INTRODUCTION
Rationale
English is a global 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, with listening often recognized as the most challenging skill for many learners to acquire.
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 led to 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 learners and propose effective solutions for both students and teachers 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:
Active listening requires the hearer to engage fully, as outlined by Littlewood (1981) To accurately interpret a speaker's message, the listener must integrate both linguistic and nonlinguistic knowledge By utilizing their understanding of language, the hearer can break down the continuous flow of sound into meaningful segments, and through comparison with shared knowledge, they can derive the intended meaning.
According to Mary Underwood (1989:1), listening involves actively focusing on and interpreting sounds to derive meaning, requiring the listener to recognize and understand various factors that convey messages.
Listening is a complex mental process that is often challenging to articulate It requires listeners to differentiate between various sounds, comprehend vocabulary and grammar, interpret stress and intention, and retain information while considering both immediate and broader socio-cultural contexts.
Listening is defined as a comprehensive process that involves receiving the speaker's words, constructing and representing their meaning, negotiating that meaning through interaction, and responding thoughtfully 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, often segmented into steps or viewed as an interpretive activity Lisa J (2008) identifies a five-step model: attending, understanding, interpreting, responding, and remembering Alternatively, other linguists outline five key steps: hearing, attending, understanding, responding, and remembering Hearing serves as the foundational step, where sound waves reach the ear Attending involves a psychological choice to filter and focus on specific messages Understanding is the process of assigning meaning to the received message, while responding entails providing feedback to the speaker Finally, remembering is crucial for recalling information, especially for learners completing listening tasks Notably, the responding step is often overlooked in educational contexts, as learners typically engage in listening exercises without opportunities to respond, making the remembering step vital for effective learning.
Linguists such as Gary Buck (2001) and Brown (1994) categorize listening into two processes: bottom-up and top-down processing According to Brown, bottom-up processing involves learners utilizing their linguistic knowledge—such as recognizing vowels, consonants, words, and sentences—to construct meaning In contrast, top-down processing allows learners to draw on their prior knowledge to make predictions about the text This model requires listeners to actively build 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 requiring significant focus or concentration This form of listening occurs in situations without a specific purpose, such as having the radio on while studying or leaving the television running in the background while engaged in other activities A key characteristic of casual listening is the lack of attention paid to the audio, often leading to distractions and a limited ability to recall what was heard.
Focused listening is an intentional and systematic 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 to reflect accurately on what the other person is communicating When listeners approach conversations with intentionality, they are more likely to understand and perceive the message accurately For instance, when watching the news to gather information, one engages in focused listening by eliminating distractions and refraining from multitasking, thereby enhancing comprehension.
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 segment 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, learners often struggle to grasp everything during their initial listening, making repeated exposure beneficial for comprehension.
To enhance their listening skills and language knowledge, learners benefit from engaging with short passages during exercises and activities These concise passages allow them to grasp the content more effectively, tackle challenging sections multiple times, and fit within lesson time constraints Additionally, short passages are perceived as easier, more interesting, and motivating, leading to increased concentration and focused effort while listening.
Extensive listening involves engaging with natural language to grasp general ideas rather than focusing on specific details This practice includes a variety of listening materials, such as long stories or short poems and jokes, tailored to match students' current language abilities, making the experience enjoyable and accessible By understanding the content without the pressure of language tasks, students gain satisfaction and motivation to enhance their listening skills Additionally, the diverse and entertaining topics provide valuable exposure to spoken language, further enriching their learning experience.
2.1.4 Difficulties in learning listening skill
Second-year students at Hai Phong Management and Technology University face significant challenges with online listening, as it is a receptive skill requiring active engagement According to Thompson and Rubin (1996), listening involves selecting and interpreting auditory and visual information to understand speakers' messages Underwood (1989) identifies key listening comprehension issues, including the lack of control over speaking speed.
(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) highlights that learners' diverse backgrounds, including culture and education, significantly influence their listening comprehension skills Students with a strong tradition of storytelling and oral communication tend to excel in listening tasks compared to those from a reading-focused background Additionally, learners whose native language shares similar stress and intonation patterns with English typically experience fewer challenges In contrast, Vietnamese learners, whose language is characterized by tonal differences, face considerable difficulties in listening comprehension, suggesting they are at a disadvantage in English language acquisition.
Mastering a foreign language is particularly challenging for second-year students, especially in listening acquisition According to Anne Anderson and Tony Lynch (1988), these students often struggle with listening due to their limited linguistic knowledge, even though language structure is not always the primary obstacle The complexity of input, particularly its syntactic structure, can significantly affect ESL learners As these learners transition to a target language with distinct grammatical structures and vocabulary compared to their native language, they face difficulties Listening is closely tied to the mechanics of language, including the basic sounds of letters and syllables, pronunciation, intonation, and stress Consequently, if beginner students do not grasp how words are segmented into sounds and how sentences are constructed, their understanding will be hindered.
8 are stressed in particular ways to convey meaning, then he will find it hard to understand the meaning of the message
According to Scarcella and Oxford (1992), listeners understand spoken messages through various levels of comprehension, including isolated word recognition and extended speech comprehension ESL students often navigate these levels based on factors like proficiency, with second-year students typically functioning at the initial stages Low beginner students, in particular, struggle to recognize isolated words and have difficulty constructing meaning from combined words.
Theoretical background of online learning
Online learning refers to a distance education method where learners utilize technology to access educational materials, as defined by Anderson (2008) This approach enables knowledge exchange through electronic devices like smartphones, laptops, and tablets with internet connectivity Compared to traditional learning, online education offers enhanced interactions and connections between students and instructors Communication occurs through various built-in features and applications, including email, chat, online forums, and seminars, facilitating effective engagement between teachers and learners.
- 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 at their own convenience, eliminating the need for simultaneous online participation This flexible approach is ideal for those with busy schedules, as it utilizes platforms such as CD-ROMs, emails, and various online courses available on websites like VOA Special English, BBC Learning English, Oxford Dictionary, and Duolingo.
Online learning empowers students to take control of their educational journey by allowing them to choose the timing and volume of their studies It facilitates instant access to relevant online resources, enabling quick lesson reviews and fostering communication with peers and instructors 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 variety of conversations in different 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 Over its 13 years of development, Elllo has created a diverse range of topics, thanks to contributions from numerous educators worldwide, making it particularly beneficial for those looking to enhance their English listening abilities.
For those looking to improve their English listening skills in practical, everyday contexts, there are numerous resources available online ESL (English as a Second Language) courses are becoming increasingly popular among individuals seeking to strengthen their English foundation or start learning from the ground up These courses cater to learners who may have lost touch with their English skills or have an inconsistent background in the language.
It’s full of listening exercises related to shopping, travel, school and other daily situations
TED Talks are a renowned platform for listening to academic and educational presentations in English, featuring expert speakers from around the globe Engaging with TED Talks can significantly enhance your English communication skills, enrich your vocabulary and grammar, and broaden your general knowledge Additionally, they provide valuable insights into effective public speaking techniques, making them an excellent resource for language learners.
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 widely recognized English learning app available on various devices, including computers and mobile platforms (Android and iOS) Recommended by the US government, it provides a completely free, well-structured self-study curriculum that emphasizes reading, writing, and listening skills.
VOA Learning English, a service of Voice of America, is a multimedia news platform funded by the U.S government, providing a diverse range of video lessons on topics including news, economics, and education This resource is particularly beneficial for English learners, as it features real news presented in a more accessible format, including subtitles and slower speech, making it easier to comprehend.
BBC Learning English offers a free platform for learning English, focusing on vocabulary and grammar tailored to various qualifications and fields The website features a clear and logical structure, facilitating easy navigation and effective learning.
11 standing channel (with a history since 1943), so you can be assured of the quality
FluentU transforms real-world videos, including music videos, commercials, news clips, and inspiring 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 acquisition.
* Learn directly with teacher in online classrooms
Online classrooms facilitate direct interaction between teachers and students, enabling an effective learning environment In this setting, educators remain central to the process, sharing their knowledge derived from books and personal experiences Additionally, teachers are tasked with managing and monitoring students' learning journeys, ensuring a comprehensive educational experience that occurs entirely over the internet.
Here are some softwares often used in direct online learning:
Microsoft Teams is a powerful platform designed for seamless collaboration and integration with various external applications, making it ideal for online learning It offers features such as chat, video calls, and online meetings, enabling students to connect with classmates anytime and anywhere based on their study schedules With all data centralized, users can easily access resources and focus on their work Additionally, Microsoft Teams prioritizes data security However, it has been noted that the notification system is lacking, as it fails to alert users about ongoing classes.
Zoom is a popular online meeting platform that connects individuals over long distances, offering features similar to Microsoft Teams, such as video calls, document sharing, and recording capabilities However, the free version of Zoom is limited to 40 minutes per session, and a significant drawback is its relatively low security regarding user information.
Google Classroom is an integrated online platform that combines Google Docs, Google Drive, and Gmail, making it an invaluable tool for teachers to streamline online teaching It allows educators to efficiently manage and organize classes, ensuring that all documents, assignments, and grades are conveniently stored in Google Drive With ample storage available, teachers can easily share a significant amount of data with students, eliminating concerns about storage limitations.
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 teachers' personal experiences The key element of this approach is the teacher, who imparts knowledge directly to students, resulting in a learning process that is largely passive and guided by the instructor.
METHODOLOGY
Sample and sampling
A study was conducted with 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 Among these students, 59% had been learning 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' backgrounds and their experiences with learning English To enhance comprehension and facilitate easier responses, the questionnaire was translated into Vietnamese for the second-year students.
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 be kept confidential Students were encouraged to provide honest feedback, which was essential for the success of the investigation After collecting the completed questionnaires, additional interviews were conducted with some students outside their classrooms to gather further data.
Data analysis
The analysis of the data was conducted in two key areas: demographic information and students' perspectives on the challenges of learning English listening skills online, aimed at addressing the research questions posed.
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, with ages ranging from 19 to 21 years The majority of participants are 19 years old, comprising 13 students, while 6 students are 20 years old and 3 students are 21 years old.
The participants in the study have varied English learning experiences, ranging from 2 to 15 years, influenced by the age they began learning based on their school syllabus Notably, 59% of the students (13 individuals) have been studying English for less than 5 years, while 41% (9 individuals) have more than 5 years of experience in the language.
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 recognize the vital role listening skills play 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 hours or more per week, 32% allocating one to three hours, and 27% investing less than one hour weekly The findings indicate that students utilize various tools for their learning, with 55% using apps, 36% preferring websites, and only 9% learning directly from their English teachers Additionally, students engage with multiple online listening formats, including Zoom Meetings, Microsoft Teams, Tran, Teamlink, and Google Classroom, with Zoom Meetings and Google Classroom being the most popular choices among all participants.
In a study of students' listening strategies, activating prior knowledge emerged as the most favored approach, chosen by 50% of participants This was closely followed by listening for key words and phrases, utilized by 45% of students Additionally, 41% focused on identifying key information and taking notes on main ideas, while 32% attempted to guess answers and decipher unknown words during listening activities Finally, only 27% of students engaged in predicting what they would 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 59% of students face significant linguistic challenges, highlighting that while English is a common language, mastering it is difficult Additionally, 45% of students struggle with the overwhelming variety of resource materials, emphasizing the need for better guidance in selecting reliable options Poor video and sound quality affect 41% of students, while 32% express concerns about a lack of interaction and guidance from teachers Furthermore, 27% report difficulties in listening due to various factors.
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 levels to gain a deeper understanding of their listening performance.
Pie chart 1: Students’ vocabulary in learning English listening skill online
The pie chart illustrates that 68% of students feel they lack sufficient vocabulary for effective listening, while 5% believe their vocabulary is too limited to comprehend audio materials In contrast, 27% of students feel confident in their vocabulary skills for understanding listening texts This data highlights that vocabulary deficiency significantly hinders students' ability to engage with online listening activities.
* Students’ pronunciation in learning listening online
Pronunciation plays a crucial role in spoken language and significantly impacts listening comprehension At HPU, a survey reveals that 73% of students struggle with listening because they feel their pronunciation is inadequate, while only 27% express confidence in their pronunciation skills These findings suggest that poor pronunciation is a key factor contributing to students' challenges in understanding spoken texts.
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 present considerable challenges for Vietnamese language learners, particularly 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, particularly in understanding connected speech Specifically, 59% of students reported making errors by confusing words during online listening activities, while 36% found it challenging to comprehend listening texts Additionally, only 5% admitted to difficulty concentrating when faced with connected speech in audio materials.
* 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 However, 32% of students struggle with comprehension, and 9% find it challenging to concentrate on listening due to the effects of stress and intonation.
* 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 table indicates that various accents significantly hinder students' listening concentration, with 46% agreeing on this issue Additionally, 27% of students attribute their difficulties to nervousness and misunderstanding All students can identify the speaker's age, yet unfamiliar accents pose a substantial challenge 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% perceive it as too fast Notably, none of the students indicated that the pace was slow enough for comprehension This highlights the challenges students face in online listening, as they have limited control over the speakers' speed.
* 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, 27% struggling to grasp the conveyed messages, and 18% finding 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 literature review and data analysis reveal that second-year students face various listening difficulties, highlighting the need for effective solutions to enhance their online listening skills To address these challenges, the following recommendations are proposed for both educators and students.
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 explored the challenges faced by second-year English majors in online listening comprehension Analysis of the data 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, difficulties with connected speech, unfamiliar accents, rapid speech rates, inadequate spoken structures, misunderstandings due to repetition or hesitation, and distractions from background noise Among these, the most significant difficulties arise from speech rate, hesitation or repetition during spontaneous speech, and connected speech, while vocabulary issues are considered the least challenging.
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 identified the challenges faced by second-year English major students in learning listening skills online Further research will be conducted to explore the specific difficulties encountered by various types of learners when engaging with online listening activities, both in a foreign language context and in general.
Listening is one of the four essential skills in learning English, yet research on the challenges of online English listening remains limited Consequently, it is crucial to conduct further studies on reading, speaking, and writing to enhance English teaching and learning practices.
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 investigate the challenges faced by second-year English major students in developing their online English listening skills at Hai Phong Management and Technology University Your participation in this questionnaire is invaluable, and 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 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 Chúng tôi rất trân trọng sự hỗ trợ của bạn trong việc hoàn thành khảo sát này Tất cả thông tin bạn cung cấp sẽ chỉ được sử dụng cho mục đích nghiên cứu Xin chân thành cảm ơn sự hợp tác của bạn.
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