proven tough for language teachers According to Rezaei and Hashim (2013), learners in contexts where English is taught as a second language are exposed to less hearing material Despite the significance of listening skills in language learning and acquisition, they continue to lag behind other language skills As a result, according to Rezaei and Hashim (2013), this skill appears to be the most difficult in English as a foreign language learning groups, with the majority of low-level EFL learners lacking competency in listening comprehension Further study on hearing comprehension in these populations is needed to discover acceptable approaches for closing the gap (Rezaei & Hashim, 2013) Furthermore, using technology in the EFL classroom helps students learn a foreign language while enhancing their enthusiasm and confidence (Abdulrahman, 2016)

Podcasts are one of the technological developments utilized in English instruction Podcast data

systems have become a valuable resource for language educators and learners to improve their listening abilities through a plethora of materials Podcasts are a new type of listening that gives language learners multiple opportunities to improve their listening comprehension skills They enable students to practice listening within and outside the classroom at their own pace and style

Em thêm một ý là state the problem nhé Muc nay cé thé ghi la 1.2 va muc aims of the study

là 1.3

1.2 Aims of the Study

The purpose of this study was to learn how college sophomores utilize podcasts to improve their listening abilities and their thoughts on the usefulness of podcasts in this respect It sought to enhance different areas of listening education and instruction at the same time, notably in Van Lang University's Listening 3 Course Many academic institutions, including Duke University, Harvard University, MIT, and Stanford University, have already offered course materials via audio/audio/video podcasts ( Sorrentino, 2008 ) Podcasts have been used as a supplemental resource ( Bongey, Cizadlo & Kalnbach, 2006 ) and to support textbook materials ( Stanley, 2005)

Mastering listening skills is also considered one of the most basic things - the goal of EFL students This study will provide new insights into the study of listening to podcasts in order to improve one's listening skills A few researchers have documented that podcast promotes second language learning, and develops various skills in the English language such as pronunciation ( Ducate & Lomicka 2009 ), vocabulary ( Putman & Kingsley ( 2012 ), and grammar ( Istanto,

2011 ) The study sought data on students’ podcast usage frequency, favorite channels and genres, and ease of use of various podcast forms It also sought to discover why students chose to listen

to podcasts and how long it takes for them to develop a listening habit The study wanted to see

if students could find time to listen to podcasts despite their academic pressure

(Có 1 đoạn ở đây phân tích ý 1 Em nén bat dau doan dé bang cau In terms of students’ experiences on using podcasts to improve their listening skill, the study examined topics of podcasts, tan suat nghe podcasts, ghi cac y em thu thập cho mảng này Dựa vào questionnaire ghi ra các mục chính)

Furthermore, the study sought to comprehend students' perspectives on the efficiency of podcasts

in enhancing their listening abilities The researchers planned to collect data on students’ levels

of agreement with various claims on utilizing podcasts as a motivating aid in English learning These included whether students thought their vocabulary had improved as a result of listening

to podcasts and if they thought audio podcasts should be introduced into their classrooms The study also investigated whether students perceived podcast content to be intelligible and

beneficial in terms of boosting their vocabulary knowledge Finally, the researchers sought to see

if learners were more engaged and active when listening to podcasts vs traditional listening approaches

1.3 Research Questions

Since the main objectives of this study are the experience of EFL students and their perspectives

on the effectiveness of using podcasts to improve listening comprehension in the 3rd listening

course the researcher tends to pay attention to the following questions:

1 How do EFL sophomores at Van Lang University use podcasts to increase their listening

comprehension?

2 How do EFL sophomores at Van Lang University perceive the effectiveness of podcasts in

enhancing their listening comprehension in the Listening 3 course?

1.4 Significance of the Study

The purpose of this study is to look at the usefulness of utilizing podcasts as a method for improving EFL students’ listening comprehension abilities The study will look into the benefits and drawbacks of utilizing podcasts for language learning, as well as gather input from Van Lang University students on their experience and perceptions of using podcasts for language learning The study's findings will assist not just the immediate community of EFL learners and instructors, but will also give vital insights and direction for future research in this subject The findings may be used by researchers to dive further into the cognitive and experiential elements that influence podcast-based language acquisition and develop more effective techniques for overcoming challenges and maximizing the advantages of this strategy

1.5 Scope of the Study

The Internet is rapidly evolving nowadays, and the use of mobile and electronic communication devices has expanded As a result, listening to podcasts on a daily basis wherever and whenever you want is becoming more popular as an image There has also been considerable debate over the pros and limitations of learning foreign languages A novel, easy, comfortable learning approach that delivers great efficiency to leamers and can be implemented in foreign language learning in the future

As a result, it is clear that using technology to study is critical for offering a flexible, comfortable, and productive learning environment Podcasts may also be used to study a variety

of disciplines, notably languages Using podcasts to study listening skills is considered to create

a new, relevant, and easier way of learning for EFL students Faced with this situation, the current study investigates Due to their prior experience and knowledge gained from listening course 2, the second-year students were chosen as ideal participants for this study These students are assessed to have adequate knowledge and experience to meet the requirements of this research and possess the essential abilities and aptitude to engage in this study These kids are regarded as suitable participants to aid in the creation of this study due to their academic maturity and background in the principles of listening These second-year students will add a distinct perspective and deep insight to the research by using their prior experience and knowledge

1.6 Outline of the Study

This research report includes five chapters: introduction, literature review, methods and

procedures, findings, and conclusion and recommendations Each chapter will elaborate on the topics addressed by the research

The Introduction is the first chapter of the research This section will provide a summary of the study's Background, Purpose, Research Question, Significance, and Scope

The literature review can be found in Chapter 2 This chapter will describe terms relating to the study's theme, such as podcasts and increasing listening abilities This section will also provide references to prior similar research to confirm the correctness of the paper's literature and increase the study's dependability

Chapter 3 focuses on the study's Methods and Procedures, covering the necessary processes and criteria for establishing and performing research protocols This part is critical in providing a thorough overview of the research strategies, patterns, and instruments used in the study The chapter describes how to do research in-depth, including essential issues such as data collecting, data analysis, and research ethics It describes the numerous research strategies, patterns, and instruments used to guarantee that the research questions were precisely and successfully addressed

Chapter 4 of the study is Findings This section will analyze the collected data to find answers to the research questions These results will then be discussed This chapter provides clear guidance

to the reader on how to efficiently obtain, analyze, and interpret data by offering thorough information on the research procedures and protocols, hence providing insight into the whole scientific process

This final section is Chapter 5, which is the Conclusions and Recommendations of the study This chapter also describes the challenges encountered while conducting the research to make

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recommendations for possible solutions

CHAPTER 2: LITERATURE REVIEW

2.1 Definition of key terms

2.1.1 Listening skills

Listening is an essential language skill that everyone should have "Listening is regarded as a sophisticated operation that should be mastered to demonstrate it, and thus appraise it before coordinating it with phonological perspectives and with the experience of speech" (Bueno, Madrid & McLaren, 2006, p.282) As we all know, listening is the ability to comprehend spoken words Lindsay and Knight (2006) state that "we listen to a wide range of things, for example, what somebody says amid a discussion, up close and personal or on the phone; declarations giving data, for example, at an air terminal or railroad station; climate speculation on the radio; a play on the radio; music; another person's discussion (spying); an address; proficiency" (p.45)

Listening is an important part of learning since hearing a sound process is a skill that helps kids acquire effective communication and high academic accomplishment (Mohamed et al.,2018) According to Underwood (1989), listening is "the practice of paying attention to and attempting

to make sense of what we hear" (p.36) Furthermore, listening is the act of identifying and comprehending what speakers are saying, and listeners are able to reproduce the sound of what they heard (Hamouda,2013)

2.1.2 Podcasts

A podcast is defined as "a multimedia digital file made available on the internet for download to

a portable media player, computer, or another device" by the New Oxford American Dictionary (Oxford University Press, 2005) It was picked as the Word of the Year in 2005 due to the enormous increase in popularity of broadcast media that year (BBC, 2005) The name podcast was coined by Chan, Lee, and McLoughlin by combining the phrases iPod and broadcast (2007) Podcasts can be entirely audio, entirely video, or entirely pictures, slideshows, PowerPoint presentations, and so on According to Dennett et al (2008), audio podcasts are the most popular since they are free and easier to generate than video podcasts

Podcasts are one of the most recent web-based products that have greatly contributed to EFL learning These are often downloaded music or video files that may be played immediately without the need for additional software or an MP3 player Podcasts are audio and video files that are released on the internet, according to Heilesen (2010) It does not require any extra software or an MP3 player to play Hubackova (2013) indicates that downloading podcasts requires only a computer and an internet connection Most of the time, they are free and without

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advertisements, which is critical for instructors' requirements (Hubackova, 2013) The ease of use of technology is critical for its greatest use Ho, Chou, and Fang (2016) indicate that when individuals believe they can quickly operate or understand new technology, their desire to utilize

it grows As a result, when comparing a video-podcast system to other films accessible from other sources, individuals will be more eager to utilize it in EFL learning, particularly listening,

if they discover it is easy to use and does not need too much work Podcasts, according to Al Qasim and Al Fadda (2013), differ from radio broadcasts in that they are connected to a listening device using Simple Syndication (RSS) feeds, which were established by Dave Winner in 1997 2.1.3 Listening Comprehension

Listening is an essential component of communication and plays an important role in the language-learning process Listening as comprehension is the commonly held belief about how

to tune in Without a doubt, hearing and listening perception are synonymous in most method guides According to Rezaei and Hashim (2013), EFL learners in settings where English is studied as a foreign language are less exposed to listening resources Despite its critical role in language intake and acquisition, listening competence lags behind other language abilities As a result, this ability appears to be the most demanding in places where English is studied as a foreign language, and the majority of low-level English as a Foreign Language (EFL) learners in those settings lack fluency in listening comprehension This issue necessitates more studies on hearing comprehension in such populations to identify acceptable solutions for filling the gap

There have been various definitions of the phrase "listening comprehension" Listening comprehension is an interactive process in which listeners participate in the construction of meaning, by Rost (2002) and Hamouda (2013) Brown and Yule (1983) and Hamouda (2013) added listening comprehension is an individual's knowledge of what he has heard and the listener's capacity to repeat the text, even though the listener may repeat the sound without genuine comprehension

More about this phrase-include knowing speech sounds, grasping the meaning of individual words, and comprehending sentence grammar; whieh-was-also (y nay eta ai đc trích dẫn hay

của may ông này thì k cn ghi as cited nhé as cited in Pourhosein Gilakjani & Sabouri, 2016),

Some factors or skills required for quality listening comprehension include auditory processing skills, vocabulary and language knowledge, syntax and grammar knowledge, memory, attention, inference making, prediction making, and background knowledge According to Rezaei and Hashim (2013), EFL learners in settings where English is studied as a foreign language are less exposed to listening resources Despite its critical role in language intake and acquisition, listening competence lags behind other language abilities As a result, this ability appears to be the most demanding in places where English is studied as a foreign language, and the majority of

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low-level English as a Foreign Language (EFL) learners in those settings lack fluency in listening comprehension This issue necessitates more studies on hearing comprehension in such populations to identify acceptable solutions for filling the gap Furthermore, many of them can affect listening comprehension, including distractions, background noise, unfamiliar vocabulary, difficult syntax or grammar, poor pronunciation, speaker accent and rate of speech, cultural differences, listener's motivation and engagement, and prior knowledge of the topic being discussed Additionally, a listener's cognitive and affective factors, such as anxiety or fatigue, can also impact their ability to comprehend spoken language

2.1.4 Effects of using podcasts in language learning

Podcasts are one of the technological items that have gained popularity in language learning as a result of their breakthrough Rosell-Aguilar (2007) conducted a podcast poll and supported the claim that podcasts can attract male students to language learning Meanwhile, Goldman (2018) found that podcasts enhance linguistic competence for both students and teachers based on research findings from 13 sources From that, podcasts help students to grasp the application of technology in the learning process and not only allow lectures to adjust to technology-based teaching but also provide both learners and lecturers with rich materials that they may use

Podcasts are viewed as a digital tool in language learning that attracts students’ attention through various content and format variations which has a positive effect on student motivation Nikolou and Darra (2018) conducted a quantitative study on the use of podcasts by interviewing 28 EFL students which concluded that podcasts are exciting and allow students to converse in English with others in the classroom Consistently, Asoodar et al (2014), who conducted a qualitative and quantitative study on this issue, confirmed that podcasts are very successful in inspiring students Kay (2012) also conducted a thorough assessment of studies on video podcasts from

2002 to 2011, which opened the path for future research and instructional practice on the subject

In this research, a total of 53 peer-reviewed papers on the history and expansion of video podcasts, types of podcasts, past literature reviews, benefits and concerns of utilizing video podcasts, methodological problems, and future study proposals were chosen, and concluded that the main benefits included positive cognitive and affective attitudes towards podcasts, control over learning, improved study habits, and increased learning effectiveness

Traphagan et al (2010) discovered in a 2010 quantitative study that podcasts negatively affect students’ attention levels in class In contrast, Hur and Suh (2012) recommend, while using

podcasts, teachers should be active and follow the students, and the function of lectures should

not be replaced by podcasts Overall, podcasts are a fantastic medium for motivating and contributing to English language acquisition, but they still require instructor management

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The participants in this study were 50 students participating in the Bachelor of English program

at Van Lang University in Ho Chi Minh City, Vietnam In the research community, there are

around 15 seniors (K25), 32 sophomores (K26), and 3 freshmen (K27), for a total of 50

undergraduate students learn; The research subjects are fluent in at least one foreign language Participants in the study also came from four distinct majors: Business English, English-Chinese Business, English Translation and Interpreting, and English Teaching The selected individuals for the study were chosen based on their completion of listening courses, specifically those who had completed listening course 3 This group of participants was deemed ideal due to their comprehensive knowledge and understanding of effective listening strategies, making them valuable contributors to the study By selecting individuals with a deeper understanding of the subject matter, the study aimed to achieve a more precise and informed analysis of the efficacy

of listening strategies To develop and enhance their Listening abilities, students must take

"Listening 1" courses in term 1, "Listening 2" courses in semester 2, and "Listening 3" courses in semester 3

The survey had 50 students participating in online questionnaires Next, based on the summary score of Listening 3 and according to the purposive and judgment sampling method, the study

selected 8 students, including 2 excellent students, 2 good students, 3 average students, and 1

weak student to interview and find Get information about podcasts and their thoughts on how podcasts can help you improve your listening Specifically, through the questionnaire, as follows:

1 Do you like learning to listen to podcasts? Why?

2 Do you think Podcasts are effective in improving your listening skills? Why?

3 Do you think instructors should use podcasts in listening courses? Why?

4 Do you think listening to Podcasts gives you more motivation and excitement when practicing Listening skills? Why?

5 What are the challenges you face when Listening to Podcasts?

The second part of the survey asks participants about their experiences using podcasts to improve their listening skills The questions explore the frequency, purpose, topic, and length of time students use podcasts Questions | and 2 reveal popular channels and topics Question 3

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appropriate findings and recommendations Cronbach's alpha is an important statistical tool for researchers when examining questionnaire reliability It helps ensure that the questionnaire measures the desired components and that the data generated is reliable and credible, allowing researchers to draw appropriate conclusions and make sound judgments based on the results

Qualitative data were collected through a structured interview in which five students were selected to participate in the interview Those with one excellent, two good, one average, and one poor scorer were asked six questions to determine their practices and perceptions of using the device Use Podcasts to improve Listening skills in the Listening 3 course Each participant is invited to answer a question via Facebook in the form of a written or oral response A group of five second-year English majors from Van Lang University piloted the questionnaire Respondents must answer the author's questions truthfully The 25-minute interview featured five questions on their difficulties and how they utilized podcasts to enhance their listening abilities Furthermore, the questionnaire was written in both Vietnamese and English to ensure students understood and correctly answered the questions, and participants could easily access the questionnaire by using the online survey easily and conveniently through the Faculty of Foreign Languages’ Facebook group All replies from participants were kept private and were only recorded for study reasons

The interview questions are listed below:

Do you like learning to listen to podcasts? Why?

Do you think Podcasts are effective in improving your listening skills? Why?

Do you think instructors should use podcasts in listening courses? Why?

Do you think listening to Podcasts gives you more motivation and excitement when practicing Listening skills? Why?

What are the challenges you face when Listening to Podcasts?

3.4 Data Collection Procedure

The first round of data collection took roughly two weeks to obtain comments from survey participants, who completed an online survey constructed with Google Forms and delivered to

50 students Van Lang University's Faculty of Foreign Languages The questions were divided into three categories: research participant demographics, experiences with podcasts in learning to listen 3, and thoughts on the usefulness of podcasts in improving listening abilities Furthermore,

the questionnaire was written in both Vietnamese and English to ensure students understood and correctly answered the questions, and participants could easily access the questionnaire by using the online survey easily and conveniently through the Faculty of Foreign Languages' Facebook group This questionnaire was given to respondents at random The Google form will shut down once the maximum number of participants has been achieved This procedure is quick and efficient, taking roughly five minutes to complete

In the second stage, the researcher conducts semi-structured interviews atengside—focus-ereup taterviews-to go deeper into the issue Fhis-seetieris-desiened+te-finetion-as-eamint-quiz- This section contains six questions designed to assess students’ attitudes about and experiences with utilizing podcasts to enhance their listening abilities A group of eight second-year English majors from Van Lang University piloted the questionnaire Respondents must answer the author's questions truthfully The 25-minute interview featured six questions on their difficulties and how they utilized podcasts to enhance their listening abilities All replies from participants were kept private and were only recorded for study reasons

tr-the-third-stage, the data gathering and processing stage is the third stage of the research process This stage is critical to the research's success since it involves data gathering, analysis, and modification to provide significant insights and educated conclusions The researcher spends around two weeks synthesizing and analyzing the data acquired during this phase One of the most significant tools used in this step is statistical software such as SPSS 22, which allows the researcher to easily organize, analyze, and assess the data Many forms of charts and graphs are used in data processing techniques to make data more visible and intelligible, making it simpler

to spot trends and patterns Analyzing the survey data allows the researcher to get a conclusion

on a hypothesis or research questions previously stated, improving the research's initial inquiries The analysis of survey data is an important aspect of the research process It allows the researcher to develop conclusions based on the objectives of the study and emphasizes crucial results that address the research topic Data processing also allows the researcher to check for data discrepancies and discover any potential factors that may impact the study's outcomes The third stage of the research process is critical for gaining important insights and drawing sound conclusions from the acquired data To synthesize and display data in a more thorough, visual, and structured manner, the researcher applies statistical software, data processing procedures, and analytic tools Finally, this helps to guarantee that the study findings are accurate and reliable, as well as that the general aims of the research are satisfied

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CHAPTER 4: FINDINGS

4.1 Findings

There are a total of 50 EFL undergraduate students, who are currently pursuing their Bachelor’s degree at Van Lang University who participated in this study The study also received some

demographic information about the sample (N=50) Overall, the demographic information

gathered in this study sheds light on the characteristics of the sample and highlights the

importance of considering individual differences in language learning when analyzing the

findings

Quantitative Analysis:

The quantitative study aimed to investigate the benefits of using podcasts as a tool for improving listening skills among EFL students at Van Lang University To achieve this objective, an online questionnaire was designed, which included a range of descriptive data such as mean frequency, percentage, and period In addition, to ensure the reliability of the legal measures used in the

study, Cronbach's alpha was applied Cronbach's alpha is considered one of the most widely

utilized statistical measures for assessing the reliability, internal consistency, and stability of a

scale or test It is an estimate of the correlation or agreement among the items in a test or

instrument The Benefits of Use section of the report highlights the findings of the analysis

conducted on the questionnaire responses These analyses were based on addressing the research question about the reception level of EFL students at Van Lang University, as well as

determining the effectiveness of podcasts in enhancing the listening skills of learners in the

Listening course Overall, the study found that using podcasts could be a valuable tool for

improving the listening skills of EFL students The data indicated a significant increase was

observed in their listening skills after using this tool

I Demographic information of the study’s participants

Table 1 Demographic data on participants’ genders (SPSS 26)

| | Total | 51 | 100.0 | 100.0 | |

Table 1 provides an insightful overview of the gender distribution among the participants who responded to the survey The sample group comprised 50 students who were currently enrolled at

Van Lang University across all levels, sophomores, third years, and seniors, and who were

pursuing a major in various fields of study The data collected provides insights into the participation of male and female students in this study With a sample size of 50 students (N=50),

it is clear that the study sought to ensure equal participation from both genders However, the resulting data skews in favor of female participants, comprising a total of 78.4% of the respondents (N = 40) On the other hand, male students made up only 19.6% (N = 10), indicating

a relatively lower level of participation by men in the study This may indicate that women students at Van Lang University are more interested in research than their male counterparts, or perhaps that female students feel more comfortable participating in research studies than males at this institution The descriptive frequency analysis presented in Table 1 indicates that female students at Van Lang University are more keenly interested and engaged in research studies, based on their higher levels of participation Further research may help to reveal underlying socio-cultural or demographic factors behind this trend

Table 2: Ss' evaluation of listening skill

Total

The survey results on participants’ self-assessment of their own English listening aptitude are

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shown in the table above, using Likert-5 from Very Low to Very Excellent The survey results on participants’ self-assessment of their English listening skills have provided valuable insights into the current state of listening skills of the participants, the distribution of the participants among the different levels of listening skills was not evenly divided, with some participants rating themselves as having very poor listening skills while others rated themselves as having excellent listening skills A mere 2% (N=1) reported having very poor listening skills, while 12% (N=6) claimed to have a good level of listening capacity and a limited understanding of the topic In stark contrast, the highest percentage of 28% (N=14) rated their listening capacity as good, meaning that they can understand practically all the content well Furthermore, 4% (N=2) stated that their listening ability was excellent and that they could understand any subject without difficulty Similarly, 54% (N=27) of participants reported having merely ordinary listening ability, meaning they understood only the most basic components of the information

Table 3 Ss’s perception of listening skills

to be more demanding in terms of acquisition and mastering It is a matter of interest that there is

a relatively high number of individuals who are neutral or undecided on this subject, comprising 32% (N=16) of the survey participants This observation might be due to a lack of confidence in their listening skills or insufficient knowledge of the difficulties associated with acquiring proficiency in listening In addition, the results also show that up to 30% (N=15) disagree that

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