A study on difficulties in listening comprehension of English students at Thuongmai University

A study on difficulties in listening comprehension of English students at Thuongmai University A study on difficulties in listening comprehension of English students at Thuongmai University A study on difficulties in listening comprehension of English students at Thuongmai University A study on difficulties in listening comprehension of English students at Thuongmai University A study on difficulties in listening comprehension of English students at Thuongmai University A study on difficulties in listening comprehension of English students at Thuongmai University A study on difficulties in listening comprehension of English students at Thuongmai University A study on difficulties in listening comprehension of English students at Thuongmai University A study on difficulties in listening comprehension of English students at Thuongmai University A study on difficulties in listening comprehension of English students at Thuongmai University A study on difficulties in listening comprehension of English students at Thuongmai University A study on difficulties in listening comprehension of English students at Thuongmai University A study on difficulties in listening comprehension of English students at Thuongmai University A study on difficulties in listening comprehension of English students at Thuongmai University A study on difficulties in listening comprehension of English students at Thuongmai University A study on difficulties in listening comprehension of English students at Thuongmai University A study on difficulties in listening comprehension of English students at Thuongmai University A study on difficulties in listening comprehension of English students at Thuongmai University

THUONGMAI UNIVERSITY ENGLISH DEPARTMENT

Student : Nguyen Thi Hong Nhung

Class : K52N4

Student’number : 16D170246

Hanoi, 2020

We are living in a period of global integration In the context of anindustrialized and modernized country approaching international cooperation,learning English language has become more and more vital to Vietnamese students

Of all English skills, Listening is one of the most important skills in Englishlanguage learning When students listen to English language, they face a lot oflistening difficulties Students have critical difficulties in listening comprehensionbecause universities and schools pay more attention to writing, reading, andvocabulary Listening is not an important part of many course books and mostteachers do not pay attention to this important skill in their classes

For this reason,the aim of the study is to find out the difficulties encounter inlistening comprehension skill of English students at Thuongmai University

In this paper, the researchers reviewed the theoretical background whichelaborates on the definition of English listening comprehension skill, the importance

of listening comprehension skills for English students at Thuongmai University.The research uses the questionnaire to 100 students second-year students majoring

in English at Thuongmai University to collect specific data for the study From thequestionnaire findings, the difficulties that students encounter in listeningcomprehension found There are include difficulties related to listening material(objective factors): the poor quality of the audio, complex grammatical structures,the fast speed of the speaker; and difficulties related to the individual listeners(subjective factors): the lack of vocabularies, psychological/ physical factors or lack

of social and background knowledge From the results, the researcher makesrecommendations for students and teachers to help improve students' listeningcomprehension skills

Firstly, I would like to express my deepest gratitude to my supervisor, Mrs.Pham Thi To Loan, for her valuable feedback, close guidance, criticism, as well asher generous assistance in the process of completing my thesis

Next, I am grateful to say thank you to all teachers at Thuongmai Universityfor providing us with precious knowledge, useful information from their practicaland helpful lectures

Furthermore, I would like to thanks to 100 students in the second year of theEnglish Faculty, Thuongmai University They have provided helpful information tohelp me in the course of completing my paper by completing the questionnaire.Lastly, I want to thank my family and friends for supporting meunconditionally during my study at Thuongmai University Without their kindsupport, it would have been impossible for me to complete this research

Hanoi, April 3rd, 2020

Student

Nguyen Thi Hong Nhung

TABLE OF CONTENTS

ABSTRACT i

ACKNOWLEDGEMENTS ii

TABLE OF CONTENTS iii

LIST OF TABLES AND CHARTS v

LIST OF ABBREVIATIONS vi

CHAPTER I: OVERVIEW OF THE STUDY 1

1.1 Rationale 1

1.2 Previous studies 2

1.2.1 Studies in the world 2

1.2.2 Studies in Vietnam 3

1.3 Aims of the study 4

1.4 Scope of the study 4

1.5 Research methodology 4

1.5.1 Participants of the study 4

1.5.2 Instrumentation 5

1.5.3 Data collection procedures 5

1.5.4 Data analysis methods 6

1.6 Organization of the study 7

CHAPTER 2: LITERATURE REVIEW 8

2.1 English skills 8

2.2 An overview of listening comprehension skill 8

2.2.1 Definition of listening comprehension skill 8

2.2.2 The purpose of listening comprehension 9

2.2.3 The importance of listening comprehension skill 10

2.3 Difficulties of listening comprehension skill of English learners 11

2.4 Ways to improve English listening comprehension skill 12

CHAPTER 3: Research findings 14

3.1 Students’ background information 14

3.1.1 Difficulties in listening comprehension of English syudents at Thuongmai University 18

CHAPTER 4 RECOMMENDATIONS AND SUGGESTIONS 28

4.1 Recommendations for students 28

4.2 Recommendations for teachers 30

CONCLUSION 32

REFERENCES 34

APPENDIX vii

LIST OF TABLES AND CHARTSTables

Table 3.1 The importance of listening comprehension skill in learning

English language at University Table 3.2 The level of the second-year students in listening

comprehension Table 3.3 The students’ scores in listening skill

Table 3.4 Different means to enhance listening comprehension skill Table 3.5 Problems related to the Listening materials

Table 3.6 Listening comprehension problems from the listeners.

Charts

Chart 3.1 The students’s assessments of learning English listening

comprehension skill Chart 3.2 The students’ attitude in learning listening comprehension

skill Chart 3.3 Students’ purpose to learn English speaking skill

Chart 3.4 Students’ self-study frequency in a week

LIST OF ABBREVIATIONS

English listening comprehension ELC

CHAPTER I: OVERVIEW OF THE STUDY

1.1 Rationale

Nowadays, English is playing a significant job in numerous areas includingmedicine, engineering, education, advanced studies, technology, banking,computing, tourism and so forth, most international transactions are being carriedout in English English has become an important second language in manycountries As a result, learning English is becoming more essential than ever inmany countries around the world and Viet Nam is not an exception, especially withstudents at universities and colleges

In the age of globalization, the world of technology, information, Englishbecomes very necessary for any individual who tends to follow up on the fastchange in the modern world To access information the most quickly andaccurately, English listening comprehension skill plays an important role.Furthermore, as for the students of the English Department, listeningcomprehension skill is extremely important because they expect to use it frequentlyfor their future work Sometimes, when you watch the TV, listen to the news orcommunicate with a native speaker, you only hear a few keywords, and do not fullyunderstand the content of the whole dialog This causes afraid to connect withothers, which is extremely detrimental to your work in the future So, the training atthe university is very necessary In a communication in the real life, we are able totalk sensibly when we understand what is said to us Moreover, in learning alanguage, listening comprehension is a useful means of providing students withcomprehensible information input, which is an essential component of the wholelanguage learning process

However, it is still a challenge for Thuongmai University students in general,and English language students in particular Many students seem to lack the skillsand confidence to make effective listen May be listening comprehension skill isvery difficult, students do not know the helpful practice methods lead to feelingdepressed On the other hand, training listening skill takes long time, which meansthey need to spend a lot of time self-studying in order to become better, especially

in listening practice more and more

Therefore, as a researcher, I would like to present the thesis title “ A study on difficulties in listening comprehension of English students at Thuongmai University” And the second-year students of English faculty will help me

participate in this study I choose second-year English students because they hadone year to adapt to the circumstances of Thuongmai university and actually, they

do not have much experience in listening comprehension skill Hopefully, thisgraduation paper will point out some difficulties in English listening comprehensionskill of the second-year English student and the solutions to make that good better

1.2 Previous studies

Up to now, many researchers studied about aspects of difficulties in Englishlistening comprehension both in the world and in Vietnam These researches comefrom experts who are interested in language learning, they pointed out manydifficulties and the reasons that make the listening comprehension becomecomplicated for studies And of course, they also give some helpful methods toimprove listening comprehension skill for everyone After selecting, I decided tochoose some of the following researches:

1.2.1 Studies in the world

In 2013,Wu Xiao Juan and Mohamad Jafre Zainol Abidin from school ofEducational Studies, Universiti Sains Malaysia conducted a study called " EnglishListening Comprehension Problems of Students from China Learning English inMalaysia" The thesis researched the English listening comprehension problems ofuniversity international students from China The research used a qualitative method

to collect data from China’s students taking English Listening Comprehension(ELC) in University Sains Malaysian This study is a research report related to theproblems encountered by China’s students in ELC learning Findings from thisstudy indicated that the main problem faced by China’s students was the lack ofprior knowledge in English vocabulary, this inhibits their understanding in thelistening process Moreover, the differences in the ascent of the native speakersprohibit the proper understanding of the listening content, the short span ofconcentration, and the learning habit of China’s students were discussed as the

research; it provided useful information concerning effective strategies to enhancestudents’ listening skills

Hamouda, Arafat (2012), carried out a study named " ListeningComprehension Problems - Voices from the Classroom" The study attempts toinvestigate the listening problems encountered by a group of first-year Englishmajor students of Qassim University Data was gathered by means of questionnairesand interviews The results of the study showed that Accent, pronunciation, speed ofspeech, insufficient vocabulary, the different accent of speakers, lack ofconcentration, anxiety, and bad quality of recording were the major listeningcomprehension problems encountered by English foreign language ( EFL) Saudilearners Understanding students' learning difficulties may enable EFL teachers tohelp students develop effective learning strategies and ultimately improve theirEnglish listening abilities Suggestions are made for addressing problems regardinghow teachers can help their students overcome listening comprehension problems

1.2.2 Studies in Vietnam

In 2014, a study with the title "A study on Second-year English majorstudents’ difficulties in listening comprehension skills at Haiphong PrivateUniversity (HPU)” was carried out by Bui Thi Thuy Trang This study wasconducted with the aim of investigating English listening problems and listeningproficiency of the student at HPU The questionnaire and interview were used inthis study as tools to collect data The result of the study revealed the main reasonthat caused listening problem for the students is the listening text However, thefactors that mostly caused listening problems were lack of practicing listening skilland lack of exposure to different kinds of listening materials

In 2007, Mrs Ly Thi Chung Thuy also contributed a study with title " Kỹnăng nghe hiểu tiếng Anh cho người học ở trình độ sơ cấp (elementary) theo hướngtích cực hóa hoạt động tự học" The thesis has pointed out the errors that learnersmake when listening comprehension and offers ways to overcome and the methods

of self-learning listening comprehension skill is not boring

1.3 Aims of the study

The study is to find out English listening comprehension difficultiesencountered by the second-year English Faculty students at Thuongmai University(TMU) Rather than serving only for the purpose of completing the graduate thesis,the author has found it exciting in the project implementation, which may also helpthe English students but anyone who is learning English identifies the reasons forlack of English proficiency and to self-practice more successfully beside followingschool’s curriculum Accordingly, the research needs to address the followingissues:

Investigating the difficulties and the causes in learning listening skillsperceived by Faculty of English Language of the second-year students of TMU

Finding out the causes of the cause of difficulties

Presenting some solutions that the students apply to improve their study ofListening comprehension Skills

1.4 Scope of the study

This study mainly focuses on listening comprehension skills in English in theclassroom setting Since the limitation of time and space, in this paper, the authorjust focuses on difficulties in English listening comprehension skills to improvethese skills of second-year English Faculty students at TMU

The research was carried out in the second semester of the academic schoolyear 2019-2020, with the participation of 100 random sophomore students ofEnglish Faculty These are the students who are randomly selected, have an average

to good level of English

The instrument for the survey is a self- administered questionnaire Theparticipants are asked to answer the questionnaire by themselves The questionnaireconsists of both closed-ended and opened-ended questions to find out exactlystudents' abilities and the problems they encounter when learning English listeningcomprehension skills

1.5 Research methodology

1.5.1 Participants of the study

The study was conducted with a total of 100 second-year students of theEnglish Faculty at Thuongmai university They come from many different regionsand have different learning This reflects the diversity in their experience andeducational background These students have good results training at high schooland they passed the university entrance exam The researcher chooses the second-year mainstream students for the study because they have entered the university forone year and have they had time to access the university's environment; however,they have a few experiences In addition, they face various kinds of problems thathigher-level students do not Digging in deep to their problems is the first step tohelp them improve their listening skills as well as their other language skills.

Markey & Gass (2005) see using questionnaires as an instrument which allows

researchers to gather information in such a short time with comparable information

So, for the study, I choose a questionnaire as the main research tool to collectdata A questionnaire will be given for 100 second-year students of the EnglishFaculty at Thuongmai University The researcher would analyze the collected dataand then display the survey results in forms of charts and tables

The questionnaire is classified into two parts: Part I request students’background information with 4 question; Part II is the main part of the questionnaireincluding 6 questions about second-year English major students’ perception towardthe difficulties in English comprehension skill From the answer sheet received, theresearcher will collect and analyze the data to address the problems that studentsencounter

1.5.3 Data collection procedures

The research is focused on the problems of students in English listeningcomprehension This research uses the method to collect data on individuals’

personal experiences and perspectives There are three steps to collect data In stageone; the researcher gathered information on exposure in general, such as readmaterials, finds problems form conversation in normal study Based on the firststep, creating a questionnaire to survey students' personal opinions In the third step,

a much focused in-depth study has been conducted The final is to transfer fieldnotes and data gathered for analysis, interpretation, and presentation The result ofthis analysis shall be reported in Chapter three

To increase the reliability and validity of the research study, a randomsampling procedure was applied in the survey questionnaire

The questionnaire will be set up and surveyed for 100 students after practicinglistening comprehension in English classes at university After that, the results will

be sent back to the researcher The questionnaire will be carefully considered beforesending it directly to the second-year students of the English Faculty Thequestionnaire will also be brief and clear for all students to understand andimplement Students were asked to perform the survey in the most objectivemanner

Finally, the researcher will receive a completed questionnaire and check thenumber of sheets again

1.5.4 Data analysis methods

Data analysis is a process of inspecting, transforming data with the goal ofhighlighting information, helping the researcher to come up with suggestions andsolutions

In terms of data obtained in the questionnaires, the results were collected andanalyzed by means of the Microsoft Excel software according to the percentage.After that, the data will be illustrated through charts and tables for a cleardescription of the findings, which helps to confirm the results from surveyquestionnaires

This research method will save research time and quickly collect research datafor analysis

1.6 Organization of the study

The study on second-year students in listening comprehension of English Faculty at TMU is divided into four chapters

Chapter 1: Overview of the study

The first chapter is the introduction which begins with the background of thestudy, statement of the problem, the objective of the study

Chapter 2: Literature Review

The researcher presents a review of related theories, concepts, and literature

Chapter 3: Research findings

This chapter will examine students based on a set questionnaire Through thesurvey, we will learn the views of students about the difficultie s in listeningcomprehension skill The results will then be analyzed for the summary of thestudy

Chapter 4: Recommendations and suggestions

In the last chapter are discussion and some effective ways to improve the skill

of listening comprehension and conclusion

CHAPTER 2: LITERATURE REVIEW2.1 English skills

The use of English in Vietnam, while far from being as developed as in theEuropean countries, nevertheless increasing through the influence of the media andthe internet The Vietnam government has long realized the importance of theEnglish language as a major core subject in schools, and it has been a compulsorysubject at varying levels for many years

Learning English consists of 4 skills: listening, speaking, reading and writing.These skills are all essential for us to complete our communication process moreeffectively

In order for us to be proficient in a language, let's fully understand all fourskills It is a mistake if you only focus on vocabulary or grammar and ignorelistening and speaking skills This will make it difficult for you to communicate,especially for English students, who are studying language, will use English a lot infuture jobs

2.2 An overview of listening comprehension skill

Listening skill is the ability to recall and understand information that ispresented orally As a result, it is important for many reasons First of all, listening

is one of the primary means of obtaining information To learn about world affairs,

we listen to news either on the radio or television People also learn new skills bylistening to supervisors or teachers Listening also helps people to develop ideas andmake decisions

2.2.1 Definition of listening comprehension skill

In language teaching, “listening skills” means listening and understandingskills or listening comprehension skills This is also the sense of listening used inthis thesis, where listening is meant trying to understand the oral messages peopleare conveying There are a large number of definitions of listening proposed bydifferent scholars

According to Underwood (1989), listening is the activity of paying attention toand trying to get meaning from something we hear

Meanwhile, Mendelsohn (1994) defines listening as the ability to understandthe spoken language of native speakers.

Besides, according to Brown and Yule (1983), listening comprehension meansthat a person understands what he/she has heard If he/she learns the text throughhearing it, he/she will understand it

Bentley and Bacon (1996) stated that listening, an important part of thesecond language learning process has also been defined as an active process duringwhich the listener constructs meaning form oral input

Ma Lihua (2002), states that listening comprehension is a complexpsychological process of listeners’ understand language by sense of hearing It is aninteractive process of language knowledge and psychological activities However,this process is not simply decoding the message; it also involves the combining ofthe decoding or the message process with its reconstruction as meaning

Vandergrift (1997) has claimed listening comprehension as a complexcognitive process in which listeners use their linguistic knowledge to deal with theincoming stimuli, retain what they receive, and interpret it within the socio-culturalcontext of message Also, he emphasized that listening comprehension is an activeprocess where learners must distinguish the learners may interpret and respondimmediately when they listen to messages This definition refers to the notion thatthe learners are involved in the listening process

To sum up, all of the definitions are given with a view to clarifying the nature

of the listening comprehension skill which is necessary in the process of acquiring alanguage

2.2.2 The purpose of listening comprehension

Listening is important in social communication, academic success andlanguage acquisition Needless to say, listening effectively is the sufficientcondition for the students to take part in oral communication The communicatingprocess will break down when the listeners fail to understand what the speakers say(Underwood, 1989)

Furthermore, being able to listen to English well, the students have a goodchance to approach the broad knowledge in the outside world Noticeably, listening

is the basic step to get the input in learning a language In any language classroom,listening skill plays a significant role in the of other language skills To be morespecific, listening helps the students to pronounce exactly and recognize the spokenform of words When learning a new word, students have to listen to it several timesbefore identifying it Precisely, without receiving the necessary language input atthe right level, the learning process.

The aim of language is to communicate a specific message Accurate andcoherent communication of the message, confirmation that it has been understoodare essential Some examples of language being used for a transaction purpose are:news broadcasts, descriptions, narrations and instructions If we can't understandwhat the other person is saying, the conversation will fail

2.2.3 The importance of listening comprehension skill

Listening comprehension is one of the necessary life skills this skill canprovide you with a better perspective on life, skill can allow you to connect morewith everyone around you In the real-life, we often listen more than speaks, reads

or writes For instance, at home, we watch film, listen to news or talk with others

At school, students listen to lectures teaching And in working, we must listen to theopinion of customers or bosses We listen to everything in everywhere and everytime Without listening, the men become backward in their life It is obvious thatlistening plays important roles in the real life

Vandergriff (1997) claims that listening internalizes not only the rules oflanguage skills but also facilitates the emergence of other skills Besides, It is saidthat listening provides the comprehensive supplier for understanding and acquiring

a new language Precisely, without receiving the necessary language input at theright level, the learning process cannot take place Several studies prove that theaural input plays such a vital role in founding all aspects of language and cognitivedevelopment Krashen (1985) believes that understanding linguistic information isthe key to acquire language What is more, the more the students listen, the morevocabulary, proficiency and the better language usage they have (Barker, 1971)

In conclusion, listening plays such an essential role in learning a language

transition from classroom English to real life English more easily and effectively.This skill is not only a tool to acquire other sources of English knowledge but alsoprovides language learners with the most important patterns of other languages.

2.3 Difficulties of listening comprehension skill of English learners

a Linguistics problems

Linguistics problems are those problems that make students listeningcomprehension ability become poor There are some linguistics problems that affectsomeone in speaking:

Vocabulary:

Vocabulary is an individual word or a set of words which have a specificmeaning The problems of vocabularies occur when someone is lack of vocabularyneeded to talk and does not know how combine the vocabularies into a goodsentence Not having enough vocabulary prevents students from hearing audio orwhat others are saying And of course, at the same time, they couldn't understandthe content as well

we will not be able to recognize words even if we know them

b The speed of the speakers

Futhermore, the speed of the speakers also hinders the learners in their effort

of learning English Because the students cannot sort them out when listeningbefore they disappear It is not the same as remaining reading text on the page forthem to retrieve whenever they want Sometimes, while they are working with thispart, they miss the next part Most of the foreign language students perceive thatnative speakers speak too fast and that makes it difficult for them to follow (Brown

& Yule, 1983) Similarly, Butt (2010) has the same ideas in negative impacts of thenative speakers to listening comprehension This coincides with the results of thestudies done by Flowerdew and Miller (1992) who have reported that their subject

unanimously rated speed of delivery as one of the greatest obstacles tounderstanding The students can play recorded materials again and again untilgetting the information.

c The complex text

In some cases, the organization of the text is rather complex Cervantes andGainer (1992) found that listeners hearing a syntactically simplified version of alecture scored significantly higher on a recall test than did listeners hearing a morecomplex version of the lecture Therefore, if the students do not have ability to draw

a clear outline of this text, they also fail to catch the information effectively

d Using slang and colloquial words

Colloquial language is a special challenge If listening materials are made up

of everyday conversation, they may contain a lot of colloquial words andexpressions, such as stuff for material, guy for man, etc., as well as slang Studentswho have been exposed mainly to formal or bookish English may not be familiarwith these expressions Brown (1992) points out that English language learners whohave been exposed to standard written English and "textbook" language sometimesfind it surprising and difficult to deal with colloquial language

e The noise and redundancy

When listening, the listeners often have to cope with the amount of noise.Some words are may be drowned by outside interference, such as the surroundingsounds The foreign language learners must put more effort to grasp the meaningamong these noises Sometimes, they cannot get the point because of theinterruption of noise Besides, redundant utterances may take the form ofrepetitions, false starts, rephrasings, self-corrections, elaborations, tautologies, andapparently meaningless additions such as “I mean” or “you know” (Ur, 1984) Thisredundancy is a natural feature of speech and may be either a help or a hindrance,depending on the students’ levels It may make it more difficult for beginners tounderstand what the speaker is saying

2.4 Ways to improve English listening comprehension skill

Expand vocabulary and improve pronunciation

Vocabulary is the main tool for the students in their attempt to use Englisheffectively When confronted with a native English speaker, when watching a movie

or when listening to a favorite English song, students will always need to operatewith words Students can gain vocabulary through every source they can find, forinstance: their favorite songs, movies, TV shows or they can actively try to look fornew words in their own needs with dictionary

Practicing every day with social networking sites or internet.

Nowadays, students have all been familiar with learning English throughlistening music, watching movies, TV shows or any other English content Thanks

to the advancement of technology, students can use smartphone or laptop to findsources in English and bring them into practice Today, there are now plenty ofEnglish-learning apps on mobile devices that learners can easily use in their sparetime to self-study Film and entertainment channels are available and extremelyconvenient for students in improving listening comprehension; Studying andplaying at the same time helps students feel comfortable and free from pressure Inaddition, good listening will help students a lot in both speaking and communicationskills

Practice communicating with others

Besides listening to audio, music or movies, communicating with others willhelp your communication skills develop more comprehensive Better when yourpartner is a native speaker When talking to each other, they have the correctpronunciation and the standard way of speaking in their native language, whichhelps you correct your mistakes while listening and communicating in reality

CHAPTER 3: RESEARCH FINDINGS

After collecting the opinions of 100 students of second-year of English major

at TMU The researcher conducts summation and data analysis Statistical analysiswas performed to render specific statistics These numbers were then put in charts

or graphs for better illustration and explanation, making the study more concise andscientific

3.1 Students’ background information

The study participants were 100 second-year students in the Englishdepartment of Thuongmai University At the age of 19, I have only been to collegefor 1 year The study is conducted in the second semester of the academic year2019-2020 They have had at least 7-8 years of learning and practicing English atsecondary and high school After 3 semesters at Thuongmai University, thesestudents have had a really interesting environment experience, the way of teachingand especially the ability to self-study in the university environment Moreover,these students have gained a lot of knowledge from many different subjects andfields However, as an English major student, learning English is still the mainthing Here, these students are fully trained on 4 skills in English

Because of the transparency of the study, the researcher will not know inadvance about the academic performance, scores, and qualifications of eachparticipant

These students come from different provinces and cities, with differentEnglish learning environments The only thing they have in common is that they areall second-year students in the English department of business university

Question 1 – 4 ask about Students’ background information about their ELC level.

In order to accurately understand the views as well as the problems thatstudents encounter, of course, the questions of the background of the learners areindispensable Some questions such as the present level of English listeningcomprehension, score in the class or students’ attitude about listening

comprehension will help us to have a general and transparent view of the students'ability and view of listening comprehension skills.

Table 3.1: The level of the second-year students in listening comprehension.

Looking at the table, we can see that approximately haft of students’assumption for their level of listening comprehension is Average (48%) As showedclearly in the questionnaire, this status means students can understand and can listen

to basic contend, but still find it hard to listening completely to all content fromsimple to complex And there are 39% in the total students participate in theresearch said that they are good at listening comprehension Having 8% of thestudents feel confident with their listening skill That means these students havelistening skill very good, they feel comfortable and can hear and understand anycontent However, still have 5% the number of students who find themselves as aWeak listener, this specifically means they usually take too much time or find itvery difficult to form a full sentence

The next table shows us the scores in the listening skills of the studentsparticipating in the study

Table 3.2: The students’ scores in listening skill.

The next questions ( question 3 and 4 ) will show we about the students’interest in learning comprehension skill Questions' aim to get a betterunderstanding the perception about listening comprehension skill of second-yearEnglish Faculty students at Thuongmai University, including: attitudes toward thelearning of English listening comprehension skill and self-practice listening,