INTRODUCTION
Rationale
English is a globally spoken language that significantly impacts various aspects of our lives, making its mastery crucial for future generations Learning English involves four fundamental skills: writing, reading, speaking, and listening Notably, many learners find listening to be the most challenging skill to develop.
Many second-year English majors at Hai Phong Management and Technology University have expressed challenges in learning English listening skills through traditional and online methods, particularly during the Covid-19 pandemic This prompted the selection of the topic “A study on some difficulties encountered by second-year English major students in learning English listening skill online at Hai Phong Management and Technology University” for my graduation paper The study aims to identify the specific difficulties faced by these students and will propose effective solutions for both learners and educators to enhance their online learning experience.
Find out some difficulties encountered by second-year English majored students in learning English listening skill online at Hai Phong Management and Technology University
Give solutions to help students overcome their problems
The study focus on answering two following questions:
1 What are difficulties second-year English majored students encountered in learning English listening skill online at Hai Phong Management and Technology University?
2 What are suggestions for students and teachers to deal with those problems?
This paper only focuses on subjects as second-year English majored students when they learn listening skill online
In order to achieve the aims of the study mentioned above, the quantitative method (survey questionnaire) was used to collect information and evidence for the study
All the recommendations included in the study were based on the data analysis
My graduation is divided into five chapters:
Chapter I: Introduction is the introduction of my study including rationale, aims of the study, research question, scope of the study, methods of study, and design of the study
Chapter II: Literature review consists of two main parts: theoretical background of listening and theoretical background of online learning
Chapter III: This chapter describes subjects, instruments to carry out the research, the way to collect and analyze data
Chapter IV: data analysis, findings and suggested solutions shows detailed results of the survey and comprehensive analysis on data collected It also refers to findings and offers some recommendations
Chapter V: Conclusion presents the review of the study, suggestions for further research and limitations of the study.
LITERATURE REVIEW
Theoretical background of listening
There are a lot of different definitions of listening provided:
Listening requires active participation from the listener, as highlighted by Littlewood (1981) To accurately grasp the speaker's intended message, the listener must engage with both linguistic and nonlinguistic knowledge By utilizing their understanding of the language, listeners can break down the continuous flow of sound into meaningful segments Furthermore, by comparing these segments with their shared knowledge with the speaker, listeners can effectively interpret the intended meaning.
According to Mary Underwood (1989:1), listening involves actively paying attention and deriving meaning from auditory information, requiring the listener to identify and interpret various elements that convey messages.
Listening is a complex mental process that is often difficult to articulate According to Field (1998:38), effective listeners must differentiate between various sounds, comprehend vocabulary and grammar, interpret stress and intent, and retain this information within both immediate and broader socio-cultural contexts.
Listening is defined as a multifaceted process that involves receiving the speaker's words, constructing and representing meaning, negotiating that meaning with the speaker, and responding appropriately It also encompasses creating meaning through active involvement, imagination, and empathy.
In short, listening is a complex and active process of interpretation in which listeners match what they hear with what they already know to understand the spoken language
The listening process can be understood through various frameworks, with Lisa J (2008) identifying a five-step model: attending, understanding, interpreting, responding, and remembering Alternatively, other linguists outline five common steps: hearing, attending, understanding, responding, and remembering Hearing, the initial stage, occurs when sound waves reach the ear, while attending involves a psychological choice to filter messages Understanding entails assigning meaning to the message, and responding involves providing feedback to the speaker However, in many learning environments, the responding step is often neglected, as learners typically focus on listening and completing exercises without the opportunity to reply The remembering step is crucial, as it aids learners in successfully completing their listening tasks.
Linguists such as Gary Buck (2001) and Brown (1994) categorize listening into two key processes: bottom-up processing and top-down processing According to Brown, bottom-up processing involves learners utilizing their linguistic knowledge to identify elements like vowels, consonants, words, and sentences to construct meaning In contrast, top-down processing allows learners to draw on their prior knowledge to predict the content of the text This model requires listeners to actively create meaning based on expectations, inferences, and relevant prior knowledge, while selectively processing the input.
According to Adrian (1995), there are two ways people often listen in real- life They are casual listening and focused listening
Casual listening refers to the act of hearing sounds or conversations without the need for intense focus or concentration This type of listening often occurs in situations where there is no specific purpose, such as when listening to the radio while studying or having the television on in the background while engaged in other activities A key characteristic of casual listening is the lack of attention, which can lead to distractions and result in minimal retention of information, often leaving little to remember from the experience.
Focused listening is a deliberate and structured process where the listener fully concentrates on the speaker to absorb information, knowledge, and ideas This skill requires setting aside personal reactions, opinions, and judgments, allowing the listener to reflect accurately on the speaker's message When the listener's expectations and needs are intentional, they are more likely to perceive and understand the information accurately For instance, when watching the news to gather information, one engages in focused listening by concentrating solely on the broadcast without distractions or interruptions.
According to Rixon (1986) and Hubbard, R and others (1984), there are two kinds of listening in classroom, they are: intensive listening and extensive listening
Intensive listening involves focused attention on a brief audio passage to extract detailed information or achieve complete understanding Common examples include listening to announcements, instructions, or weather forecasts Due to the abundance of concrete information in these scenarios, learners often struggle to grasp everything during their initial listening.
To enhance their listening skills and language knowledge, learners benefit from engaging with short passages during exercises or activities These brief segments allow students to grasp the content effectively, revisit challenging sections, and fit within lesson time constraints Additionally, short passages make the listening experience more enjoyable and motivating, leading to increased concentration and effort from learners.
Extensive listening involves engaging with natural language to grasp general ideas rather than focusing on specific details This practice includes a variety of listening passages, ranging from longer stories to shorter jokes and poems, all tailored to match students' current language abilities As a result, students find the experience enjoyable and satisfying, as they can comprehend the material without the pressure of language tasks The diverse and entertaining topics not only enhance their listening skills but also provide valuable exposure to spoken language.
2.1.4 Difficulties in learning listening skill
Second-year students at Hai Phong Management and Technology University face significant challenges in online listening, which is a crucial receptive skill Listening is an active process where individuals select and interpret auditory and visual cues to understand speakers' messages (Thompson & Rubin, 1996) Underwood (1989) categorizes the main issues in listening comprehension, highlighting one key problem: the lack of control over the speed of speech.
(2) not being able to get things repeated; (3) the listener's limited vocabulary; (4)
7 failure to recognize the "signals"; (5) problems of interpretation; (6) inability to concentrate; (7) and established learning habits
Underwood (1989) suggests that learners' varying backgrounds, including culture and education, significantly impact their listening comprehension skills Students with a strong tradition of storytelling and oral communication tend to excel in listening compared to those from a reading-focused background Additionally, learners whose native language shares similar stress and intonation patterns with English experience fewer challenges than those whose languages have different rhythms Consequently, Vietnamese learners, whose tonal language differs from English, may encounter considerable difficulties in listening comprehension, operating under less-than-ideal learning conditions.
Mastering a foreign language poses significant challenges, particularly in listening acquisition for second-year students According to Anne Anderson and Tony Lynch (1988), these students often struggle with listening due to their limited linguistic knowledge, although language structure is not always the primary obstacle The complexity of input, especially its syntactic structure, can hinder ESL learners as they transition to a target language with distinct grammatical features compared to their native tongue Additionally, listening skills are closely tied to the mechanics of language, including the sounds of letters and syllables, word pronunciation, intonation, and stress Consequently, if beginner students struggle to segment words into sounds and comprehend sentence structures, their listening abilities will be significantly affected.
8 are stressed in particular ways to convey meaning, then he will find it hard to understand the meaning of the message
Listeners understand spoken messages through various levels of comprehension, including word recognition, phrase recognition, and extended speech comprehension (Scarcella & Oxford, 1992) ESL students typically navigate these levels based on their proficiency, often engaging primarily with isolated words and phrases Generally, second-year students, especially low beginners, struggle to grasp individual words and find it challenging to construct meaning from connected phrases.
Theoretical background of online learning
Online learning refers to a method where learners engage with educational content remotely, utilizing technology to access materials via devices like smartphones, laptops, and tablets with internet connectivity (Anderson, 2008) This approach surpasses traditional learning methods by offering diverse interactions and connections between students and instructors Through features such as email, chat, online forums, and seminars, teachers and learners can effectively communicate, fostering a dynamic educational environment.
- Synchronous is the form that the people who access the network at the same time, can exchange information directly as: online discussion, learn on
9 livestream, online seminars directly, use some apps like Microsoft Teams or Zoom,…
Asynchronous learning allows individuals to access educational resources without the need for simultaneous online participation, making it ideal for those with time constraints This flexible approach includes various platforms such as CD-ROMs, emails, and dedicated online courses available on websites like VOA Special English, BBC Learning English, Oxford Dictionary, and Duolingo, providing convenient options for learners.
Online learning empowers students to take control of their educational journey by allowing them to manage their learning time and the volume of knowledge they acquire It facilitates instant access to online resources related to their lessons, enables quick lesson reviews, and promotes interaction with fellow students and teachers throughout the learning process.
2.2.2 Ways to learn English online
There are many websites designed for learners in learning English Most of them are free and usually fall under one of three categories:
Elllo.org is an excellent resource for improving conversational English listening skills, featuring a wide range of conversations in various English accents, including non-native ones Established in 2003 by an English teacher in Japan, the site offers over 2,500 free English lessons accessible to students in more than 100 countries With 13 years of development, Elllo has cultivated a rich and diverse array of subjects, thanks to contributions from numerous educators worldwide, making it especially beneficial for those looking to enhance their English listening practice.
For effective daily life English listening practice, ESL (English as a Second Language) courses are becoming increasingly popular among learners These courses cater to individuals who have either lost their foundational English skills or possess an inconsistent English background, providing them with the opportunity to learn English from the ground up.
It’s full of listening exercises related to shopping, travel, school and other daily situations
TED Talks is a renowned platform offering a diverse range of educational presentations in English, featuring experts and scholars from around the globe Engaging with TED Talks provides valuable English listening practice, enhancing communication skills, vocabulary, and grammar Additionally, it broadens general knowledge and fosters effective speaking skills in front of an audience.
Using apps for learning English has been popular for the past ten years, here are some apps commonly used in English learning:
Duolingo is a highly recommended English learning app by the US government, available on various devices including computers and mobile platforms (Android and iOS) This completely free app provides well-structured self-study courses that emphasize essential skills such as reading, writing, and listening.
VOA Learning English, a service of Voice of America, provides a multimedia platform sponsored by the U.S government, offering a diverse range of video lessons on topics like news, economics, and education This resource is particularly beneficial for English learners, as it features real news presented in an accessible manner, with added subtitles and slower speech to enhance comprehension.
BBC Learning English offers a free platform for learning English, focusing on vocabulary and grammar tailored to various skill levels and fields The website features a clear and logical structure, making it easy for users to navigate and enhance their language skills effectively.
11 standing channel (with a history since 1943), so you can be assured of the quality
FluentU transforms real-world videos, such as music videos, commercials, news segments, and motivational talks, into engaging English learning experiences With interactive subtitles, users can tap on any word to access images, definitions, and practical examples, enhancing their language comprehension and vocabulary.
* Learn directly with teacher in online classrooms
Online classrooms facilitate direct interaction between teachers and students, enabling an engaging learning environment In this digital setting, teachers primarily share their knowledge derived from books and personal experiences while also overseeing and managing the students' learning journey The entire teaching and learning process occurs online, ensuring accessibility and flexibility for all participants.
Here are some softwares often used in direct online learning:
Microsoft Teams is a versatile platform designed for seamless collaboration and integration with various external applications, making it ideal for online learning It offers essential features such as chat, video calls, and resource sharing, enabling students to connect with classmates anytime and anywhere based on their study schedules With all data centralized, users can easily focus on their work and access information quickly Additionally, Microsoft Teams prioritizes data security; however, it has been noted that the notification system for class activities could be improved, as it often fails to alert users about ongoing sessions.
Zoom is an online meeting platform that connects users across long distances, offering features similar to Microsoft Teams, such as video calls, document sharing, and recording capabilities However, the free version is limited to 40 minutes per session, and a significant drawback is its lower security for user information.
Google Classroom is an innovative online platform that seamlessly integrates Google Docs, Google Drive, and Gmail, making it an essential tool for simplifying the teaching process It enables educators to efficiently organize and manage their classes, offering a centralized location for all documents, assignments, and grades within Google Drive With ample storage capacity, teachers can easily share a vast amount of data with students, ensuring a smooth and effective online learning experience.
2.2.3 Differences between online learning and traditional learning
This method emphasizes direct interaction between teachers and students, focusing on fundamental knowledge and insights drawn from the teachers' personal experiences The primary element of this approach is the teacher, who directly imparts knowledge to students, resulting in a learning process that is largely passive and guided by the instructor.
METHODOLOGY
Sample and sampling
The study involved twenty-two second-year English major students from the Foreign Languages Department, aged between 19 and 21 The gender distribution was skewed, with female students making up approximately 91% of the cohort Additionally, 59% of the participants had studied English for less than five years, while the remainder had more than five years of experience in the language.
Instruments
A survey questionnaire was utilized to gather insights into students' experiences in learning English To enhance comprehension, the questionnaire was translated into Vietnamese, ensuring that second-year students could clearly understand and easily respond to all questions.
The survey questionnaire consists of two sections:
Section 1: The demographic information includes students' gender, age, and experience in learning English
Section 2: Students’ opinions on difficulties in learning English listening online
The researcher gave interviews to students to get more reliable information for the study.
Data collection
In the morning, the researcher distributed survey questionnaires to 22 students in the K23NA class, emphasizing that participation was voluntary and responses would remain confidential Students were encouraged to provide honest opinions, which was essential for the success of the investigation After completing the questionnaires, they were collected, and additional interviews were conducted with some 23NA students outside their classrooms to gather further data.
Data analysis
The analysis of the data was divided into two sections: demographic information and students' perspectives on the challenges of learning English listening skills online, aimed at addressing the research questions.
DATA ANALYSIS, FINDINGS AND SUGGESTED SOLUTIONS
Data analysis and findings
A survey conducted with 22 second-year students at Hai Phong Management and Technology University revealed a gender distribution of 3 male and 19 female students The participants' ages range from 19 to 21 years, with the majority being 19 years old (13 students), followed by 6 students aged 20 and 3 students aged 21.
The participants in the study have varying English learning experiences, ranging from 2 to 15 years, influenced by the age at which they began their studies based on their school’s curriculum Notably, 59% of the students (13 individuals) have been learning English for less than 5 years, while 41% (9 individuals) have been studying for over 5 years.
Year of learning Less than 5 years More than 5 years Total
Table 1: The subject’s experience in learning English
Understanding students' perspectives on listening skills is crucial, as it significantly influences their motivation and effectiveness in learning A survey revealed that 59% of students view listening as a very important language skill, while 41% consider it important These findings indicate that students acknowledge the vital role of listening skills in their language development.
A recent survey reveals that a significant number of students dedicate considerable time to online listening practice, with 41% spending three or more hours weekly, 32% engaging for one to three hours, and 27% committing less than one hour The preferred learning tools include mobile apps (55%), websites (36%), and direct instruction from English teachers (9%) Additionally, students utilize various online platforms such as Zoom Meetings, Microsoft Teams, Tran, Teamlink, and Google Classroom, with Zoom Meetings and Google Classroom being universally favored among all participants.
The most effective listening strategy employed by students is activating prior knowledge, chosen by 50% of participants This is closely followed by listening for key words, emphasized or repeated, utilized by 45% of students Additionally, 41% focus on key information and note-taking of main ideas, while 32% attempt to guess answers and unfamiliar words during listening activities Only 27% of students engage in predicting what they will hear next.
Strategies Number of student percentag e
Activate your previous knowledge to understand what is spoken 11 50%
Listen for key words stresses or repeated 10 45%
Predict about you are going to listen for 6 27% Guess unknown words based on the known words or the listening context 7 32%
Take note the main/ key ideas 9 41%
Table 2: Different listening strategies utilized in listening online
4.1.2 Difficulties in learning English listening online
Chart 1: Difficulties students encountered in learning listening online
The chart indicates that linguistic challenges are the primary difficulty for 59% of students, highlighting the complexities of mastering English as a common language Additionally, 45% of students struggle with the overwhelming variety of available resources, emphasizing the need for guidance in selecting suitable and reliable materials Poor video and sound quality is another significant issue, affecting 41% of learners Furthermore, 32% of students express concerns about a lack of guidance and interaction with their teachers Lastly, 27% report difficulties in listening comprehension, primarily due to their inability to engage effectively.
Too many different sources of materials Poor video and sound quality No guidance Linguistic challenges The inability to concentrate Less interaction between teacher and students No motivation for learning
19 concentrate and no motivation for learning A few students (23%) find that listening problem come from lack of equipment
* Students’ vocabulary in learning listening online
Vocabulary is crucial for students' listening skills, making it essential to explore their vocabulary to gain a deeper understanding of their listening performance.
Pie chart 1: Students’ vocabulary in learning English listening skill online
The pie chart reveals that 68% of students feel they lack sufficient vocabulary for listening comprehension, while 5% express that their vocabulary is too limited to understand audio materials In contrast, 27% of students believe their vocabulary is adequate for comprehending listening texts This highlights that a deficiency in vocabulary significantly hinders their ability to listen effectively online.
* Students’ pronunciation in learning listening online
Pronunciation plays a crucial role in spoken language and significantly impacts listening skills At HPU, a staggering 73% of students struggle with listening comprehension, attributing their difficulties to inadequate pronunciation, while only 27% express confidence in their pronunciation abilities These findings highlight that poor pronunciation is a key factor contributing to students' challenges in listening effectively.
5% Good enough to understand the spoken texts
Not good enough to understand the spoken texts
Too poor to understand the spoken texts
Pie chart 2: Students’ pronunciation in learning listening skill online
* Effects of connected speech to the students’ learning listening online
Spoken English exhibits unique features of connected speech that significantly differ from the Vietnamese language These distinct differences create considerable challenges for Vietnamese learners, especially for second-year students at HPU.
Pie chart 3: Students’ performances in listening online to connected speech
Research indicates that a significant number of students struggle with online listening comprehension, particularly in connected speech Specifically, 59% of students report misinterpreting words while listening online, and 36% find it challenging to understand listening texts Additionally, only 5% admit to difficulties concentrating during connected speech exercises.
* Effects of stress and intonation to the students’ learning ‘istening online
Stress and intonation are typical features of spoken English; thus to investigate to what extends these feature affect the students in understanding
Good enough to understand the spoken texts
Not good enough to understand the spoken texts
Difficult to hearEasy to mistake for other wordsUnable to concentrate on listening
21 spoken language is necessary As being asked how stress and intonation affect their listening comprehension, the students’ responses are as follow:
Unable to concentrate on listening
Table 3: Students’ attitudes towards stress and intonation in connected speech in listening online
Research indicates that stress and intonation play a beneficial role in student comprehension, with 59% of students reporting that these elements enhance their understanding of messages Conversely, 32% of students struggle to grasp the content due to stress and intonation, while 9% experience difficulties concentrating on listening because of these factors.
* Effects of unfamiliar and various accents to the students’ learning listening online
Cannot distinguish the speaker’s age 0%
Table 4: Students’ attitudes towards unfamiliar ancients in spoken texts
The data indicates that various accents hinder students' listening concentration, with 46% agreeing on this issue Additionally, 27% of students attribute their difficulties to nervousness and misunderstanding Notably, all students can identify the speaker's age, yet unfamiliar accents pose significant challenges for learners in listening comprehension.
* Students’ perceptions on the effects of speech rate on the students’ learning listening online
Table 5: Students’ attitudes towards unfamiliar ancients in spoken texts
According to Figure 5, a significant 68% of students find the speech rate of spoken English in the materials somewhat fast, while 32% believe it is too fast Notably, none of the students reported that the English was slow enough for easy comprehension This indicates that students face challenges in online listening, primarily due to their inability to control the speed of the speakers.
* Effects of hesitation on the students’ learning listening online
Find difficult to concentrate on listening 18%
Do not understand what speakers mean 27%
Misunderstood what the speakers mean 55%
Table 5: Students’ perceptions towards hesitation of connected speech in learning listening online
The data indicates that students face challenges with connected speech during online listening activities, with 55% misinterpreting the speakers' intentions Additionally, 27% struggle to grasp the conveyed messages, while 18% find it difficult to maintain concentration while listening.
A bit fastSlow enough to understand what speakers mean
* Effects of structure of spoken English on the students’ learning listening online
Find difficult to concentrate on listening 23%
Do not understand what speakers mean 36%
Misunderstood what the speakers mean 27%
Table 6: Students’ attitudes towards structure of spoken texts
Suggested solutions
A comprehensive study, supported by a literature review and data analysis, has identified various categories of listening difficulties faced by second-year students To address these challenges in online listening, it is crucial to implement effective solutions The following recommendations are aimed at both teachers and students to enhance listening skills and overcome these obstacles.
Increasing students’ motivation in listening lessons online by raising their awareness of the importance of listening
Giving more comfortable environment to exchange information before listening
Providing with certain amount of words needed for listening activities by varying listening activities in online classroom for pre-listening step
Equip students with strategies to listen better
Recommend suitable supplementary listening materials for online learning
Recommend some good websites, apps for students to learn listening
Giving more exercises related to English structures to the students
Using different ways to have more interaction with students in online classroom
Spending more time practicing listening online
Using different tools to learn listening online including websites, apps, etc…
Activating much previous knowledge before listening
Improving vocabulary in many ways to remember them long
Providing modern learning facilities such as mobiles with a lot of apps, laptop, etc…
Asking for guidance from teachers if students do not know how to do in listening
Practice more about English pronunciation to get better in the problem
Learning more about connected speech, stress and intonation
Practicing listening various and unfamiliar accents with different speed rates of speakers
Widening knowledge about English structures of spoken texts
Being more familiar with noise in listening, from that one can concentrate on listening more
CONCLUSION
Summary of major findings and discussion
The study aimed to identify the challenges faced by second-year English majors in online listening comprehension Data analysis revealed two primary findings regarding these difficulties.
Firstly, two kinds of difficulties that students had in learning listening online are listening problems and linguistic problems, in which linguistic ones bring more challenges to students
The challenges faced in language learning can be categorized into eight distinct areas, including limited vocabulary, poor pronunciation, confusion in connected speech, unfamiliar accents, rapid speech rates, inadequate English sentence structures, misunderstandings due to repetition or hesitation in listening, and decreased listener concentration due to background noise Among these, the most significant difficulties are associated with speech rate, hesitation or repetition in spontaneous speech, and connected speech, while vocabulary is considered the least challenging aspect.
5.2 Limitations and suggestions for further studies
In any research paper, limitations are unavoidable The study presented in this graduation paper is of no exception
The study has addressed the challenges faced by second-year English major students in online listening comprehension Further research will be conducted to identify the specific difficulties encountered by various types of learners when engaging with online listening activities, both in a foreign language context and specifically in English.
Listening is just one of the four essential skills in learning English, yet research on online listening difficulties remains limited To enhance English teaching and learning, it is crucial to conduct studies focused on reading, speaking, and writing as well.
1 Anderson, Anne & Tony Lynch (1998) Listening Oxford: Oxford
2 Brown, D.H (2000) Principles of Language Teaching and Learning (4th edition), Addison Wesley Longman, Inc
3 Christina Page, & Adam Vincent (2018) Learning to Learn Online
Kwantlen Polytechnic University Learning Centres: KPU
4 Dunkel, P (1991) Listening in the native and second/ foreign language: Toward an investigation of research and practice TESOL Quarterly
5 Ellis, R (1997) Second Language Acquisition: Oxford University Press
6 Huong, V T (2009).Nghiên cứu ứng dụng e-learning: HPU
7 John F & Lindsay M (2005) Second Language Listening: Theory and Practice: Cambridge University Press
8 Lightbown, M.P & Spada, N (1999) How Language are learned: Oxford
9 Linda, M H (1995) Learning Networks: A Field Guide to Teaching and Learning Online Massachusetts Institute of Technology: MIT Press
10 Rost, M (1990) Listening in Language Learning London: Longman
12 Tricia Hedge (2002) Teaching and Learning in the Language Classroom: Oxford University Press, p.243-255
13 Underwood, M (1985) Better listening 2 Oxford: Oxford University Press
14 Wolvin.A.D & Coakly, C (1985) Listening Dubuque: William C Brown
15 Yagang, F (1984) Listening: Problems and solutions In T Kral (ed.) Teacher
Development: Making the Right Movies Washington, DC: English Language
12 Anderson (2008) Teaching and Learning Online: An examination of effective Techniques Practices, and process
13 Vu Thi Huong (2009) E-learning research thesis
This survey aims to explore the challenges faced by second-year English majors at Hai Phong Management and Technology University in developing their online English listening skills Your participation in this questionnaire is invaluable, as all information collected will be used exclusively for research purposes We sincerely appreciate your cooperation.
Please put a tick (v) or write the answer where necessary You can use English and Vietnamese language
* How long have you been learning English: ……… year(s)
II Your opinion on listening English online
1 What do you think of the importance of listening?
2 How much time do you spend on listening English online?
From 1 hour to 3 hours a week
3 How do you often learn listening English online?
Directly with your English teacher
4 Which softwares have you used to learn English listening skill online?
5 Which strategies have you utilized in listening online?
Activate your previous knowledge to understand what is spoken
Listen for key words stresses or repeated for several times
Predict about you are going to listen for
Guess unknown words based on the known words or the listening context Take note the main / key ideas 9 sv
6 In your opinion, what are the difficulties of learning English listening online ? Lack of equipment
Too many different sources of materials
Poor video and sound quality
Less interaction between teacher and students
7 What do you think of your vocabulary in listening online?
Good enough to understand the spoken texts
Not good enough to understand the spoken texts
Too poor to understand the spoken texts
8 What do you think of your pronunciation in listening online?
Good enough to understand the spoken texts
Not good enough to understand the spoken texts
Too poor to understand the spoken texts
9 Native speakers produce spontaneous connected speech This makes you feel……
Easy to mistake for other words
Unable to concentrate on listening
10 What do you think of stress and intonation of spoken language in your online listening?
They help to understand the message intended
They make you difficult to understand
They prevent you from concentrating on listening
11 What do you do when you listen for various and unfamiliar accents of speaker?
Cannot distinguish the speakers’ age
12 What do you think of the speech rate of native speakers?
Slow enough to understand what speakers mean
13 What do you do when you come across hesitation or repetition in spontaneous speech?
Find difficult to concentrate on listening
Do not understand what speakers mean
Misunderstood what the speakers mean
14 What do you think of the structure of spoken English in listening?
Find difficult to concentrate on listening
Do not understand what speakers mean
Misunderstood what the speakers mean
15 Noise in spontaneous speech in unavoidable What do you do when you come across background noise in spontaneous speech?
Be unable to concentrate on listening
16 What has your teacher of listening skill done to help you listen better and more effectively?
Encourage you to activate your previous knowledge into listening text
Create comfortable environment for you to exchange information before listening
Offer you as many chances for you to listen again as you expect
Provide you with certain key words
Explain clearly about the listening contexts
Suggest you essential listening strategies needed for each kind of listening tasks
Exploit different kinds of listening materials suitable to your listening ability and your interest
17 What do you expect your teachers of listening skill will do to help you overcome the difficulties in listening?
Provide you with certain amount of words needed for listening activities Equip you with necessary strategies in listening
Design more suitable listening tasks to students’ listening levels and interests
Recommend and vary supplementing listening materials
Explain more clearly about the nature of spoken English
Be flexible in organizing listening activities
18 What do you expect from the learning environment of listening skill online? More well-equipped
APPENDIX 1I CÂU HỎI KHẢO SÁT (dành cho sinh viên)
Bảng câu hỏi khảo sát này nhằm nghiên cứu những khó khăn mà sinh viên năm thứ hai chuyên ngành tiếng Anh gặp phải khi học kỹ năng nghe tiếng Anh trực tuyến tại Trường Đại học Quản lý và Công nghệ Hải Phòng Sự hỗ trợ của bạn trong việc hoàn thành khảo sát sẽ rất quý giá Tất cả thông tin bạn cung cấp sẽ chỉ được sử dụng cho mục đích nghiên cứu Chân thành cảm ơn bạn đã hợp tác.
Hãy đánh dấu tick (v) hoặc viết câu trả lời vào vị trí phù hợp
* Bạn đã học tiếng Anh bao lâu :………… năm
II Ý kiến của bạn về việc học kỹ năng nghe tiếng Anh trực tuyến
1 Bạn nghĩ gì về tầm quan trọng của việc học nghe?
2.Bạn dành bao nhiêu thời gian để nghe tiếng anh trực tuyến?
Từ 1 đến 3 tiếng/ 1 tuần Ít hơn 1 tiếng / 1 tuần
3 Bạn thường học nghe tiếng anh trực tuyến ?
Với giáo viên tiếng Anh qua các lớp học trực tuyến
4 Phần mềm nào mà bạn đã từng sử dụng để học nghe tiếng Anh trực tuyến?
5 Bạn đã sử dụng những chiến lược nào khi nghe trực tuyến?
Sử dụng kiến thức của bản thân để nắm bắt nội dung bài nghe Đoán câu trả lời
Nghe các từ được nhấn trọng âm hoặc lặp lại nhiều lần
Dự đoán trước về những gì bạn sẽ được nghe Đoán các từ chưa biết dựa trên các từ đã biết hoặc ngữ cảnh nghe
Ghi chú lại những ý chính
Tập trung vào thông tin chính
6 Theo quan điểm của bạn, khó khăn khi học nghe trực tuyến là gì?
Quá nhiều nguồn tài liệu khác nhau
Chất lượng video và âm thanh kém
Kiến thức về ngôn ngữ
Không có khả năng tập trung
Không có động lực học tập
Tương tác giữa giáo viên và sinh viên kém
Khác (hãy ghi cụ thể): ………
7 Lượng từ vựng của bạn sử dụng trong nghe trực tuyến như thê nào? Đủ tốt để hiểu bài nghe
Không đủ tốt để hiểu bài nghe
Quá kém để để hiểu bài nghe
8 Bạn nghĩ gì về khả năng phát âm của bạn khi nghe trực tuyến? Đủ tốt để hiểu bài nghe
Không đủ tốt để hiểu bài nghe
Quá kém để để hiểu bài nghe
9 Người bản ngữ luôn nối âm trong lời nói của họ, điều này khiến bạn
Dễ nhầm sang từ khác
Không thể tập trung nghe Ý kiến khác: ………
10 Bạn nghĩ gì về trọng âm và ngữ điệu trong bài nghe trực tuyến?
Chúng giúp bạn hiểu về bài nghe
Chúng khiến bạn khó hiểu bài nghe
Ngăn cản bạn tập trung nghe Ý kiến khác : ………
11 Bạn sẽ làm gì khi nghe những giọng khác nhau và giọng địa phương của người nói?
Cảm thấy không tập trung
Hiểu nhầm nội dung bài nghe
Không thể phân biệt tuổi của người nói Ý kiến khác: ………
12 Bạn nghĩ gì về tốc độ nói của người bản ngữ ?
Hơi nhanh 1 chút Đủ chậm để hiểu ý của người nói Ý kiến khác: ………
13 Bạn sẽ làm gì khi bắt gặp sự ngập ngừng hoặc lặp lại của lời nói trong bài nghe?
Khó tập trung khi nghe
Hiểu nhầm ý người nói Ý kiến khác: ………
14 Bạn nghĩ gì về cấu trúc của bài nghe tiếng Anh?
Không hiểu được ý người nói
Hiểu nhầm ý của người nói Ý kiến khác: ………
15 Bạn sẽ làm gì khi gặp tiếng ồn trong bài nghe ?
Không thể tập trung nghe
Hiểu sai nội dung bài nghe
Lo lắng trong lúc nghe Ý kiến khác: ………
16 Giáo viên dạy kỹ năng nghe đã làm gì để giúp bạn nghe tốt hơn và hiệu quả hơn?
Khuyến khích bạn sử dụng kiến thức của bạn vào bài nghe
Tạo môi trường thoải mái để bạn trao đổi thông tin trước khi nghe
Cho bạn nghe lại nhiều lần
Cung cấp cho bạn từ khóa trong bài nghe
Giải thích rõ ràng nội dung bài nghe
Gợi ý cho bạn các chiến lược nghe cần thiết cho từng bài nghe
Khai thác các loại tài liệu nghe khác nhau phù hợp với khả năng nghe và sở thích của bạn Ý kiến khác: ………
17 Bạn mong muốn giáo viên dạy kỹ năng nghe sẽ làm gì để giúp bạn vượt qua những khó khăn khi nghe?
Cung cấp cho bạn lượng từ cần thiết cho các hoạt động nghe
Trang bị cho bạn các chiến lược nghe cần thiết
Thiết kế các bài nghe phù hợp hơn với trình độ và sở thích nghe của học sinh Đề xuất và làm đa dạng các tài liệu nghe