INTRODUCTION
Rationale
Listening is a fundamental aspect of learning English as a foreign language and serves as a primary source for language acquisition It plays a crucial role in various contexts, including entertainment, education, and data collection Among the essential language skills—listening, speaking, reading, and writing—listening is often regarded as the most challenging due to its complex nature To communicate effectively and naturally, individuals must engage with diverse forms of English consistently, as listening is vital for receiving language input.
Students encounter various challenges in listening comprehension during school tests, which can hinder their performance By analyzing these challenges, they can address issues such as vocabulary loss, structural misunderstandings, and difficulties with natural expression Hamouda (2013) categorizes the causes of these difficulties into four main areas: issues with the listening text, task-related challenges, listener-specific factors, and teaching methods To effectively identify and resolve students' listening comprehension problems, it is essential to focus on three key areas: listener-related factors, the content of the listening material, and the physical environment in which listening occurs.
Improving students' language skills necessitates a greater focus on listening in the classroom, as it demands significant time and concentration to comprehend both dialogue and monologue texts Listening is a complex cognitive process involving multiple simultaneous activities in the mind In this context, teachers play a crucial role in addressing students' listening challenges, which often arise during the learning process It is essential for educators to engage with students and address their difficulties, yet many teachers overlook this aspect, deeming it unnecessary.
As a researcher, for the above reasons, I would like to present the thesis title
Tenth graders in Bien Hoa City face significant challenges in developing their English listening skills, which impacts their overall learning experience This study aims to identify these difficulties and provide insights that can enhance teaching methods and learning outcomes in upper secondary education By addressing these obstacles, educators can better support students in improving their English proficiency.
Aims of the Study
Exploring the current situation of teaching and learning English listening skills in grade 10 at NHCUSS
Investigating the difficulties in learning listening skills perceived by students at upper secondary schools
Presenting some solutions that the students apply to improve their listening skills at schools and giving out some suggested solutions for common teaching listening problems for teachers
Research questions
1 What is the current situation of teaching and learning English listening skills in grade 10 at NHCUSS?
2 What difficulties do the students encounter in learning English listening skills in grade 10 at NHCUSS?
3 What are the possible solutions to improve the quality of teaching and learning listening skills at upper secondary schools?
Scope of the Study
This study examines the challenges faced by 10th-grade students in developing listening comprehension skills Conducted with 63 students from two classes (10A1 and 10A2) and seven English teachers at Nguyen Huu Canh Upper Secondary School (NHCUSS) in Bien Hoa City, the research highlights significant barriers to effective listening skills Due to time constraints and limited access to reference materials, the study does not encompass the entire spectrum of listening skill development.
Significance of the study
This study focuses on identifying the challenges faced by upper secondary school students in developing their listening skills Upon completion, it aims to provide valuable insights for both educators and learners The findings and recommendations are anticipated to improve the teaching and listening experiences for students and teachers in upper secondary schools in Bien Hoa city.
This study's findings offer valuable insights for students and individuals interested in the field, while also providing useful feedback for developers of listening materials.
More importantly, the research findings would raise the teachers’ awareness of the students' difficulty, thereby guiding them in reconstructing their program of teaching to suit their students’ needs
Research methods
Some steps in the study were carried out as follows:
The survey questionnaire aimed to identify the challenges faced by students and teachers in developing listening skills Additionally, it gathered students' perspectives on effective strategies that both they and their teachers can implement to overcome listening difficulties.
Second, personal interviews were conducted with the teachers to help the researcher gain a deep understanding of the challenges of listening and know the rationale behind them
After that, the information was quantitatively and qualitatively obtained, sorted, and analyzed to obtain realistic results
To conclude, suggestions were proposed based on the results found from all instrument data for the solutions to the listening problems of the students.
Structure of the study
The study consists of five chapters: Introduction, Literature Review, Methodology, Findings & Discussions, and Conclusions
Chapter 1: Introduction presents the rationale, aims, research questions, scope of the study, the significance of the study, and research
Chapter 2: Literature Review gives an overview of listening skills with the investigation of prior literature to clarify some major terms
Chapter 3: Methodology includes the participants, data collection instrument, data collection & data analysis procedure context of the study
In this part, the researcher summarizes all the findings revealed, draws conclusions, and suggests some contributions to the study
Chapter 4: Findings & Discussions presents an analysis of the data collected from questionnaires and interviews, highlighting key findings derived from this analysis Additionally, it offers potential solutions identified by teachers to address the existing challenges.
Chapter 5: Conclusion focuses on recommendations for further study
LITERATURE REVIEW
Overview of Listening
2.1.1 Definition of Listening and Listening skills
According to Thomlison (1984), effective listening involves the ability to understand and recognize what others are saying, which encompasses grasping the spoken dialect, grammar, vocabulary, and the context in which the speaker communicates A proficient listener can simultaneously manage these four essential tasks.
In the context of language teaching, "listening skills" refer to the ability to comprehend and understand spoken messages This thesis focuses on listening comprehension, emphasizing the importance of grasping the oral communications conveyed by others.
Listening is a multifaceted skill that involves actively paying attention and interpreting sounds to derive meaning, as defined by Underwood (1989) In contrast, Mendelsohn (1994) emphasizes that hearing pertains to the innate ability of native speakers to understand spoken language.
Listening is often perceived as a passive skill, but it is, in fact, an active process that involves more than just receiving spoken input According to Underwood (1989), effective listening requires students to process, comprehend, analyze, and respond to what they hear This involves evaluating the speaker's intent and formulating appropriate reactions Buck (2001) emphasizes that listening comprehension is an active construction of meaning, where knowledge is applied to incoming sounds Similarly, Rost (2002) describes listening as a dynamic process of receiving information, building meaning, negotiating understanding with speakers, and engaging creatively and empathetically to generate shared ideas.
In summary, listening transcends mere hearing; it is an active and dynamic process that encompasses various activities, including understanding, remembering, and inferring meaning from the speaker's messages.
2.1.2 The importance of listening skills
Teaching and learning listening comprehension in English as a foreign language can be challenging, yet it is crucial for achieving success in language acquisition Effective listening skills are essential for meaningful discussions and communication, as difficulties often arise from inadequate listening comprehension.
The important role of listening comprehension in second and foreign language learning is summarized in a recent publication by Rost, (1994:141) as follows:
“Listening is vital in the language classroom because it provides input for the
Listening comprehension is essential for language learning, as effective listening is crucial for participating in oral communication According to Mary Underwood (1989), simply hearing a speaker is not enough for successful communication; it requires active engagement from the listener to process, interpret, evaluate, and respond to the message When listening skills are lacking, communication can break down, leading to misunderstandings Therefore, teaching students to listen actively is vital, as it not only enhances their ability to communicate but also aids in acquiring vocabulary and grammatical structures, making listening a fundamental aspect of language education.
Listening is an active process of information processing, where listeners actively select and interpret auditory and visual clues to understand the speaker's message (Thompson and Rubin, 1996) Unlike hearing, which is passive, effective listening involves focusing on elements such as stress, grammar, and intonation to fully grasp the conveyed information.
Understanding listening awareness is crucial for teaching high school listening skills, particularly in tenth grade, as this is when students refine their learning strategies Students must be prepared and attentive, knowing specifically what they need to focus on while listening.
Listening skills are essential for effective language and cognitive learning, serving as a foundational element in communication throughout life Language teachers should emphasize the importance of these skills to their students, highlighting their critical role in understanding and engaging with the language.
Research indicates that individuals spend approximately 45% of their conversational time actively listening (Wills, 2008) This finding aligns with Rankin's 1928 observation that people dedicate 70% of their waking hours to talking and 34% to listening and speaking Listening serves as a crucial input for recipients, facilitating reading, learning, and appreciation of the environment and human experiences (Wills, 2008) On this mass communication day, the significance of listening is paramount; it should not be trivialized in second and foreign language education (Morley, 1991).
Listening encompasses both macro and micro-skills, which are interconnected and essential for effective communication Macro skills involve the overall understanding of spoken content, while micro-skills require attention to details such as word choice, intonation, mood, and deeper meanings This distinction highlights the complexity of listening in both general communication and academic discourse, as outlined by Richards (1983, quoted in Jansen).
Brown (2004) identifies essential micro-skills for effective listening and interpreting in a new language Key skills include the ability to retain short-term memory chunks of spoken expressions, differentiate between unique sounds, and recognize patterns in stress, rhythm, tone, and intonation.
Effective listening comprehension involves recognizing reduced terms, word boundaries, standard word order patterns, and vocabulary, as well as identifying key themes and concepts According to Brown (2007), essential macro-skills for conversational discourse include discerning coherent elements in spoken communication, understanding the communicative roles of utterances based on context, participants, and objectives, and using real-world knowledge to infer circumstances and goals Additionally, distinguishing between literal and inferred meanings and employing various listening strategies are crucial Overall, mastering these macro and micro-skills is vital for setting learning targets and prioritizing the listening process.
Pre-listening, while-listening, and post-listening processes are essential components of listening activities (Wilson, 2009) Engaging teachers in both "pre-listening" and "post-listening" stages is crucial for effective lesson planning Educators should focus on selecting suitable methodologies and classroom procedures The fundamental framework for designing a listening lesson is divided into three key steps, as outlined in the 2nd edition of the ELT technique (p 141).
Difficulties in Learning Listening skills
Willis (1981, p.134) has extended another point of view, listing a range of abilities to listen to issues she terms 'enabling abilities' for coping with To quote a few of them are:
Predict what people will communicate about
Guessing without panicking over unfamiliar words or phrases
Using one's own subject information to help one understand
Listening difficulties in students often stem from four main sources: the speaker, the content, the learner, and the physical environment Many students find it challenging to listen to spoken messages compared to reading the same information in textbooks, as they cannot control the listening speed This contrasts with reading, where they can pause, reflect, and consult a dictionary as needed Additionally, specific vocabulary areas can pose challenges during dictation; for instance, my students often struggle to hear the past tense sounds of regular verbs like "job," "wish," and "watch," frequently omitting the final /t/ sound in the 'ed' ending during dictation exercises.
The phrase "Tim worked hard yesterday" may be misheard as "Tim work hard yesterday" due to the omission of the voiceless 't' sound at the end Additionally, the phenomenon of liaison, which involves linking words during rapid speech, can create confusion; for example, the question "What is she going to do tonight?" can sound like "Whaisigunnadotanight?" This presents a challenge for those who are not accustomed to recognizing such speech patterns.
I have been struggling with issues students have with listening up to this point
To enhance listening skills, foreign-language learners should focus on effective strategies, as they typically spend more time reading than listening, leading to limited exposure Listening can be exhausting for students, especially when they are preoccupied with deciphering foreign words and phrases According to Brown (2001), eight spoken language features complicate listening, necessitating the breakdown of speech into manageable clusters due to memory constraints For instance, phrases like "a lot of" and "a number of" exemplify these clusters Learners should concentrate on recognizing these word clusters rather than trying to catch every single word, as this can lead to distractions Additionally, spoken language often includes redundancies, such as rephrasing, repetitions, and elaborations, which can further impact comprehension.
Learners often struggle with spoken language due to the presence of reduced forms, such as "you're" for "you are" and "won't" for "will not." These phonological and morphological reductions can create confusion, especially for beginners who are still mastering the full forms of English However, with proper training, learners can leverage these redundancies to enhance their understanding and gain additional knowledge over time.
Spoken language is characterized by features such as hesitations ("er", "uhm"), false starts, and corrections, which can confuse listeners Colloquial language, including idioms, slang, and reduced forms, often poses challenges for learners accustomed to traditional written language Understanding spoken English requires learners to adapt to varying speeds and limited pauses, as they may not have the opportunity to interrupt or replay conversations The prosodic elements of English, such as stress, rhythm, and intonation, are crucial for perceiving nuanced signals like irony or encouragement Additionally, engagement plays a significant role in effective listening, emphasizing the importance of teaching learners the interactive nature of communication Key principles such as negotiation, explanation, turn-taking, and subject nomination are essential for successful interaction in spoken language.
In short, both of these features of spoken language must be understood by language learners in order to make conversation in general and listening in particular easier.
Factors affecting listening learning in class
Understanding density is particularly challenging for beginner students, as it involves processing lengthy passages filled with substantial data (Rost, 2006) This increased data density is believed to place greater cognitive demands on second language (L2) listeners.
16 which may increase the effort involved in listening comprehension (Gilmore,
Cervantes and Gainer (1992) discovered that listeners who received a syntactically simplified lecture performed significantly better on recall tests than those who experienced a more complex version This indicates that if students struggle to create a straightforward outline of the material, they are likely to miss key content Simplifying text organization can enhance comprehension and retention for better learning outcomes.
The reduced form, elision, and assimilation
The speaker's skill in articulating clauses significantly impacts their ability to convey meaning While some words may be slurred or omitted, these less critical elements do not detract from the overall message, as more prominent words remain clear and impactful.
Spoken English exhibits three key characteristics of sandhi variation as identified by Madsen and Bowen (1978): contraction, reduction, and assimilation Contraction refers to forms like "wanna" and "gonna," while reduction occurs when words are shortened, such as "could" being pronounced as /kəd/ in the sentence "I could meet you this evening." Assimilation is illustrated by the transformation of sounds, for instance, /hi eɪʃt ər ləntʃ/.
According to Johana (2005), listeners require clear information at the beginning and end of words, which is significantly affected by phonological processes such as assimilation, elision, and linking words These processes can pose challenges for learners, particularly with phenomena like liaison—where words connect when the following word starts with a vowel (e.g., "an orange")—and elision, where sounds are omitted in rapid speech (e.g., "suppose that" pronounced quickly).
17 that make it difficult for students to recognize or understand individual words in the speech stream In their textbooks, they are used to seeing terms written as distinct elements
Stress and intonation are key features of the English language, serving to emphasize content phrases and convey meaning However, many students struggle to differentiate between content and function words, often failing to recognize that words may not receive the same stress in continuous speech as they do in isolation (Underwood, 1989) This lack of understanding can hinder their ability to recognize familiar words and comprehend grammatical nuances during listening activities.
Listeners face challenges from background noise that can obscure important words and meanings, making it difficult for foreign language learners to grasp the content The presence of distractions can hinder comprehension, as learners may struggle to catch the main point Additionally, language features such as repetitions, false starts, self-corrections, and filler phrases (Ur, 1984) contribute to what can be perceived as redundancy While this redundancy may pose challenges for beginners, it can also provide experienced learners with the opportunity to adapt to the speaker's style and rhythm, enhancing their understanding over time.
A significant challenge for learners is the inability to comprehend signal words used by speakers, which serve as discourse markers indicating the transfer of ideas, the provision of examples, or the repetition of previous points (Underwood, 1989) Without the ability to recognize these markers, learners struggle to follow the continuous flow of speech effectively.
The difference of the cultures
Cultural language skills are crucial for grasping meaning, as language and culture are inherently intertwined (Brown, 1994) Students may struggle to comprehend topics that are unfamiliar to them, making it essential for instructors to introduce relevant subjects beforehand For instance, if a listening exercise pertains to Easter Day, which may not be widely recognized in the students' region, it can hinder their understanding and engagement with the material.
Hung (1989) discovered that learners find it easier to comprehend listening passages containing familiar phrases, even when the topic is new to them His research indicates that grasping the meanings of words can enhance students' interest in learning and positively influence their listening skills However, a challenge arises as many words possess multiple meanings, which can lead to confusion for students when these words are used in less common contexts.
Lack of vocabulary and background knowledge
A lack of socio-cultural, factual, and contextual awareness can hinder understanding of a target language, as language serves as a medium for cultural communication (Anderson & Lynch, 1988) To effectively grasp messages, having a broad knowledge base is essential The more information students possess, the better they can comprehend complex ideas Conversely, when confronted with unfamiliar topics, students may feel intimidated and confused, which can impede their ability to listen and engage.
A limited vocabulary can hinder students' ability to listen effectively, as it restricts their understanding of context and impairs their ability to guess and predict missing words and phrases This issue is compounded by a lack of familiarity with collocations and slang, which further affects comprehension (Yagang, 1993).
It is clear that good pronunciation makes a major contribution to listening skills
Improving students' pronunciation and vocabulary is crucial for effective communication Developing a habit of regularly checking vocabulary can enhance their pronunciation skills According to Gilakjani (2012), learners with strong English pronunciation are more likely to be understood, even if they make mistakes in other areas, whereas those with poor pronunciation may struggle to convey their message, despite having excellent grammar.
The motivation of students is one of the key factors affecting listening comprehension In listening comprehension, even the slightest delay in focus
Listening comprehension in a foreign language classroom can be challenging for students, often leading to a lack of focus When students engage with interesting topics, their understanding improves; however, they still find listening tasks tedious This is primarily due to the significant effort required to grasp the meaning without losing track of the content.
The concentration of the student
Learners often experience a decline in motivation and comprehension during lengthy listening exercises, as noted by Yagang (1993), who emphasizes that listening is a complex psychological process Stress and nervousness can hinder a student's ability to focus, while distractions from the classroom environment, such as background noise or conversations, further impede concentration This lack of focus can lead to misunderstandings of the spoken material, making it challenging for students to grasp the intended meaning Hamouda (2013) and Gilakjani and Ahmadi (2011) suggest that breaking longer listening exercises into shorter segments can enhance understanding and retention for both students and teachers.
Previous related study
Because listening is one of the most important skills for being a good communicator, in which people spend about 60% of their time listening (Rubin
& Thompson, 1994), several studies have been done to investigate difficulties in learning EFL learners' listening skills
Yagang (1993) presented the general definition of simple listening that
Listening is the ability to identify and comprehend spoken language, but EFL learners often face challenges during this process Key factors contributing to these difficulties include the clarity of the message, the listener's skills, and the physical context of the listening environment Many learners struggle with disorganized content, making it hard to anticipate the speaker's message, especially when faced with "no intonation sentences" or spontaneous topics Additionally, communication can become problematic when interacting with speakers who have unusual voices or styles Listeners may also encounter obstacles if they lack proficiency in predicting information or are unfamiliar with various listening materials, such as color writing and clichés.
Ferris and Tagg (1996) emphasized the significance of listening and speaking tasks in ESL education by surveying full-time professors across various colleges Their analysis revealed that while students recognize the importance of listening skills, they often hesitate to engage in classroom discussions or interact with peers, particularly those who do not speak their native language The study highlights the need for teachers to assist in developing effective communication and listening strategies among students Although their research serves as a valuable resource for ESL learners, incorporating feedback from both teachers and students would enhance the findings, allowing students to articulate their specific challenges more effectively.
Chen (2005) explored the barriers to effective listening strategies for EFL learners, providing valuable pedagogical insights based on a study of Takming College students in Taiwan His research identified seven primary learning obstacles, encompassing 22 subgroups, such as emotional barriers, habitual behaviors, challenges in information processing, English proficiency levels, and learners' beliefs about listening The focus of the study was on the nature and application of listening strategies, as well as the materials used in practice This comprehensive analysis serves as a valuable resource for enhancing listening instruction and learning.
In Vietnam, the instruction of listening skills for 10th graders has become commonplace due to the implementation of new English textbooks over the past decade However, there remains a lack of proper attention and investment in developing these essential listening skills among students.
A recent article on tuoitre.vn highlights concerns regarding high school textbooks, emphasizing the neglect of listening skills in the curriculum A teacher noted that both educators and students prioritize exam preparation, often overlooking listening skills, which are not assessed in tests This lack of focus poses challenges, particularly for intermediate and low-level students The current study aims to investigate the listening difficulties faced by 10th graders at NHCUSS, guided by the research question: What obstacles do students encounter in developing their listening skills?
Summary
This chapter reviews existing literature on difficulties in listening skills, highlighting various scholarly studies While the researcher aims to compile relevant information for the study, some findings may not be applicable to Vietnamese students due to their foreign contexts To address this limitation, the researcher will offer observations and detailed descriptions in the subsequent chapters.
RESEARCH METHODOLOGY
Research questions
To understand the challenges faced by teachers and students in developing listening skills at Nguyen Huu Canh Upper Secondary School in Bien Hoa City, it is essential to address specific research questions.
1 What is the current situation of teaching and learning English listening skills in grade 10 at NHCUSS?
2 What difficulties do the students encounter in learning English listening skills in grade 10 at NHCUSS?
3 What are the possible solutions to improve the quality of teaching and learning listening skills at upper secondary schools?
This study used the survey for data collection, measurement, and analysis The survey was conducted at Nguyen Huu Canh upper secondary school
(NHCUSS) in Bien Hoa city After the data, which were questionnaires and interviews (see appendixes), were collected, they were measured and analyzed.
Participants
The study involved 63 grade 10 students from Nguyen Huu Canh Upper Secondary School (NHCUSS) in Bien Hoa city, specifically selected from classes 10A1 and 10A2 Additionally, 7 experienced teachers from the English Department at NHCUSS, who have been teaching listening skills for several years, participated in the research The primary aim was to identify the challenges faced in teaching listening skills to students at NHCUSS.
Data collection instrument
The study utilized a survey method that combined questionnaires and focus group interviews to gather extensive and detailed information from a large number of participants Questionnaires served as the primary research tool, allowing for broad participation and rich data collection.
The questionnaire was developed based on a comprehensive literature review and interviews conducted with 63 tenth-grade students at Nguyen Huu Canh Upper Secondary School (NHCUSS) to explore the factors that impact students' perceptions of listening skills Section A gathered personal information such as gender, age, and years of English study, while Section B focused on collecting students' opinions regarding the project-based approach to learning.
30 students gave their opinions in the questionnaire by Likert-type scale from 1 to
5 Likert (1932) proposed a summated scale for the assessment of survey respondent’s attitudes which consists of a series of declarative statements Individual items in Likert’s sample scale had five response alternatives: Strongly approve, Approve, Undecided, Disapprove, and Strongly disapprove The subject is asked to indicate whether he agrees or disagrees with each statement In this paper, 1 means Strongly disagree and 5 means Strongly agree Participants were asked to give their opinions by choosing from 1 to 5
Semi-structured interviews were conducted with seven teachers after the questionnaire phase to gather in-depth insights into their challenges Participants shared their difficulties, suggestions for overcoming these issues, and their expectations, which were crucial for addressing the research questions Each interview lasted approximately 7-10 minutes, providing valuable qualitative data to support the analysis.
Data collection procedures
The study employed both quantitative and qualitative data collection methods at Nguyen Huu Canh Upper Secondary School (NHCUSS) Initially, survey questionnaires were distributed to 63 students from two Grade 10 classes (10A1 and 10A2) and seven English teachers currently teaching those classes To minimize disruption to their educational activities, the questionnaires were administered during students' free periods, allowing ample time for thoughtful responses.
Participants were thoroughly instructed and their understanding of the questionnaire was verified before they began The researcher remained available to provide timely assistance as participants completed the questionnaire Following data analysis, seven teachers were selected for semi-structured interviews, each lasting about 7-10 minutes and recorded for accuracy During these interviews, teachers were encouraged to share their insights and challenges related to teaching listening skills.
Data analysis
The collected data will be systematically compiled, coded, and analyzed using descriptive statistical methods to gain insights into the variables, including frequencies and percentages, along with graphical representations This statistical analysis generates specific metrics, which are then illustrated through charts and graphs to enhance clarity and scientific rigor in the study.
Summary
This chapter outlines the research methodology utilized in the study, beginning with the selection of the sample, sampling methods, and a justification for these choices, along with a description of two data collection instruments It further details the use of a survey questionnaire and the procedures followed for data collection Finally, a straightforward data analysis process is described to effectively support the findings presented in the subsequent chapter.
FINDINGS AND DISCUSSIONS
Data analysis of survey questionnaire
4.1.1 Data analysis of students’ survey questionnaire
The data have been collected from the questionnaire will be analyzed in this part of the study
The information about the students who participated in the survey is presented in the following table (Table 0.1):
Table 4 1 Information about students participating in the survey
A total of 63 students participated in the survey, with 30 male students accounting for 47.6% and 46 female students making up 52.4% of the respondents, as illustrated in Table 4.1.
Students’ years of learning English Quantity Percentage
Table 4 2 Students’ years of learning English
Table 4.2 reveals that most students at NHCUSS have been studying English for 3 to 7 years, while nearly 25% have over 7 years of experience Only 3% of the students, or just 2 individuals, have been learning English for 1 to 3 years.
Students’ perceived importance of the English listening skill
Students’ perceived importance of English listening skills
Table 4 3 Students’ perceived importance of English listening skill
Table 4.3 presents descriptive statistics on students' perceived importance of English listening skills, with a mean rating of 4.02, indicating a recognition of its significance The mode is 5, and the median is 4, with a standard deviation of 1.02, suggesting that while many students value listening skills, some do not fully appreciate their role Several students expressed a desire to improve their listening abilities to engage with foreigners and enhance job prospects, acknowledging its importance in their English studies However, many perceive listening as the most challenging skill and note its absence from final examinations, leading to diminished focus from both teachers and students at NHCUSS Contrarily, some students deem listening skills unimportant, citing difficulties in comprehension and a lack of understanding in recordings, which diminishes their motivation to study Overall, these statistics highlight that a portion of students remains unaware of the essential role listening skills play in their upper secondary English education.
Students’ attitude before listening lesson
Figure 4 1 Students’ attitude before every listening lesson
According to Figure 4.1, more than 63% of students express strong support or agreement regarding feeling relaxed before listening lessons, while nearly 25% feel neutral, and only 8% report feeling nervous Overall, these findings indicate that students generally have a positive attitude towards listening classes, enjoying the lessons and perceiving the subject as manageable.
Students’ perceived difficulties in studying listening skills
As mentioned in the Literature Review, linguistics can be considered to be the greatest obstacle for most EFL learners, especially low-level students of
Statement 1: I often feel comfortable before every listening lesson
The figure illustrates the challenges students face regarding their language abilities, particularly in developing listening skills By categorizing four similar questions from the questionnaires, the researcher effectively compared individual responses and overall trends based on linguistic factors.
Listening problems related to the content
Figure 4 2 Listening problems related to the content
As is shown in chart, the items agree/ strongly agree in Statement 9, 10, 15, and
The survey results indicate that 19 participants reported difficulties higher than average in various linguistic factors This suggests that the majority of students struggled with the content of the text while developing their listening skills.
Strongly disagreeDisagreeNeutralAgreeStrongly agree
A study of 37 students reveals a concentrated perspective on linguistic challenges, particularly regarding unfamiliar vocabulary Statement 9 highlights that learners struggle to comprehend new words in exercises unless teachers provide elicitation or explanations This issue is especially pronounced with languages and idioms, significantly impacting students' listening and understanding abilities.
Figure 4 3 The difficulties of students with unfamiliar words
According to figure 4.3, 71% of students indicated that unfamiliar words and idioms significantly impact their listening comprehension This highlights that vocabulary acquisition poses a substantial challenge for many learners Furthermore, students often struggle to differentiate between jargon and idioms Additionally, their listening practice is limited, as they primarily develop these skills within the classroom and seldom engage in listening exercises outside of it.
Statement 9: I cannot understand new words in exercises if teachers don’t elicit or explain them to me
Practicing vocabulary at home is essential for students, as it enhances their listening skills when they encounter familiar words in texts Understanding the meanings of words can inspire and motivate students, positively impacting their listening abilities However, many words have multiple meanings, and using them in the wrong context can lead to confusion among learners.
Figure 4 4 The difficulties of students about the length of the text
The length of listening texts significantly impacts students' comprehension, as evidenced by a survey where 41 out of 63 students reported difficulties due to long spoken content This indicates that lengthy audio materials can hinder effective listening skills and understanding.
Statement 10: I am unable to catch important keywords of the recording because of the length of the text
The challenge of listening comprehension among learners is significantly influenced by the length of the listening text, which can lead to boredom and distraction Extended spoken texts can hinder learners' ability to focus, resulting in fatigue that adversely affects their foreign language acquisition, especially in academic settings Consequently, listeners may struggle to maintain engagement and understanding when faced with lengthy audio materials.
Many learners struggle to comprehend lengthy spoken texts due to exhaustion and distraction, with over three-quarters reporting difficulties in maintaining focus This lack of concentration can lead to memory issues and boredom, causing listeners to miss crucial information Additionally, insufficient attention to improving memory processes contributes to many remaining at an initial level of understanding.
Figure 4 5 The listening texts are too difficult for the students
According to Figure 4.5, a significant portion of students, with 32% agreeing and 40% strongly agreeing, find listening content challenging to comprehend This suggests that approximately two-thirds of students experience difficulties with listening materials Conversely, only 12% of students do not perceive issues with listening texts Overall, these findings indicate that the listening texts themselves may be a primary source of comprehension challenges, particularly due to unfamiliar vocabulary, complex grammatical structures, lengthy spoken texts, unengaging topics, and intricate sentences, all of which contribute to the listening difficulties faced by EFL learners.
Statement 15: The listening text are too difficult for me
The language factor significantly affects comprehension, as evidenced by Statement 19, which reveals that 74% of students struggle to differentiate connected words, often finding their pronunciation familiar Additionally, 20% of students expressed neutral opinions, indicating some familiarity with common connected words This is understandable, given that lower-level students typically lack experience in sound connections and have limited pronunciation fluency and vocabulary Notably, when asked about consonants and vowels, most students acknowledged having heard of them but were unable to clearly distinguish between the two.
Statement 19: I am unable to distinguish important words in a connected speech.
Lack of background and social knowledge
Figure 4 7 My background knowledge of listening topics is limited
A significant majority of students, 82% (52 out of 63), expressed that they often find listening exercises challenging and lack confidence in their background knowledge related to textbook topics Additionally, students identified the topics of listening lessons as a barrier to comprehension, noting a lack of familiarity with themes such as people's backgrounds, places, and historical events To enhance engagement and understanding, students suggested that these topics be revised or made more appealing.
Statement 11: My background knowledge of listening topics is limited
Figure 4 8 I do not have any social knowledge about the topics
Data analysis of survey interview
An interview was conducted with seven teachers from NHCUSS to gain insights into their experiences and challenges in teaching classroom listening skills The group comprised one teacher with over 10 years of experience, four teachers with 3 to 10 years of experience, and one teacher with less than 3 years Each teacher taught separate classes, and the interviews consisted of four questions, with responses taking 7-10 minutes each These questions aimed to elicit the teachers' direct perspectives on the realities and difficulties they face in teaching listening skills.
Teachers utilize a structured three-part approach to teach listening skills, which includes pre-listening, while-listening, and post-listening activities Among the seven teachers interviewed, three found the textbook activities beneficial for enhancing listening comprehension Additionally, one teacher incorporated warm-up activities in the pre-listening phase to help students relax and prepare for the lesson, while also utilizing textbook resources during the while-listening stage.
65 available She also asked her students to take note of new words during post- listening and often to play-act
The second question investigates the use of supplementary materials beyond the textbook by teachers Four teachers indicated that time constraints hindered their ability to expose students to diverse listening materials In contrast, one teacher mentioned incorporating gap-fill songs alongside the textbook to enhance her students' listening skills.
Teaching listening skills faces several challenges, including inadequate classroom facilities, varying student learning levels, large class sizes, a scarcity of authentic materials, limited time for instruction, and a lack of effective listening methodologies.
To create engaging and effective listening lessons, teachers should implement a diverse and dynamic lesson structure tailored to the students' proficiency levels It's essential to incorporate additional materials beyond textbooks to enhance listening content Furthermore, increasing the listening time in each session and adjusting class sizes can significantly improve the learning experience Additionally, classroom activities must be modified and enriched to better engage students and stimulate their interest in developing listening skills.
Teachers' listening instruction aligns with contemporary trends, yet it predominantly relies on textbooks To enhance the quality of listening skills education, it is crucial for educators to adopt innovative and effective teaching methods tailored to their students' needs.
Discussions of the findings
This study examines the current state of teaching and learning listening skills among grade 10 students at NHCUSS, aiming to identify learners' challenges and needs in developing these skills The insights gained from the questionnaire serve as a summary of the findings and conclusions related to the initial research question, ultimately guiding strategies to help students overcome difficulties and enhance their listening performance in school.
1.What is the current situation of teaching and learning English listening skills in grade 10 at NHCUSS?
The analysis of the collected data reveals that the selected students had clear goals and a positive attitude toward learning English, particularly in developing their listening skills They recognized the significance of listening in foreign language acquisition and dedicated considerable time to actively practice this skill Despite having limited experience, most students employed effective learning strategies However, they encountered various challenges in mastering listening skills, including issues related to content, learner characteristics, speaker variability, listening stages, and physical factors.
The research revealed that both teachers and students exhibited minimal effort in pre-teaching and pre-learning preparations This is evident from Table 4.4, where a high percentage of students agreed with statements 2, 7, 22, 24, and 25, reflecting agreement rates of 77%, 65%, 74%, 70%, and 63%, respectively Furthermore, the lack of emphasis on pre-listening instruction by teachers is illustrated in Figure 4.7 (statements 5, 8, and 13), while post-listening neglect is highlighted in Figure 4.9 (statements 23, 24, and 26) Overall, studying the listening text emerged as a significant focus.
Before presenting listening lessons, 67% of teachers engage in common preparation practices, as agreed upon by their peers In contrast, a concerning 88% of students do not allocate time for preparing their listening lessons, reflecting a potential undervaluation of the importance of English listening skills.
The results of the questionnaires revealed that a significant percentage of students held unsatisfactory attitudes towards the teaching of English listening skills, with nearly 72 percent finding the lessons either boring or challenging Common reasons for these negative experiences included repetitive teaching strategies and the inherent difficulty of listening skills While audio was the primary form of audiovisual support used in classrooms, other resources were often overlooked Students primarily listened to tapes or teachers reading during lessons and answered comprehension questions, but the focus was mainly on results rather than practicing essential listening skills like listening for gist or note-taking Additionally, there was a notable disparity between teachers' methods and students' preferences, as 80 percent of students reported a lack of opportunities to engage with visual support, collaborate in pairs or groups, or enjoy listening for entertainment, suggesting that teachers were not fully utilizing effective teaching strategies.
68 were more affected than the interest of the students by the requirements of the tests, the level of English of the students, the time allowance, and the teaching facilities
2 What difficulties do the students encounter in learning English listening skills in grade 10 at NHCUSS?
The questionnaire results reveal key challenges that learners encounter while trying to improve their English listening skills A significant 66% of participants indicated that unfamiliar topics hinder their listening comprehension, while 71% reported that a limited vocabulary poses a substantial barrier Additionally, the speed at which speakers talk further complicates the learning process for these students.
46 of 63 students (figure 7.12), differently from accent/ pronunciation (56% students in figure 4.11), and limited background knowledge takes up 82% of students (figure 4.7) Furthermore, listening strategies also contribute to the difficulties
3 What are the possible solutions to improve the quality of teaching and learning listening skills at upper secondary schools?
The results of the questionnaire highlight the crucial role teachers play in helping students become successful listeners Effective listening skills require not only teacher support but also careful preparation from students To enhance the quality of listening instruction at NHCUSS and similar upper secondary schools, it is essential to equip learners with appropriate techniques and methods tailored to various listening lessons Teachers can implement diverse listening strategies, such as guiding students in identifying keywords and making educated guesses, to foster better listening comprehension.
To enhance listening skills, NHCUSS teachers should focus on incorporating relevant and engaging pre-listening activities that align with students' interests and proficiency levels It is crucial for students to prepare by learning vocabulary related to the listening topics beforehand, as this mastery aids comprehension and boosts confidence during lessons Additionally, teachers should assign preparatory tasks for students to complete prior to each class, ensuring they are equipped with the necessary background knowledge Following these tasks, providing extra listening materials and addressing students' questions will further support their learning experience.
Teachers should enhance students' understanding by providing additional reading materials and online listening lessons related to the audio topics as homework Recommendations for improving listening skills include adapting activities, increasing resources, reducing class sizes, and offering more dedicated listening lessons The English department at NHCUSS needs to develop specific plans and suggestions for schools Finally, teachers should adopt a more flexible, supportive, and enthusiastic approach during the post-listening phase.
Summary
This section presents the results of the survey questionnaires and interviews with teachers and students After studying and analyzing this score, the author
Teachers and students encounter significant challenges, as highlighted in this chapter The subsequent chapter will offer solutions aimed at enhancing listening skills for both groups.