HO CHI MINH CITY UNIVERSITY OF INDUSTRY AND TRADE FACULTY OF FOREIGN LANGUAGES --- ? ? ---DIFFICULTIES IN LISTENING COMPREHENSION OF THE FIRST-YEAR ENGLISH-MAJORED STUDENTS AT HUIT AND
INTRODUCTION
Rationale
This study explores the first-year English-Majored students of listening comprehension concerns and proposes effective techniques to alleviate them This research topic is crucial for several reasons.
Firstly, language learning and communication require listening (Vandergrift,
The intricate cognitive process of listening involves the integration of both linguistic and non-linguistic elements (Rost, 2011) Research indicates that English majors often struggle with listening skills (Gilakjani & Sabouri, 2016; Nunan, 1997) Challenges related to attention, vocabulary, sound discrimination, and grammatical comprehension can impede students' language acquisition and overall academic performance.
Addressing listening comprehension challenges and implementing effective strategies enhances English language education By identifying the difficulties faced by first-year English majors, educators can develop customized teaching methods and resources that support students in enhancing their listening skills This targeted approach not only enriches the English curriculum but also prepares students for success in their academic and professional endeavors.
The proposed topic is relevant to English language studies, as language proficiency is closely linked to auditory skills (Rost, 2011) This research will aid in the development and execution of effective English language teaching and learning programs tailored for students majoring in English.
In summary, the research focus on the listening comprehension challenges faced by first-year English majors is both relevant and significant Addressing this issue will enhance English language teaching and equip students with essential skills for their academic and professional success.
Aims and Objectives
This study aims to identify the challenges faced by first-year English majors in listening comprehension and to propose effective strategies to enhance their listening skills.
To meet its primary objectives, the study will conduct a thorough literature review to understand the challenges students encounter in enhancing their listening comprehension skills This review will integrate insights from previous empirical research and theoretical discussions on the subject.
Based on the literature review findings, the study will employ a mixed-methods approach, utilizing both surveys and interviews to gather data This methodology aims to identify the specific challenges faced by first-year English majors in their English listening comprehension The surveys will yield quantitative data to highlight broader challenges, while the interviews will provide qualitative insights into the students' personal experiences and perspectives.
The analysis of survey and interview data will be meticulously conducted to pinpoint the critical factors affecting students' listening comprehension skills This foundational analysis will lead to the next phase of the study, which aims to explore and recommend effective strategies, methods, and techniques to improve English listening skills among English-majored students.
The proposed strategies will undergo evaluation through pilot testing with first-year English majors, allowing for valuable feedback that will refine and optimize these solutions, ensuring their practical applicability and relevance in pedagogy.
Scope of Study
This study examines the first-year English-Majored students in listening comprehension issues The study examines the issues this target demographic confronts in learning English
This study focuses on first-year English majors at Ho Chi Minh University of Industry and Trade, as they are at a crucial stage in their language learning journey and may face challenges with English listening comprehension.
The research will be conducted at the Ho Chi Minh University of Industry and Trade in Vietnam, as this specific location is essential for ensuring the feasibility and manageability of the bachelor's thesis project.
This study aims to identify and analyze the listening comprehension challenges faced by first-year English majors, focusing specifically on aspects such as attention, vocabulary, sound discrimination, and grammar By prioritizing listening comprehension, the research will provide valuable insights into the unique difficulties encountered by students in this area, rather than addressing speaking, reading, or writing skills.
This research will utilize the duration of a bachelor's thesis for comprehensive data collection and analysis Given the intricate nature and extensive scope of a bachelor's thesis project, this timeframe facilitates in-depth research and the formulation of pertinent recommendations.
Research Questions
1 What are the main difficulties that the first-year English-Majored students at Ho Chi Minh University of Industry and Trade encounter in their English listening comprehension?
2 What effective strategies and solutions can be proposed to help the first-yearEnglish-Majored students at Ho Chi Minh University of Industry and Trade improve theirEnglish listening comprehension skills?
Definition of Terms
English listening comprehension is the skill of understanding and accurately interpreting spoken English It encompasses cognitive processes such as perceiving, parsing, and interpreting auditory information to derive meaning effectively.
First-year English majors at Ho Chi Minh University of Industry and Trade are students embarking on their academic journey in the English language department These individuals have selected English as their primary field of study, reflecting their commitment to mastering the language at the university level.
This study identifies listening difficulties as the specific challenges faced by first-year English majors in comprehending spoken English These challenges encompass various aspects, including attention issues, limited vocabulary knowledge, difficulties in sound discrimination, and a lack of grammatical understanding.
Listening strategies are essential techniques that first-year English majors can utilize to enhance their English listening comprehension skills These strategies encompass cognitive, metacognitive, and socio-affective processes, allowing students to engage more effectively with spoken language and improve their overall understanding By employing these methods, learners can develop their listening abilities and boost their academic performance in English.
Significance of the Study
This research study addresses the challenges in English listening comprehension encountered by first-year English majors at HUIT and offers proposed solutions, aiming to provide valuable insights and contributions across multiple areas.
This study aims to enhance research on English language acquisition, particularly focusing on listening comprehension By examining the unique challenges faced by university-level English learners, it seeks to shed light on the factors that impact their listening skills The findings will contribute valuable insights to theoretical discussions surrounding effective instruction in English listening comprehension.
This study's findings will enhance English language instruction by identifying challenges faced by first-year English majors at HUIT, allowing educators to develop effective teaching strategies The evidence-based recommendations provided will improve English listening comprehension, benefiting students by helping them understand their difficulties and offering practical solutions As a result, this research will contribute to better English language proficiency, academic performance, and career opportunities for students, highlighting the importance of listening skills for success in both academic and professional settings.
This research will greatly enhance English language teaching courses at HUIT by informing curriculum development, instructional methods, and tailored support systems specifically designed for students improving their English listening comprehension.
Addressing this significant issue would improve the university's English language education and boost graduates' employability
In conclusion, this study on English listening comprehension challenges and strategies will enhance knowledge, impact teaching and learning, benefit the target population, and enhance English language education at HUIT.
LITERATURE REVIEW AND THEORETICAL BACKGROUND
Theoretical Background
Listening comprehension is a vital language skill that underpins effective communication and successful language acquisition It involves the ability to understand and analyze spoken language, which is essential in both educational settings and everyday social interactions Mastering listening comprehension requires a combination of strong language abilities, grammatical knowledge, and analytical skills As one of the four fundamental language skills—alongside reading, writing, and speaking—it enables learners to engage actively in conversations, fostering deeper understanding and participation.
The study examines first-year English majors at HUIT, highlighting the significant transition these recent high school graduates face as they adapt to university life This change often brings various challenges, including elevated academic demands, diverse teaching methods, and the necessity to navigate a multicultural educational setting As these students embark on their higher education journey, they frequently encounter heightened anxiety and uncertainty, particularly regarding their listening skills, which are essential for success in English language courses.
Freshmen often face significant challenges in understanding spoken language due to various factors, including language barriers, cognitive overload, and socio-affective issues Difficulties with foreign terminology, rapid speech, and different accents can hinder their comprehension skills Additionally, cognitive aspects such as attention, memory, and information processing play a crucial role in their listening engagement A lack of focus or poor memory retention can adversely affect their overall understanding of spoken content.
This research aims to identify the challenges faced by first-year English majors at HUIT in understanding spoken English, focusing on factors that hinder their listening comprehension skills By thoroughly assessing these difficulties, the study seeks to inform the development of tailored teaching methods that effectively address students' needs Recognizing common language barriers will enable educators to design targeted listening exercises that enhance vocabulary and pronunciation Additionally, understanding cognitive fatigue can lead to strategies that break down complex listening tasks into manageable segments, ultimately improving students' learning experiences.
The project aims to identify and address listening challenges through "Suggestions to Cope with Listening Difficulties," focusing on strategies students employ to improve their listening comprehension By analyzing these methodologies, the research seeks to uncover effective practices that enhance listening skills Key tactics include active listening techniques, where students engage with the material by taking notes and summarizing key points, and metacognitive strategies that involve self-monitoring and reflection on their listening processes This self-awareness allows students to recognize their strengths and weaknesses, enabling them to adapt their listening approaches more effectively.
Investigating coping mechanisms highlights the importance of cooperative learning, where group discussions and peer feedback create a supportive environment This setting allows students to share experiences and strategies to improve their listening comprehension Such collaborative approaches not only build self-confidence but also encourage the exchange of diverse perspectives, enriching the overall educational experience.
This research underscores the critical role of listening comprehension as a fundamental skill for first-year English majors at HUIT By investigating the challenges these students encounter and the strategies they employ, the study aims to inform language instruction and develop tailored teaching methods The findings will enhance students' spoken language understanding and overall language proficiency, bridging the gap between theory and practice Ultimately, this research seeks to provide educators with valuable insights to improve student outcomes as they navigate the complexities of language acquisition in their new academic environment.
Literature Review
2.2.1 Influences on Language Learners' Listening Comprehension
Listening comprehension is a complex skill influenced by linguistic, cognitive, and socio-affective factors According to Goh (2000), learners face significant challenges due to unfamiliar vocabulary, which can diminish their ability to grasp the overall meaning of spoken language Additionally, complex grammatical structures may impede understanding, as students struggle to analyze sentences accurately Pronunciation issues, including variations in accent and intonation, further complicate the listening process, making it difficult for learners to fully comprehend spoken communication.
Cognitive processes play a vital role in hearing comprehension, with attention, memory, and information processing being key elements for effective listening (Vandergrift, 2007) Attention is crucial for focusing on the speaker while filtering out distractions, whereas memory is important for retaining information long enough to understand it Additionally, information processing involves the ability to interpret auditory signals and extract meaning, which requires both verbal skills and critical thinking These cognitive processes are interconnected; a decrease in attention can impair memory retention and information processing, ultimately leading to reduced comprehension.
Socio-affective variables significantly influence listening comprehension outcomes According to Vandergrift and Goh (2012), anxiety can hinder attentive listening, as high levels of worry may reduce self-confidence and lead to distractions during listening tasks Conversely, motivation serves as a powerful driver, encouraging learners to engage more deeply and persist through challenges Motivated individuals are more likely to employ effective strategies and seek opportunities to improve their listening skills Additionally, cultural influences play a crucial role, as learners from diverse backgrounds interpret spoken language through their unique cultural lenses, which can either facilitate or obstruct comprehension.
2.2.2 Vietnamese English-Majored Students' Listening Comprehension
Research shows that Vietnamese students majoring in English face distinct challenges in understanding spoken English According to Nguyen and Tran (2015), significant obstacles include limited vocabulary, unfamiliar intonations, and rapid speech rates A lack of familiarity with specific jargon can lead to misunderstandings, causing students to misinterpret or overlook essential information Additionally, exposure to various accents, particularly from native speakers of different regions, complicates their ability to adapt to pronunciation and intonation variations.
A significant challenge for many learners is the speaking rate of native speakers, which often leads to missed information and decreased confidence This issue is intensified by the passive nature of listening, requiring learners to actively engage with the material to improve their comprehension To address these challenges, Tran and Duong (2018) recommend employing cognitive and metacognitive strategies Cognitive strategies, such as summarization, content prediction, and note-taking, promote active engagement with listening materials Meanwhile, metacognitive tactics involve self-regulation and reflection, allowing learners to assess their understanding and adjust their approaches These strategies not only improve comprehension but also empower students to take charge of their learning journey.
2.2.3 Necessity for Additional Research on First-Year English - Majored Students at HUIT
Despite valuable insights from previous studies, there remains a significant research gap concerning first-year English majors at HUIT This group is crucial as they navigate the transition from high school to university, where the demands for proficient listening skills increase A focused study is essential to gain a deeper understanding of the unique challenges and experiences faced by these students in listening comprehension.
Researching first-year students' initial experiences with academic listening activities is essential to understand their challenges and the effectiveness of different teaching methods Exploring their socio-cultural backgrounds can reveal how cultural factors influence their listening experiences Tailoring listening comprehension exercises to address the specific difficulties faced by first-year students at HUIT is vital for enhancing their academic success and overall language skills Therefore, further investigation in this area is necessary to develop more effective teaching strategies that can help students overcome obstacles in their listening comprehension efforts.
2.2.4 The Role of Listening Strategies in Language Learning
Listening comprehension is essential for language acquisition, and utilizing effective listening strategies significantly enhances this skill Research, including findings by Vandergrift (2007), emphasizes the role of metacognitive strategies like self-monitoring and self-evaluation These strategies empower learners to take charge of their listening processes, helping them recognize their weaknesses and implement targeted approaches to improve their comprehension abilities.
Metacognitive strategies empower learners to enhance their listening skills through effective planning, monitoring, and evaluation By establishing goals and choosing suitable techniques before engaging with listening materials, learners can set a solid foundation for success Continuous assessment of understanding during the listening process ensures active engagement, while post-activity reflection on the effectiveness of these strategies promotes self-awareness and autonomy This systematic approach not only improves comprehension but also encourages independent learning.
While various listening strategies have proven effective, there is a significant gap in research regarding their application by first-year English majors at HUIT This presents an opportunity to investigate practical uses of these strategies tailored to their learning experiences Gaining insights into how these students perceive and utilize listening strategies can inform teaching methods and improve their overall learning outcomes.
2.2.5 The Impact of Technology Tools on Listening Ability
The integration of technology in language learning significantly enhances listening skills by providing increased exposure to authentic materials Language learning applications and online resources offer diverse audio inputs, such as podcasts, videos, and interactive exercises, which simulate real-life listening situations and improve comprehension abilities (Godwin-Jones, 2018).
Language learning applications frequently use gamification to encourage consistent practice of listening skills Furthermore, these online platforms provide access to diverse accents and dialects, allowing learners to experience various spoken language forms This exposure is crucial for cultivating adaptive listening skills, which are vital for comprehending spoken language in different contexts.
The usage of technological tools by first-year English majors at HUIT is not well understood, highlighting a gap in research Gaining insights into their engagement with technology can inform effective strategies for enhancing listening skills among these students By examining the integration of these tools into their study habits, we can create customized instructional methods that optimize technology's advantages in language learning.
In summary, listening strategies and technological tools play a vital role in developing listening comprehension skills among language learners For first-year English majors at HUIT, mastering effective listening techniques is essential for overcoming challenges and improving language proficiency Furthermore, utilizing technology offers a variety of listening experiences crucial for their growth.
Future studies should concentrate on enhancing our understanding of the listening experiences of this demographic, which can lead to better educational outcomes in language learning By targeting the unique needs of these students, educators can develop more effective learning environments that promote improved listening comprehension and overall language acquisition.
2.2.6 The Influence of Cultural Context on Listening Ability
RESEARCH METHODS
Sampling
This study investigates the listening comprehension challenges encountered by first-year English Majors at HUIT (Ho Chi Minh City University of Industry and Trade) A meticulously crafted sampling method was used to collect data that accurately represents the students' experiences and difficulties The research employed a quantitative approach, primarily through the distribution of questionnaire surveys.
A survey targeting 100 to 150 students was conducted to gather diverse experiences and opinions on listening comprehension The questionnaire featured closed-ended questions, allowing participants to rate their experiences using a Likert scale for standardized data collection and statistical analysis Key topics included the challenges students face with different listening tasks, their perceptions of classroom listening activities' effectiveness, and the strategies they use to improve their listening skills.
A purposive sampling method was employed to include students with direct experience in listening comprehension tasks, ensuring relevance to the research objectives and the collection of meaningful data Participants were approached in their classrooms, informed about the study's purpose, and assured that their participation was voluntary and their responses would remain confidential.
This research utilized carefully designed sampling methods to collect diverse and meaningful data on the listening comprehension difficulties faced by first-year English majors at HUIT By employing quantitative surveys, the study aimed to gain a comprehensive understanding of students' experiences, which will aid in developing effective strategies to improve listening skills This approach enriched the data and provided a nuanced exploration of the challenges encountered by students, contributing to the ongoing discourse on language acquisition and pedagogy.
This research provides crucial insights for educators and curriculum designers at HUIT, enabling them to enhance students' listening comprehension skills By identifying the specific challenges students encounter and the underlying factors contributing to these difficulties, educators can create focused interventions and effective teaching strategies to improve the listening experience in the classroom.
Data Collection
Research on the listening comprehension challenges faced by first-year English majors at Ho Chi Minh City University of Industry and Trade (HUIT) utilized a systematic data collection approach An online questionnaire was specifically designed for this study, enabling an in-depth analysis of the difficulties students encounter in enhancing their listening skills.
The study utilized an online questionnaire distributed to first-year English major students at the university to ensure broad audience reach and enhance data representativeness This online approach facilitated accessibility, allowing students to participate at their convenience, which maximized participation rates and reduced logistical challenges typically associated with paper-based surveys.
The research utilized a structured online questionnaire featuring both closed-ended and open-ended questions to collect data on students' listening comprehension challenges Closed-ended questions, formatted with a Likert scale, allowed for the quantification of students' experiences and perceptions, facilitating statistical analysis This quantitative approach was crucial for uncovering trends and patterns related to the difficulties students encounter in listening comprehension.
Open-ended questions enabled students to express their thoughts freely, yielding valuable qualitative insights into their experiences They encouraged students to detail specific listening challenges, their views on classroom practices, and the strategies they use to overcome these obstacles By integrating both closed-ended and open-ended questions, the research achieved a thorough examination of the topic, combining quantitative data with in-depth qualitative information.
The data collection process utilized email and university online platforms to distribute a questionnaire to all first-year English Majored students, promoting voluntary and anonymous participation This approach was essential for fostering a safe environment, allowing students to share their views and experiences candidly without fear of judgment Researchers highlighted that participation was optional, and students could withdraw at any time without facing negative consequences, which enhanced transparency and trust, ultimately leading to increased participation rates.
After collecting the data, the responses were coded numerically for analysis, allowing for effective statistical evaluation Each closed-ended response was assigned a specific numerical value, which enabled researchers to compute averages, frequencies, and other relevant statistical measures This numerical coding facilitated the identification of trends and patterns, offering valuable insights into the common challenges students encounter in listening comprehension.
A thematic analysis was performed on the open-ended responses to categorize and code the qualitative data This process involved identifying common themes and recurring sentiments expressed by students about their listening difficulties.
Researchers conducted a qualitative analysis of open-ended responses, revealing nuanced insights that closed-ended questions may overlook This approach deepened the understanding of specific barriers students encounter, including difficulties with accents, challenges posed by fast speech, and anxiety experienced during listening tasks.
The data collection process for this study was carefully crafted to thoroughly understand the listening comprehension challenges faced by first-year English majors at HUIT By employing an online questionnaire with both closed and open-ended questions, researchers gathered a rich dataset that provided valuable quantitative and qualitative insights The focus on voluntary and anonymous participation enhanced the reliability and validity of the findings, making the collected data a crucial resource for identifying student challenges and formulating targeted recommendations to improve their English listening comprehension skills.
Data Analysis
Analyzing data from first-year English majors at Ho Chi Minh City University of Industry and Trade (HUIT) is essential for understanding their listening comprehension challenges and formulating effective improvement strategies A systematic data analysis approach was utilized to maintain clarity, reliability, and validity, incorporating key strategies such as consistent terminology, intercoder reliability, careful questioning, data triangulation, and member checking.
Establishing consistent terminology is crucial for ensuring that key terms and concepts are uniformly understood by both participants and researchers, particularly in nuanced areas like listening comprehension Clarity in language significantly influences students' interpretations and responses By offering clear definitions and examples of important terms in survey and interview materials, researchers aim to reduce misunderstandings and align participants' understanding of the questions This foundational step is essential for accurate data interpretation and upholding the integrity of research findings.
Establishing intercoder reliability was crucial in the data analysis process, as multiple researchers independently coded interview transcripts, promoting a more objective interpretation of qualitative data This collaborative approach allowed the team to evaluate agreement levels in their analyses, identify potential biases, and enhance the overall reliability of the findings Discussions on coding discrepancies fostered a deeper understanding of the data and refined the coding framework for effectively categorizing responses.
Careful questioning is essential in the data analysis process, as researchers meticulously craft interview and survey questions to ensure clarity and avoid ambiguity Well-phrased questions prevent confusion among participants, leading to more accurate and consistent responses This attention to detail allows participants to grasp the intent behind each question, enabling them to share genuine reflections of their experiences Additionally, the design of the questions is intended to encourage detailed responses, particularly in open-ended survey sections, where students can freely articulate their challenges in listening comprehension.
Data triangulation was utilized to enhance the validity of findings by combining qualitative and quantitative methods, offering a comprehensive view of student challenges Quantitative survey data provided measurable insights into the prevalence of specific issues, while qualitative interview data delivered deeper contextual understanding This mixed-methods approach enabled a robust analysis by presenting multiple perspectives on the same problem For example, if surveys showed many students struggled with fast speech comprehension, qualitative insights could uncover underlying reasons such as limited exposure to native speakers or anxiety during listening tasks.
A vital component of data analysis is member checking, where researchers present preliminary findings to a select group of participants to ensure that the interpretations align with their perspectives This process not only allows participants to confirm the researchers’ conclusions but also fosters trust and credibility in the research Furthermore, the feedback from participants can reveal additional insights or nuances, enhancing the overall understanding of the challenges students encounter in their listening comprehension efforts.
In summary, the data analysis for the study on listening comprehension challenges faced by first-year English majors at HUIT was meticulously designed to ensure rigor and reliability The researchers focused on consistent terminology, established intercoder reliability, and implemented data triangulation and member checking to provide a thorough analysis This systematic approach not only bolsters the credibility of the findings but also lays the groundwork for targeted recommendations aimed at improving listening skills These insights are crucial for the university's efforts to enhance language proficiency and develop effective teaching strategies that support students in overcoming their learning obstacles.
Summary
The study on listening comprehension challenges faced by first-year English majors at Ho Chi Minh City University of Industry and Trade (HUIT) utilized a structured research methodology to gather qualitative and quantitative data This approach aimed to thoroughly understand the obstacles students encounter in enhancing their listening skills By implementing meticulous sampling, data collection, and analysis procedures, the research highlighted the factors impeding students' listening comprehension and offered practical recommendations for improvement.
The study employed a mixed-methods approach, integrating qualitative interviews and quantitative surveys to gather diverse insights from students In-depth interviews with 15 to 20 participants yielded rich qualitative data on their personal challenges with listening comprehension in English These discussions provided a platform for students to express their feelings and specific obstacles, uncovering common themes and unique difficulties that quantitative methods alone could not reveal.
In addition to the qualitative interviews, a broader survey was distributed to 100 to
A survey involving 150 students was conducted to gather quantitative data, utilizing a blend of closed-ended and open-ended questions for thorough topic coverage The closed-ended questions enabled statistical analysis of trends and prevalent challenges, while the open-ended questions provided students the opportunity to elaborate on their listening difficulties This methodological combination ensured the research accurately reflected students' experiences and allowed for broader generalizations about the student population.
Data collection utilized online platforms to enhance accessibility and convenience for students, employing digital questionnaires that streamlined the process and boosted participation rates By allowing students to respond at their own pace and emphasizing the anonymity of the survey, the approach encouraged open and honest feedback This methodology was essential for gathering candid responses, thereby improving the reliability of the collected data.
The data analysis involved systematic coding and interpretation of both quantitative and qualitative data Quantitative data, including demographic variables and closed-ended responses, were numerically coded for statistical analysis, enabling researchers to identify patterns and relationships, such as the correlation between perceived classroom support and confidence in listening comprehension Meanwhile, qualitative data from open-ended responses were categorized into common themes, revealing challenges faced by students This thematic analysis highlighted specific barriers to listening comprehension, including anxiety, insufficient exposure to authentic materials, and inadequate feedback from instructors.
In the data analysis process, researchers emphasized rigorous standards to ensure the credibility and reliability of their findings They utilized consistent terminology to prevent misunderstandings and established intercoder reliability by having multiple researchers code the same transcripts This collaborative method reduced bias and enriched the analysis with diverse perspectives Additionally, member checking was implemented to enhance the study's credibility, allowing participants to review preliminary findings and verify that the interpretations accurately represented their views.
This study employed a mixed-methods approach to thoroughly investigate the listening comprehension challenges faced by first-year English majors at HUIT By integrating qualitative and quantitative data, the research highlighted the complexities of students' experiences and pinpointed key factors affecting their listening skills The findings will guide the development of effective teaching strategies aimed at enhancing listening abilities and supporting students in overcoming their language learning obstacles Ultimately, these insights will enable the university to create a more engaging environment that promotes active participation and improves overall English proficiency among students.
RESULTS
Difficulties in understanding native speakers when they speak
Figure : Difficulties in understanding native speakers when they speak 1
Understanding native speakers is crucial for first-year English majors at Ho Chi Minh City University of Industry and Trade (HUIT) This study explores the challenges these students encounter in listening comprehension, particularly their difficulties with fast speech A significant finding from the survey highlights that many students struggle to comprehend native speakers when they communicate rapidly.
A recent survey highlighted that a significant 60% of students face challenges in comprehending fast speech from native speakers, with 35% agreeing and 25% strongly agreeing that they struggle with this aspect of communication This difficulty presents a major obstacle to effective language acquisition Additionally, 20% of students were neutral on their experiences, while only 20% felt comfortable understanding rapid speech, indicating a smaller group that does not share the same struggles.
Struggles in grasping main idea in spoken texts
Figure :Struggles in grasping main idea in spoken texts 2
Effective communication relies heavily on understanding spoken texts, a challenge faced by many first-year English majors at Ho Chi Minh City University of Industry and Trade (HUIT) A survey revealed that students often struggle to grasp the main ideas in spoken texts, highlighting significant difficulties in listening comprehension This skill is essential for their overall language development and academic success.
A recent survey highlighted that a significant portion of students faced challenges in identifying main ideas in spoken texts, with 30% agreeing and 20% strongly agreeing that they struggled with this aspect of listening comprehension This suggests that nearly half of the respondents found it difficult to understand core messages in spoken materials Additionally, 25% of students remained neutral, indicating mixed experiences, while 15% disagreed and only 10% strongly disagreed, reflecting a smaller group that felt confident in their ability to grasp main ideas in spoken content.
Impact of background noise on listening comprehension in the classroom 26 4.4 Impact of accents and dialects on understanding spoken english
Figure :Impact of background noise on listening comprehension in the classroom 3
Comprehending spoken English is essential for first-year English majors at Ho Chi Minh City University of Industry and Trade (HUIT) A significant factor hindering listening comprehension is background noise in the classroom To explore this issue, a survey was conducted to gauge students' perceptions of how background noise impacts their understanding of spoken material One critical statement evaluated was, “Background noise in the classroom affects my listening comprehension.”
A recent survey highlighted a troubling trend regarding background noise's effect on students' listening skills, with 70% of respondents acknowledging it as a barrier to comprehension in the classroom Specifically, 40% of students agreed and 30% strongly agreed that background noise hindered their ability to listen effectively In contrast, only 15% remained neutral, while 10% disagreed and a mere 5% strongly disagreed, indicating that a minority felt unaffected by such distractions.
4.4 Impact of accents and dialects on understanding spoken english
Figure : Impact of accents and dialects on understanding spoken English 4
The comprehension of spoken English was a fundamental skill for first-year English-Majored students at Ho Chi Minh City University of Industry and Trade (HUIT).
Students often encounter challenges in their academic journey that hinder their comprehension of spoken materials, particularly due to the diversity of accents and dialects in the English language A key focus of the study was to understand this issue, as evidenced by the statement, “Accents and dialects make it hard for me to understand spoken English,” which allowed students to share their perceptions and experiences regarding this significant barrier.
A recent survey indicated that a significant 65% of students find accents and dialects to be barriers in understanding spoken English, with 35% agreeing and 30% strongly agreeing This highlights the substantial effect of varied pronunciation and linguistic diversity on students' comprehension abilities Meanwhile, 20% of respondents remained neutral, reflecting mixed experiences with this issue, and only 15% disagreed, suggesting that a minority felt at ease with different accents.
Helpfulness of resources provided by teachers for improving listening skills
Figure : Helpfulness of resources provided by teachers for improving listening 5 skills
Effective listening comprehension is vital for first-year English majors at Ho Chi Minh City University of Industry and Trade (HUIT) The role of teachers in providing support and resources is crucial for developing this skill A significant aspect of the study evaluated students' perceptions regarding the statement, “My teachers provide helpful resources for improving listening skills.” This assessment aimed to measure the adequacy and effectiveness of the resources available to students for enhancing their listening abilities.
The survey results showed mixed opinions on the helpfulness of resources provided by teachers for improving listening skills While 30% of respondents agreed and 15% strongly agreed, totaling 45% who felt positively, a considerable number of students had reservations Specifically, 25% remained neutral, and 30% expressed disagreement, with 18% disagreeing and 12% strongly disagreeing, indicating that a significant portion of the student population found the resources inadequate.
Adequacy of feedback on listening comprehension performance
Figure : Adequacy of feedback on listening comprehension performance 6
Effective listening comprehension is vital for first-year English majors at Ho Chi Minh City University of Industry and Trade (HUIT), as it greatly influences their language acquisition and academic achievement A key factor in enhancing listening skills is the feedback students receive on their performance The survey included the statement, “I receive adequate feedback on my listening comprehension performance,” which helped gauge students' perceptions of the feedback mechanisms implemented at the university.
The survey results showed a mixed perception among students regarding the adequacy of the feedback they received, with only 40% expressing satisfaction—30% agreeing and 10% strongly agreeing Additionally, 25% of students were neutral, reflecting uncertainty about the feedback's effectiveness Conversely, 35% of students (20% disagreed and 15% strongly disagreed) felt they did not receive adequate feedback on their listening comprehension performance.
Opportunities to practice listening comprehension in class
Figure : Opportunities to practice listening comprehension in class 7
Listening comprehension is essential for first-year English majors at Ho Chi Minh City University of Industry and Trade (HUIT), influencing their understanding of lectures and participation in discussions The availability of in-class listening practice plays a critical role in developing this skill A survey conducted for this study included the statement, “I have enough opportunities to practice listening comprehension in class,” enabling students to share their views on the frequency and quality of listening exercises in their curriculum.
The survey revealed a mixed perception among students regarding opportunities for practicing listening comprehension, with 55% feeling they had sufficient chances to improve their skills However, a significant minority expressed dissatisfaction, as 20% remained neutral, while 25% disagreed or strongly disagreed, highlighting concerns about inadequate opportunities for listening practice in class.
The pie chart clearly depicted students' perceptions of listening practice opportunities, revealing that 55% felt positively about them, indicating the effectiveness of certain classroom methods Conversely, the 45% of students who expressed dissatisfaction or neutrality underscored the necessity for a thorough evaluation and improvement of listening practice in the curriculum.
Frequency of listening to English audio materials outside of class
Figure : Frequency of listening to English audio materials outside of class 8
Listening comprehension is crucial for first-year English majors at Ho Chi Minh City University of Industry and Trade (HUIT), as it underpins effective communication and academic achievement A key factor in enhancing these listening skills is the degree to which students interact with English audio materials beyond the classroom To investigate this, a survey was conducted, featuring the statement, “I often listen to English audio materials outside of class,” enabling students to share their habits and preferences for additional listening practice.
The survey indicated that 40% of students actively engage with English audio materials outside the classroom, with 30% agreeing and 10% strongly agreeing However, 25% of respondents were neutral about their listening habits, implying occasional use rather than a consistent practice Additionally, 35% of students (20% disagreeing and 15% strongly disagreeing) do not listen to English audio resources at all, highlighting a significant divide in student engagement with these materials.
The pie chart clearly depicts students' listening habits, revealing that 40% regularly engage with English audio resources However, a significant number of students do not participate in these practices, indicating a need for increased encouragement and support to enhance their listening skills.
Desire for more interactive listening activities in class
Figure : Desire for more ỉnteractive listening activities in class 9
Listening comprehension is essential for first-year English majors at Ho Chi Minh City University of Industry and Trade (HUIT), impacting their overall language proficiency and academic success Engaging students in interactive listening activities is crucial for developing effective listening skills To evaluate this necessity, a survey was conducted with the statement, “I would benefit from more interactive listening activities in class,” enabling students to share their views on the activities they believe would enhance their listening comprehension.
A recent survey revealed that 65% of students expressed a desire for more interactive listening activities, with 40% agreeing and 25% strongly agreeing Meanwhile, 20% of respondents remained neutral, suggesting varied experiences with current listening practices.
Meanwhile, only 10% disagreed with the statement, and 5% strongly disagreed, revealing that a small minority of students felt adequately served by the current listening activities offered in class.
The pie chart effectively showcased students' views on the need for more interactive listening activities, revealing a substantial percentage in favor This strong interest underscores the opportunity to enrich their learning experiences and enhance their listening comprehension skills.
Access to diverse listening materials and its impact on skills improvement
Figure 10 : Access to diverse listening materials and its impact on skills improvement
Listening comprehension is vital for first-year English majors at Ho Chi Minh City University of Industry and Trade (HUIT), significantly contributing to their language development and academic success The availability of diverse listening materials plays a critical role in enhancing these skills A survey revealed that students believe, “Access to more diverse listening materials would help improve my skills,” highlighting the importance of varied resources in boosting listening abilities.
This statement aimed to gauge students' perceptions of the adequacy and relevance of the materials available to them.
A recent survey showed that 70% of students support greater access to diverse listening materials, with 35% agreeing and another 35% strongly agreeing that such resources would enhance their listening comprehension skills In contrast, 15% of respondents were neutral, reflecting uncertainty about this issue, while 15% disagreed and 8% strongly disagreed, indicating that a small minority are content with the current variety of listening materials available.
DISCUSSION
The research on listening comprehension challenges experienced by first-year English majors at Ho Chi Minh City University of Industry and Trade (HUIT) highlights various obstacles that hinder their ability to understand spoken English The findings present a complex array of difficulties that significantly impact students' listening skills This analysis interprets these key findings, connects them with existing literature, and examines their implications for enhancing teaching and learning in listening comprehension.
The study reveals that diverse accents and dialects significantly affect students' comprehension, with many participants struggling to understand spoken English in various forms This aligns with previous research highlighting the necessity of exposure to authentic language use, as learners familiar with only one accent often experience decreased confidence and increased anxiety in communication Consequently, educators should provide a range of listening materials featuring multiple accents to prepare students for real-world linguistic diversity Additionally, the study indicates that students often lack engagement with English audio resources outside the classroom due to busy schedules and a perceived scarcity of relevant materials This finding emphasizes the importance of regular, self-directed listening practice for improving comprehension skills Researchers advocate for educators to encourage independent listening while guiding students to discover engaging resources that align with their interests.
The study revealed a significant lack of adequate feedback for students regarding their listening comprehension, with many respondents noting the absence of detailed and timely responses, which are vital for improvement Research underscores the importance of effective feedback in the learning process, as it allows learners to recognize their strengths and weaknesses while receiving guidance on skill enhancement Therefore, the findings emphasize the necessity for educators to implement structured feedback mechanisms that provide specific, actionable insights into students' listening abilities, empowering them to take ownership of their learning and achieve meaningful progress.
The study revealed a strong desire among students for more interactive listening activities, highlighting that traditional exercises often fail to engage them and promote active participation This aligns with contemporary pedagogical theories that emphasize the importance of interactive and collaborative learning environments Research indicates that such activities significantly boost students' motivation and engagement, resulting in improved language acquisition outcomes By integrating group discussions, role-playing, and other participatory exercises into listening practices, educators can foster a more dynamic and effective learning atmosphere that encourages active student involvement with the material.
The study emphasized the critical role of classroom dynamics in shaping students' listening comprehension, revealing that background noise and distractions significantly impede effective listening Consistent with prior research, it underscores the necessity of a conducive learning environment for optimal listening comprehension Disruptions can greatly affect students' concentration and their ability to process spoken language, ultimately diminishing their overall learning experience Therefore, educators should evaluate classroom conditions and adopt strategies to reduce distractions, enabling students to concentrate on listening tasks without interruptions.
Emotional and psychological factors significantly impact students' listening comprehension, with anxiety and self-doubt commonly reported among learners These feelings often lead to avoidance behaviors and a reluctance to participate in listening activities, which aligns with research indicating that anxiety negatively affects language acquisition, particularly in listening skills When students focus on the fear of making mistakes or facing embarrassment, their cognitive processing is hindered Consequently, it is essential for educators to foster a supportive environment that promotes risk-taking and open communication, enabling students to practice their listening abilities without the fear of judgment.
This study highlights the critical need for educators to diversify listening materials in order to enhance students' listening comprehension skills By incorporating a variety of audio resources that showcase different accents, dialects, and contexts, teachers can better prepare students for the complexities of real-world language use, ultimately equipping them to handle challenges beyond the classroom.
Promoting a culture of active engagement and collaboration in listening activities significantly boosts students' motivation and comprehension skills Educators can enhance the learning experience by using interactive methods that encourage peer interaction and foster meaningful discussions around listening tasks, ultimately creating a stronger sense of community among students.
Implementing structured feedback mechanisms is crucial for enhancing student development Educators can offer targeted, constructive feedback on listening performance, helping students recognize their strengths and areas needing improvement This continuous feedback loop encourages students to engage actively in their learning process, ultimately boosting their confidence and independence.
Addressing emotional barriers to listening comprehension is vital for successful language learning Educators must cultivate a supportive environment that acknowledges the difficulties of listening tasks, encouraging students to see mistakes as growth opportunities By promoting a positive classroom atmosphere, instructors can aid students in overcoming anxiety and building resilience in their listening abilities.
The study reveals significant challenges faced by first-year English majors at HUIT in enhancing their listening comprehension skills It emphasizes the need for diverse listening materials, effective feedback, interactive activities, and a supportive classroom environment By tackling these issues, educators can better assist students in their language learning journey, ultimately improving their listening abilities and equipping them for success in a globalized world This research lays the groundwork for continued discussions and initiatives to improve listening instruction, contributing to the development of competent and confident English speakers.
CONCLUSION
Conclusion
The study on listening comprehension challenges among first-year English majors at Ho Chi Minh University of Industry and Trade (HUIT) has uncovered key obstacles these students face in developing their language skills By analyzing survey results and student feedback, the research identifies specific difficulties that impede effective listening comprehension and proposes strategies to address these issues, providing valuable insights into the listening education landscape at HUIT.
The study reveals that diverse accents and dialects significantly affect students' listening comprehension, with many struggling to understand spoken English in various forms due to limited exposure to authentic language use This underscores the necessity for educators to include a broader range of listening materials that showcase different accents and dialects, preparing students for real-world listening challenges Additionally, the research indicates that students engage minimally with English audio resources outside the classroom, which impedes their listening skill development The findings highlight the need to foster a culture of independent listening practice among learners to enhance their proficiency.
The study highlights a significant gap in the feedback provided by instructors on students' listening comprehension, with many learners reporting insufficient and untimely responses that are crucial for their development This aligns with existing research emphasizing the role of effective feedback in language acquisition, indicating a need for educators to establish structured feedback systems that deliver specific, actionable insights on listening skills Furthermore, students expressed a strong desire for more interactive listening activities, noting that traditional exercises often fail to engage them and promote active participation, suggesting that incorporating interactive methods could enhance the curriculum.
This study goes beyond identifying student challenges by collecting data on their perceptions and experiences, offering valuable insights for instructional practices and curricular design at HUIT The findings highlight the need for diversifying listening materials, improving feedback mechanisms, and creating a more interactive learning environment Ultimately, this research serves as a foundational exploration to help educators develop more effective listening instruction strategies, enhancing students' listening comprehension skills and overall language proficiency.
The study has notable limitations, including a small sample size that may hinder the generalizability of the findings Although it involved a diverse group of first-year English majors, a larger sample could enhance data robustness and allow for in-depth subgroup analysis The reliance on self-reported data may also introduce bias, as students' perceptions of their listening abilities might not accurately reflect their actual performance Future research should consider a mixed-methods approach to provide a more comprehensive understanding of listening comprehension challenges Additionally, exploring the long-term effects of various instructional strategies on students' listening skills and examining the role of technology, such as mobile apps and online resources, could offer valuable insights into effective teaching practices.
This study reveals significant challenges in listening comprehension faced by first-year English majors at HUIT, emphasizing the need for diverse listening materials, effective feedback, and interactive classroom activities By addressing these issues, educators can enhance students' listening skills, crucial for academic success and effective communication in English The research lays the groundwork for ongoing discussions and actions to improve listening instruction, empowering students to confidently navigate language learning complexities As language education evolves, collaboration among educators and researchers is vital to enhance listening comprehension instruction, equipping all students with the necessary tools for success in a connected world.
Suggestion
A study on the listening comprehension challenges encountered by first-year English majors at Ho Chi Minh University of Industry and Trade (HUIT) has led to several recommendations aimed at improving students' listening skills.
To enhance students' listening skills, educators must diversify the audio materials in their curriculum by incorporating a variety of resources that showcase different accents and dialects This approach not only exposes students to authentic language use but also equips them for real-world listening scenarios, ultimately boosting their comprehension abilities Utilizing podcasts, videos, and online lectures from diverse cultural backgrounds can significantly enrich the learning experience.
To improve students' listening performance, it is essential for instructors to enhance feedback mechanisms by providing structured and timely insights that highlight strengths and areas for improvement Establishing clear channels for specific, actionable feedback, along with regular one-on-one or small group discussions, fosters a supportive learning environment Additionally, promoting a culture of independent listening practice encourages students to utilize resources beyond the classroom, such as listening clubs, audio discussion groups, and listening competitions, motivating them to engage more actively with the language.
Incorporating interactive listening activities into the curriculum is essential for enhancing student engagement and participation Traditional exercises often fail to captivate students, but by implementing group discussions, language games, and role-playing, educators can foster a dynamic learning environment that promotes meaningful listening practice Additionally, utilizing technology—such as mobile applications and online platforms—can significantly improve listening comprehension by offering flexible and engaging learning opportunities Educators should actively explore ways to integrate these technological tools into their listening instruction to better engage students in their educational journey.
Future research should focus on the long-term impacts of diverse instructional strategies on students' listening skills By exploring how various teaching methods affect listening comprehension over time, educators can gain important insights into effective teaching practices Furthermore, investigating the role of technology in improving listening skills may reveal essential strategies for better engaging students in their listening activities.
1 Amari, A & Gorjian, B (2019) The Effect of Eliciting Tasks on Listening Comprehension among Iranian Pre-Intermediate EFL Learner International
Journal of Research in English Education (IREE), 4(2), 42-60.
2 Berne, J E (2004) Listening comprehension strategies: A review of the literature.
3 Brown, H Douglas (2007) Principles of language learning and teaching Pearson Education.
4 Baker, C (2011) Cultural Awareness in Language Learning: A Study of Cultural
References in Discourse Journal of Language and Linguistic Studies, 7(2), 1-15.
5 Crystal, David (2012) English as a global language Cambridge University Press.
6 Goh, & C C (2000) A cognitive perspective on language learners' listening comprehension problems System, 28(1), 55-75
7 Godwin-Jones, R (2018) Emerging Technologies: Language Learning and
8 Harmer, Jeremy (2015) The practice of English language teaching Pearson Education.
9 Hattie, John, & Timperley, Helen (2007) The power of feedback Review of Educational Research, 77(1), 81-112.
10 Hasan, A S (2000) Learners' perceptions of listening comprehension problems.
11 Huong, T., & Ha, N.,& Tuyen,T., & Trang, L.T (2021) ENGLISH-MAJORED STUDENTS’ LISTENING DIFFICULTIES AND USE OF STRATEGIES AT MIEN DONG UNIVERSITY OF TECHNOLOGY, VIETNAM European
12 Johnson, D W., & Johnson, R T (2009) An Educational Psychology Success
Story: Social Interdependence Theory and Cooperative Learning Educational
13 Khan, M (2018) Cultural Context and Language Learning: A Study of Listening
Comprehension International Journal of Language Studies, 12(3), 1-20.
14 Liu, Ming (2019) The impact of technology on English language learning: A review of the literature Educational Technology & Society, 22(2), 100-113.
15 Nunan, David (2003) Practical English language teaching McGraw-Hill.
16 Nguyen, T T T., & Tran, N M (2015) Factors affecting students' speaking performance at Le Thanh Hien High School Asian Journal of Educational
17 Richards, Jack C., & Schmidt, Richard (2013) Longman dictionary of language teaching and applied linguistics Routledge.
18.Richards, J C (2015) Key Issues in Language Teaching Cambridge University Press.
19 Scrivener, Jim (2010) Learning teaching: The essential guide to English language teaching Macmillan Education.
20 Thai, C D., & Nguyen, N Q (2018) Listening comprehension: First year English- major students’ perceptions and problems CTU Journal of Innovation and
DOI: https://doi.org/10.22144/ctu.jen.2018.010
21 Thao, T Q., & Long, N H C (2022) EFL HIGH SCHOOL STUDENTS’ LEARNING ENGAGEMENT AND PROBLEMS IN ENGLISH LISTENING COMPREHENSION VNU Journal of Foreign Studies, 38(5), 167-179.
DOI: https://doi.org/10.25073/2525-2445/vnufs.4774
22 Tran, T Q., & Duong, T M (2018) The effectiveness of the flipped classroom in improving students' English-speaking performance HCMC Open University
23 Ur, Penny (2012) A course in English language teaching Cambridge UniversityPress.
24 Vandergrift, L (1999) Facilitating second language listening comprehension: Acquiring successful strategies ELT Journal, 53(3), 168-176
DOI: https://doi.org/10.1093/elt/53.3.168
25 Vandergrift, L (2003) Orchestrating strategy use: Toward a model of the skilled second language listener Language Learning, 53(3), 463-496.
26 Vandergrift, L (2007) Recent developments in second and foreign language listening comprehension research Language Teaching, 40(3), 191-210.
27 Vandergrift, L (2007) Recent Developments in Second and Foreign Language
Listening Comprehension Research In Listening in a Second Language (pp 3-25). Routledge.
28 Willis, Jane, & Willis, David (2007) Doing task-based teaching Oxford University Press.
SURVEY ON DIFFICULTIES IN LISTENING COMPREHENSION
We are conducting a research study to investigate the listening comprehension challenges encountered by first-year English majors at HUIT and to gather suggestions for improvement Your participation in this survey is crucial for us to gain a deeper understanding of these difficulties and to formulate effective strategies Rest assured, all responses will remain confidential and will be used exclusively for research purposes Thank you for your valuable time and insights!
1 How often do you encounter difficulties in understanding spoken English?
2 Do you think your listening skills have improved since starting your studies?
III Affirmative Statements on the Following Scales
1 = Strongly Disagree, 2 = Disagree, 3 = Neutral, 4 = Agree, 5 = Strongly Agree
1 1 I find it difficult to understand native speakers when they speak quickly.
2 2 I struggle to grasp the main ideas in spoken texts.
3 3 Background noise in the classroom affects my listening comprehension.
4 4 Accents and dialects make it hard for me to understand spoken
5 5 My teachers provide helpful resources for improving listening skills.
6 6 I receive adequate feedback on my listening comprehension performance.
7 7 I have enough opportunities to practice listening comprehension in class.
English audio materials outside of class.
9 9 I would benefit from more interactive listening activities in class.