INTRODUCTION
Statement of the problem and rationale of the study
In recent years, the demand for foreign language study among Vietnamese people has surged, with English emerging as the most sought-after language As a global language in an increasingly interconnected world, English offers numerous opportunities, including better job prospects, the ability to study abroad, and the potential for international business and living in English-speaking countries Consequently, the importance of mastering English has grown significantly for many, especially within the Vietnamese community.
In Vietnam, the significance of English has led schools and universities to prioritize its teaching and learning The transition from traditional methods to Communicative Language Teaching (CLT), which aims to develop communicative competence (Richards, 2006:2), has yielded notable improvements in English education This approach emphasizes the importance of language proficiency, particularly in listening skills, which are crucial for achieving high levels of language mastery As Kurita (2012:30) states, "listening comprehension is at the heart of language learning," making it a key focus for Vietnamese learners.
Listening skills remain a significant challenge for Vietnamese learners, who often consider them the most difficult skill to master Numerous studies have explored the factors affecting the acquisition of listening skills, including insights from researchers like Fan Yagang (1993:16).
Four key factors influence the acquisition of listening skills: the message, the speaker, the listener, and the physical setting According to Vandergrift (as cited in Kurita, 2012:30), teachers play a crucial role in the listening learning process, as they often fail to instruct students on effective listening strategies.
Understanding learners' styles is crucial for enhancing educational outcomes, as different learners exhibit unique attributes and responses to their learning environments Despite extensive research on learning styles, there is a notable lack of studies examining the connection between these styles and the acquisition of listening skills This gap highlights the necessity of further investigation in this area Additionally, many Vietnamese teachers, particularly at the high school level, often overlook the importance of recognizing students' learning styles, which can lead to a lack of motivation among students due to the imposition of rigid teaching methods.
The researcher aims to explore "Learning styles and their influence on listening skills development among 11th-form students at the Foreign Language Specializing School, ULIS, VNU." This study aspires to deepen the understanding of how learning styles affect listening comprehension, ultimately contributing to improved English teaching and learning methodologies.
Aims and objectives of the study
The study aims to identify the challenges faced by 11th-form students at the Foreign Language Specializing School (FLSS), ULIS, VNU in listening comprehension Additionally, it seeks to explore the learning styles of these students and examine the relationship between their learning styles and the development of listening skills By achieving these objectives, the research intends to provide valuable insights for enhancing listening skills within the educational framework, focusing specifically on 11th-form students across all language majors at FLSS, ULIS, VNU.
Research questions
This study is carried out to answer two following questions:
1 What are the difficulties experienced by 11th-form students in listening comprehension in the Foreign Language Specializing School, ULIS, VNU?
2 What learning styles have those students developed or adapted in developing their listening skills?
Significance of the study
This study reveals the challenges students face in learning listening skills, providing valuable insights into their psychological differences The findings will benefit teachers, students, and researchers alike For educators, the research serves as a vital resource to better understand students' listening difficulties and learning styles, uncovering key attributes that can inform instructional strategies By gaining a deeper understanding of these differences, teachers can tailor their methods to meet the diverse needs of their students effectively.
4 push them forwards in their learning process That will improve the efficiency of teachers’ tasks and enhance learning quality
Understanding the connection between learning styles and the development of listening skills is crucial for students seeking successful learning outcomes This research enhances students' awareness of their psychological attributes and learning styles, which are integral to improving their listening abilities By gaining this insight, students can tailor their approaches to better align with their listening development goals, ultimately leading to significant progress.
This research serves as a reliable reference for fellow researchers interested in the same field, and it also suggests avenues for further studies, helping others define their research scope effectively.
Scope of the study
The study investigates the learning styles of 11th-grade students at FLSS, ULIS, VNU, Hanoi, focusing on their challenges in developing listening skills It aims to explore the correlation between different learning styles and the acquisition of listening skills among these learners.
LITERATURE REVIEW
Overview of listening skills
Listening is defined as an active process of receiving and responding to both spoken and unspoken messages This process involves three key stages: receiving, processing, and interpreting auditory stimuli.
(2002), listening involves understanding a speaker’s accent or pronunciation, the speaker’s grammar and vocabulary, and comprehension of meaning
Listening is a complex process that goes beyond simply receiving and interpreting information; it involves understanding key factors such as accent, grammar, vocabulary, and meaning This receptive skill is essential for effective communication.
In this study, the term ―listening‖ should be understood as the receptive skill, which consists of understanding four main factors: accent or pronunciation, grammar, vocabulary, and meaning
2.1.1.2 Models of the listening process
Numerous studies have explored the models of the listening process, with Flowerdew and Miller (2005) identifying three prominent models: the bottom-up model, the top-down model, and the interactive model The bottom-up model focuses on comprehending the message by analyzing the individual components of sound and language.
Acoustic messages begin with the smallest units known as phonemes, which are individual sounds These phonemes are combined to form words, and these words come together to create phrases, clauses, and sentences (Fowerdew and Miller, 2005:24).
Richards (2008) emphasizes that bottom-up processing involves understanding language through successive levels of organization, starting from sounds to texts, which aids in listening comprehension by teaching lexical and grammatical aspects first In contrast, the top-down model highlights the importance of prior knowledge in the listening process, where comprehension begins with meaning rather than breaking down utterances Richards (2008) notes that while bottom-up processing moves from language to meaning, top-down processing operates in the opposite direction The interactive model combines both approaches, allowing for individual variations in linguistic processing based on factors like the listener's purpose and the content of the text (Flowerdew & Miller, 2005) This flexibility suggests that either the bottom-up or top-down model may be more effective depending on the context for enhancing listening comprehension.
The researcher could find various ways of classifying listening types From the viewpoint of Kline (1996), listening falls into five types The following figure shows in detail these five types:
In the realm of education, Cooper (n.d.) identifies four primary types of listening, a classification that resonates with Kline's (1996) earlier work, yet emphasizes the unique dynamics of the classroom setting The first type, critical listening, involves students forming judgments, opinions, or critical responses during the listening process This analytical approach necessitates significant effort from students, as it requires them to actively evaluate and discern the most relevant information rather than passively absorbing it.
Figure 1: Listening types classified by John A Kline (1996)
Critical listening enhances students' critical thinking skills and supports their learning process, as highlighted by Cooper Dialogic listening fosters mutual comprehension through interaction between students and teachers, effectively addressing students' academic challenges Informative listening requires focused attention; misunderstandings can hinder the listener's grasp of the message, emphasizing the need for careful listening to improve understanding Lastly, appreciative listening occurs when students engage with and enjoy the content of a lecture, which can significantly boost their motivation and interest in the subject matter.
To enhance their learning process, students should leverage the distinct advantages of different types of listening and coordinate them effectively.
The exploration of listening micro skills reveals essential components necessary for effective listening, as highlighted by Rost (1991) These components include the ability to discriminate sounds, recognize words, and identify expressions and utterances that contribute to meaning Mastering these skills requires listeners to analyze both small units, such as sounds and words, and larger constructs, including sets of utterances and non-verbal cues, to fully grasp the intended message.
9 that those skills are somehow like bottom-up processing to listening comprehension Largely, Willis (1981: 134) provided more micro skills:
predicting what people are going to talk about
guessing at unknown words or phrases without panic
using one's own knowledge of the subject to help one understand
identifying relevant points; rejecting irrelevant information
retaining relevant points (note-taking, summarizing)
recognizing discourse markers, e.g., Well; Oh, another thing is; Now, finally…
recognizing cohesive devices, e.g., such as and which, including linking words, pronouns, references, etc
understanding different intonation patterns and uses of stress, etc., which give clues to meaning and social setting
understanding inferred information, e g , speakers' attitude or intentions
Willis (1981) highlighted the importance of top-down processing in listening comprehension, emphasizing that listeners need micro skills such as prediction, identification, recognition, and the application of prior knowledge to grasp messages effectively However, both Rost (1991) and Willis failed to differentiate between micro skills applicable in real-life situations and those suited for classroom environments Recognizing that different contexts necessitate distinct listening skills, Richard (1983) addressed this gap in his article "Listening Comprehension: Approach, Design, Procedure," where he categorized micro skills into two types, enhancing the understanding of listening comprehension across various settings.
Conversational listening and academic listening involve distinct micro skills essential for effective comprehension According to Richard (1983), conversational listening requires listeners to retain chunks of language briefly, discriminate sounds, recognize stressed and unstressed words, and process speech at varying rates In contrast, academic listening focuses on skills such as identifying the purpose, scope, and topic of a lecture, as well as inferring relationships within the content.
10 deduce meanings of words from context, detect speakers’ attitude, recognizing irrelevant matter, knowledge of classroom conventions‖ (Richard, 1983:229-230)
From the researcher’s perspective, mastering micro skills is crucial for enhancing listening abilities When individuals excel in these micro skills, they significantly improve their listening comprehension Furthermore, developing these skills is beneficial in various contexts, such as conversations and academic environments.
2.1.3 Real-world listening and in-class listening
Real-life listening significantly differs from in-class listening, requiring distinct micro skills tailored to specific contexts Adapting appropriate micro skills is crucial for effective learning The disparities between these two types of listening extend beyond micro skills, as highlighted by various studies Tsinghong Ma (2010) emphasizes the unique characteristics of real-life listening in his research on communicative listening training, outlining essential features, strategies, and methods.
In everyday life, our listening is driven by specific reasons, interests, and goals Similar to reading, we can easily skim through information that is not relevant to our objectives, while focusing intently on the sections that hold the most significance for us.
According to Tsinghong Ma, real-life listening is characterized by two key features: listeners are motivated by their interests and attention to the content, often driven by specific reasons such as understanding instructions, discussing issues, following advice, or simply enjoying music Additionally, listeners have the freedom to select particular information that resonates with them while disregarding other details.
11 not like to hear In this point, the researcher is falling into the same lines with Tsinghong Ma
Overview of learning styles
Researchers have proposed numerous definitions of learning styles, with the term "cognitive style" being used historically According to Chastain (as cited in Mandana Yousefi, 2011:71), cognitive style refers to the unique ways individuals prefer to use their intellect for learning, which includes concepts such as field independence (FI) and field dependence (FD).
Cognitive style encompasses various variables that reflect how individuals perceive, recall, and organize information Zang (2011) highlighted the distinction between field independence (FI) and field dependence (FD), indicating the reliance on external versus internal cues for organizing conduct Similarly, Ellis (2011) defined cognitive style as the unique manner in which people process and structure information Tennant (1988) emphasized that cognitive style represents a consistent and characteristic approach to information organization and processing.
Cognitive styles are primarily associated with theoretical research, while learning styles focus on practical applications According to Keefe (1987), learning styles encompass cognitive, affective, and psychological traits that indicate how learners perceive and engage with their learning environment Dunn and Dunn (1987) describe learning styles as the variations among learners in utilizing one or more senses to comprehend, organize, and retain experiences More (1990) characterizes learning style as the typical approach a learner takes to engage in the learning process Additionally, Dunn (2009) defines learning style as the method by which individuals concentrate on, process, internalize, and retain new and challenging information.
Learning styles encompass various definitions that highlight different dimensions and scopes This study will adopt the definition by Dunn and Dunn (1979), as cited in Reid (1987), which describes learning styles as the variations among learners in utilizing one or more senses to comprehend, organize, and retain experiences, specifically in the context of language learning.
2.2.2 Distinctions among learning styles, learning strategies, and learning skills
Learning styles, learning strategies, and learning skills vary significantly in their scope and depth As noted by Oxford (2003:2), learning styles refer to the general approaches that learners adopt during the learning process, and these styles can significantly impact students' academic achievement The researcher emphasizes the importance of understanding learning styles in enhancing educational outcomes.
Learning styles significantly influence individual behaviors and personalities in the educational process, as noted by Dunn and Griggs (2003), who emphasize that the same teaching method can be effective for some students while ineffective for others This highlights the importance of recognizing diverse student characteristics to meet their unique learning needs In language acquisition, strategies are essential, defined by Tsinghong Ma (2010) as the mental and communicative methods learners employ to acquire and use a language Effective strategies enhance learners' self-confidence and motivation, as Scarcella and Oxford (2003) describe them as specific actions or techniques that students can use to improve their learning outcomes Every learning task involves strategies, and it is crucial for learners to recognize and implement effective ones Therefore, teaching multiple strategies within lessons is vital for student success, as tailored learning styles can lead to improved performance While students may adapt their learning styles with experience, their core style typically remains consistent.
Kolb and Boyatzis (1995) define a skill as a combination of ability, knowledge, and experience that enables effective performance They highlight three key aspects of learning skills: they are domain-specific and knowledge-rich, they represent an integrated interaction between the individual and their environment, and they are cultivated through practice The researcher emphasizes that skills significantly develop through experiential learning, suggesting that students enhance their abilities exponentially by learning from their experiences.
Learning styles, strategies, and skills are interconnected elements of the learning process, despite their differences Effective skills are essential for successfully completing specific tasks, while sound strategies provide the necessary direction for task execution Additionally, an appropriate learning style guides the overall learning journey.
2.2.3 The formation of learners’ styles
Different learners exhibit various learning styles, which have been extensively studied by researchers over the years Kolb and Boyatzis (1999) identified five key factors that influence these individual learning styles.
Personality types play a crucial role in shaping early educational specialization, professional careers, and current job roles, as well as adaptive competencies According to Kolb and Boyatzis (1999), learning styles stem from individuals' preferred methods of adapting to their environments Similarly, Jacob Woods (2010) supports this perspective, emphasizing the significance of understanding personality types in personal and professional development.
―this generally regards introversion or extroversion or whether a person wants to be personable or slightly shy‖ In the researcher’s mind, personality plays an essential or
Figure 2 : Relationship among learning styles, learning strategies, and learning skills
Early educational specialization significantly influences learners' differences and their learning styles, as noted by Kolb and Boyatzis (1999) They argue that students pursuing various majors develop distinct learning styles due to their specialized training Additionally, the choice of professional careers also shapes learning styles through the process of professional training, with individuals in different fields exhibiting unique styles Furthermore, current job roles play a crucial role in determining learning styles, as job requirements compel individuals to adapt their styles accordingly Kolb and Boyatzis emphasize that the specific tasks individuals encounter shape their learning styles, necessitating a corresponding set of skills for effective performance.
―the effective matching of task demands and personal skills results in an adaptive competence‖
Every student possesses a unique learning style that significantly influences their motivation and attitudes toward lessons These individual differences in learning styles lead to varied learning outcomes, reflecting how students interact, react, and experience the educational environment To enhance students' learning results, it is essential to recognize and balance these differences by identifying individual learning styles Numerous studies, including David Kolb's 1984 book "Experiential Learning," have explored and categorized various types of learning styles.
Experience As The Source Of Learning And Development‖ is a brilliant book that clarifies learning styles He set an appropriate learning style model The following diagram shows this model:
Figure 3 : Kolb’s learning style model (Adopted from http://www.nwlink.com/~donclark/hrd/history/kolb.html)
Kolb’s learning style model consists of four stages: concrete experience (CE-feeling), reflective observation (RO-watching), abstract conceptualization (AC-thinking), and active experimentation (AE-doing) These stages can be combined to form four distinct learning styles: Diverging (CE/RO), Assimilating (AC/RO), Converging (AC/AE), and Accommodating (CE/AE).
Fleming (2001) provided another model of learning style: VARK, which stands for Visual (V), Aural (A), Read/Write (R), and Kinesthetic (K) According to Fleming
(2001), visual learners prefer visual aids such as pictures, charts, graphs, colors Aural learners prefer to listen to a tape recorder, discuss in groups, explain ideas to others
Read/Write learners prefer to read textbooks and handouts, take notes, write essays
Kinesthetic learners like involving in action, and experiment
Felder and Silverman (1988) discussed eight types of learning styles They are shown in the following figure:
Figure 4 : Learning styles classified by Felder and Silverman (1988)
Another learning style model introduced by Duff (2004) is the Revised Approaches to
The RASI inventory model categorizes studying into three distinct approaches: deep, surface, and strategic According to Duff (2004), students who adopt a deep approach engage with the learning process, connect new information to prior knowledge, and utilize logic and evidence effectively, often becoming critical thinkers Conversely, those employing a surface approach rely on rote memorization, struggle to link concepts, and exhibit limited critical thinking skills Meanwhile, students with a strategic approach develop personalized learning strategies, optimize their study routines, manage their time effectively, and aim for top academic performance.
This study will focus on the types of learning styles identified by Felder and Silverman (1988) and Fleming (2001), highlighting their differences in scope and depth.
Learning styles adopted in developing listening skills
2.3.1 Ways to change a learning style
Each individual's learning style is unique, shaped by their preferences for specific elements in the learning process To enhance effectiveness and efficiency in learning, it's essential to identify one's learning style and adapt study methods accordingly This perspective is echoed by Andrea Buckner Schoenherr in her article, "How to Change a Student’s Learning Style," where she outlines four steps to effectively adapt a learning style.
Step 1: ―identifying the student’s learning style‖ Basing on suitable survey questionnaires, this identification can be made to see the results
Step 2: After discovering an outstanding learning style, the teachers should ―discuss ways the students can use his dominant learning styles to help him succeed in the class‖ Importantly, secondary learning styles should also be planned to develop
Step 3: The teachers create a list of activities for students to practice in order to
Step 4: The teachers monitor a progress to see whether a student is succeeded in modifying new learning styles
The researcher emphasizes that adapting to evolving learning styles necessitates ongoing efforts from both students and teachers, with a particular focus on students adopting effective strategies to improve learning outcomes.
2.3.2 Ways to adapt a learning style in developing listening skills
There is a lack of studies addressing the adaptation of learning styles specifically for enhancing listening skills The researcher believes that students must first recognize their individual learning styles before implementing them to improve their listening abilities.
Due to the fact that different people have different ways to learn things, it is important to adapt certain style in studying
To enhance learning, students should utilize various colored pens to create figures, symbols, graphs, and pictures, as suggested by Jessica Hart (n.d.) It is essential for students to underline or highlight key concepts and engage in listening exercises that incorporate visuals like pictures or charts Additionally, using flashcards and formulating questions with corresponding answers are effective strategies in the listening learning process (Jessica Hart, n.d.).
To effectively support aural learners in the classroom, it is essential to select an optimal location that enhances their ability to hear recordings clearly and maintain focus Additionally, forming a listening club can provide students with a valuable platform to discuss listening challenges and learn collaboratively from their peers, thereby enriching their overall learning experience.
Read/Write learners excel in absorbing information through reading books and writing essays To enhance their listening exercises, these students should carefully read instructions and take notes during lectures.
With regard to kinesthetic style, Jessica Hart (n.d) recommended that students should
Incorporating whole-body engagement, such as hand gestures and movement, enhances kinesthetic learning Researchers suggest that sitting at the front of the classroom can improve student focus during lessons Additionally, taking notes while listening to lectures is an effective method for developing strong listening skills.
From a research perspective, learning is an ongoing journey that requires students to adjust their learning styles to fit different environments By cultivating diverse learning styles, students can become more adaptable learners and ultimately achieve better outcomes.
METHODOLOGY
Research design
The researcher employs both quantitative and qualitative methods, including survey questionnaires and interviews, for three key reasons First, survey questionnaires are widely recognized and familiar to students, minimizing any potential embarrassment during participation Second, they enable the rapid collection of data from a large number of participants, making them an efficient tool for gathering information on students' self-reported challenges and listening comprehension styles Lastly, interviews are conducted with student participants to obtain more reliable and in-depth insights into the research topic.
During the analysis stage, data gathered through both quantitative and qualitative methods is converted into numerical format This data is then effectively visualized using charts, tables, and graphs to enhance understanding and interpretation.
Participants and the selection of participants
The study involves 195 11th-grade students from four classes at the Foreign Language Specializing School (FLSS), ULIS, VNU, including English, Japanese, Chinese, and German majors The researcher aims to explore the relationship between students' language majors and their learning styles, investigating whether the chosen language influences their approach to learning.
The study involves 22 participants, representing 39% of the 11th-grade students at this school, making it convenient to gather information and contact them This participant number is deemed sufficient for accurately reflecting the study's conditions and scope.
The following table shows in detail the number of students in each class allotted with the survey questionnaires
Table 1 Classes allocated with survey questionnaires
Importantly, four students were invited to participate in the face-to-face interview Therefore, the researcher could have more reliable and in-depth understanding of the research’s issue.
Data collection instruments
The researcher employs both quantitative and qualitative method including survey questionnaire and interview to collect data
This method is favored for three key reasons: it is the most time-efficient and requires minimal effort, allowing researchers to quickly gather data from a large participant pool through simple, close-ended questions that ensure high representativeness Additionally, students are generally comfortable with questionnaires, reducing any apprehension associated with the process Finally, this approach is more equitable than face-to-face interviews, as it provides a level playing field for all respondents.
23 there are no verbal or visual clues from an interviewer that may influence the person surveyed‖ (Catherine Jones, (n.d.))
To prevent the collection of valueless data due to respondent errors, the researcher opted for straightforward language and expressions, ensuring clarity in instructions Additionally, the researcher was ready to provide explanations and answer any questions posed by the respondents.
The researcher utilized a survey questionnaire featuring a higher number of close-ended questions compared to open-ended ones For clarity and to ensure accurate results, the questionnaire for English major students in class 11B was conducted in English, while the questionnaires for classes 11D, 11E, and 11G were translated into Vietnamese to prevent misunderstandings The structure of the survey questionnaire is detailed in the following table.
Table 2 Structure of students’ survey questionnaire
1 Students’ difficulties in listening comprehension
2 Students’ perceptions of real-life listening and in-class listening
3 Students’ learning styles adopted in developing listening skills
Face-to-face interview is used in the data collection process for a number of reasons First, this instrument will create more interaction between the researcher and
Participants have the opportunity to ask questions to clarify any uncertainties, allowing the researcher to address ambiguities This approach enables the collection of personal feelings and perceptions, facilitating an in-depth investigation of the topic Additionally, interviews allow researchers to ask follow-up questions tailored to specific situations, thereby enhancing the precision and validity of the data gathered.
The interview was structured with a combination of close-ended and open-ended questions, with the latter being more prevalent in number Detailed results are presented in the accompanying table.
Table 3 Structure of students’ interview
1 Students’ difficulties in listening comprehension
2 Students’ perceptions of real-life listening and in-class listening
3 Students’ learning styles adopted in developing listening skills
Data collection method and procedure
In this stage, the researcher will contact the participants and arrange suitable time for them to do the survey
The researcher and the survey questionnaires will be introduced and so does the purpose of the study
After asking the participants to do the survey, the researcher will be willing to give them instructions if they raise any questions
After collecting the data, the researcher will saying thanks to the participants, evaluate the data to ensure the degree of accuracy and completeness.
Data analysis method and procedure
The researcher employs two methods to analyze the data:
For quantitative data, the researcher will synthesize and interpret the statistics Specifically, the data will be calculated and transferred into numerical form
For qualitative data, the researcher will summarize or quote in the analysis stage
Data from instrument 1 – the Questionnaire
Step 1: Before collecting the data, the researcher checks the accuracy and conciseness of the questionnaires’ questions and answers to guarantee the data’s validity
Step 2: The statistics will be analyzed in percentage and grouped into different categories
Step 3: Presenting the data in the form of charts, tables, and graphs for better visualization
Data from instrument 2 – the Interview
The interview contents will be transcribed in written text for later reference
The researcher will check the results carefully beforehand and choose suitable methods to analyze the data
The findings will be revealed and the conclusion will be made
FINDINGS AND DISCUSSION
Findings
4.1.1 Students’ difficulties in listening comprehension
4.1.1.1 Students’ perceptions of the difficulty of listening periods
To explore the challenges faced by 11th-grade students in listening comprehension at FLSS, the researcher gathered their overall perceptions regarding listening sessions, with the findings illustrated in the accompanying chart.
Figure 5 The difficulty of listening period (Question 1, Appendix 1A)
The chart illustrates a diverse range of student perceptions regarding the difficulty of listening periods, with most students rating it as difficult to very difficult Notably, class 11G has the highest proportion of students who find listening challenging, while class 11D nearly unanimously views it as extremely difficult Conversely, a small percentage of students, between 2.2% and 8.1%, consider listening to be easy or very easy.
4.1.1.2 Students’ outstanding difficulties in listening comprehension
As discussed, that almost all target students value listening difficult to very difficult Indeed, their outstanding difficulties are revealed in question number 2 shown in the following chart:
Figure 6 Outstanding difficulties in listening comprehension
Listening comprehension can be significantly hindered by several key factors These include challenges with the speaker's delivery, a limited vocabulary, and insufficient contextual knowledge Additionally, a lack of grammatical understanding can impede comprehension, while psychological states such as nervousness, boredom, fatigue, or worry can further complicate the listening experience Long audio texts and those containing complex grammatical structures also pose difficulties for listeners.
The chart indicates that the most significant challenges faced by speakers are their speech and limited vocabulary, with percentages of 28.5% and 28.3%, respectively Additionally, psychological difficulties are also noted as a concern.
A significant percentage of students identified various factors affecting their listening comprehension, with 21.7% citing long listening texts, 25.1% highlighting difficult grammatical structures, and 19.4% mentioning psychological factors One student emphasized the impact of psychological factors, noting that feelings of nervousness and boredom hindered their ability to listen effectively (S2, Appendix 3B) When discussing the sources of these uncomfortable feelings, students attributed them to a strict teacher and a lack of engaging activities Another student pointed out that lengthy listening texts led to fatigue and monotony, making it challenging to retain information over extended periods (S3, Appendix 3C).
The chart illustrates the different perceptions of listening obstacles among respondents, highlighting five key factors: psychological barriers, limited vocabulary, the speaker's delivery, lengthy listening texts, and complex grammatical structures in those texts.
4.1.1.3 Frequency of students’ problems with regard to the speaker’s speech
The chart below illustrates the frequency of students' issues regarding the speaker's speech, with four distinct charts representing the responses from each class.
Figure 7 Frequency of students’ problems in class 11G with regard to the speaker’s speech (Question 2, Appendix 1A)
Table 5 Factors related to the speaker’s speech
The chart indicates that a significant 37.9% of students encounter issues with the speaker's speech, primarily related to factors such as accent, intonation, redundancy, stuttering, pronunciation, dialect, volume, colloquial expressions, and stress This percentage represents the highest frequency of reported problems compared to other responses In contrast, only a small minority of students, 3.8% and 4.8%, reported that they usually or always face difficulties with these aspects Overall, it can be concluded that the speaker's speech does not pose major challenges for the majority of respondents.
Concerning class 11B, the answers for the same question are shown in the following figure
Figure 8 Frequency of students’ problems in class 11B with regard to the speaker’s speech (Question 3, Appendix 1A)
Class 11B acknowledges that they frequently encounter listening obstacles, primarily attributed to the speaker's delivery According to survey results, 52.7% of respondents reported experiencing these challenges "often," while 19.3% indicated they face them "usually." This highlights that the way a speaker communicates is a significant barrier to effective listening for students in this class.
The chart below illustrates the answers for the same questions of class 11D
Figure 9 Frequency of students’ problems in class 11D with regard to the speaker’s speech (Question 3, Appendix 1A)
A significant percentage of students, 41.3%, reported often experiencing listening difficulties due to the speaker's speech, while 24.6% indicated they usually face such challenges Respondents highlighted issues like redundancy and poor pronunciation as major obstacles to understanding arguments (S4, Appendix 3D) Additionally, 17.6% of students claimed they never encounter these difficulties, reflecting a mixed range of attitudes among the target group.
With regard to class 11E, the answers are shown in the following chart
Figure 10 Frequency of students’ problems in class 11E with regard to the speaker’s speech (Question 3, Appendix 1A)
The chart illustrates the varying attitudes of students in class 11E regarding the frequency of issues related to the speaker's speech It reveals that 14% of students report "never" encountering problems, while 18.3% claim they "seldom" do In contrast, a significant 27.8% of students indicate that they "usually" experience such issues, highlighting a notable discrepancy in student perceptions.
―always‖ accounts for a significant percentage, i.e 12.3% This fact, once again, indicates the mixed attitudes of those target students
4.1.1.4 Types of listening exercises causing troubles for students
The figure below represents the data about types of listening exercises causing troubles for students
Figure 11 Types of listening exercises causing troubles for students (Question 4,
Advocates of sentence completion, wh-questions, and gap-filling represent significant percentages at 79%, 99%, and 100%, respectively Conversely, many students struggle with multiple choice and matching questions, with difficulty rates of 61% and 60%.
The four target classes exhibit significant differences in their perceptions of various exercise types Class 11B faces minimal challenges with sentence completion (8.6%), while multiple choice (22.9%), matching (22.9%), wh-questions (17.1%), and gap-filling (28.6%) present greater difficulties In contrast, Class 11D finds multiple choice relatively easy, but struggles with matching (15.8%), sentence completion (22.8%), wh-questions (26.3%), and gap-filling (26.3%) Class 11E overwhelmingly identifies multiple choice, sentence completion, wh-questions, and gap-filling as problematic, totaling 90%, whereas they perceive matching as less challenging (10.1%) Lastly, Class 11G reports issues primarily with sentence completion, wh-questions, and gap-filling, indicating that these exercises create significant difficulties for over half of the students.
34 surveyed students (73.9%) admit the difficulty of these exercise types Multiple choice and matching, 13.8% and 12.3% respectively, do not create big problems for those surveyed students
4.1.1.5 Students’ responses when having listening problems
The following chart demonstrates the students’ responses when having listening problems revealed by the student participants
Figure 12 Students’ responses when having listening problems (Question 5,
Students exhibit various responses when faced with listening problems, including stopping their listening efforts, feeling disappointed and demotivated, or neglecting the issues while continuing to listen Some may lose motivation entirely, while others choose to note down their difficulties for gradual improvement Additionally, referring to the script can help them identify when these problems arise.
The chart indicates that 40% of students ignore problems and continue listening, representing the largest response among four classes Additionally, 23.6% of students refer to the script to grasp the message when issues arise Other response options were selected, but they were significantly fewer in number, with option B being one of them.
―Feel disappointed and lower yourself‖ is selected by the least number of students
4.1.2 Students’ perceptions of real-life listening and in-class listening
4.1.2.1 Students’ preferences between listening to a conversation and listening to a lecture
The collected data about students’ preferences between listening to a conversation and listening to a lecture are represented in the following pie charts
Figure 14 Students’ choices of listening to a conversation (Question 6,
Figure 13 Students’ choices of listening to a lecture (Question6, Appendix 1A)
Figure 15 Students’ choices of listening to both a conversation and a lecture (Question 6, Appendix 1A)
As inferred from the three pie charts, there exist varieties in the students’ perceptions
Discussion of the results
4.2.1 Students’ difficulties in listening comprehension
Research indicates that nearly all targeted students struggle with listening comprehension, aligning with previous studies that highlight this challenge The researcher identified five primary difficulties faced by these students: psychological factors, limited vocabulary, the speaker's speech, lengthy listening texts, and complex grammatical structures These issues are supported by the findings of Underwood (1989), Naizhao Guo, Robin Wills, and Fan Yagang To clarify these challenges, the researcher conducted a detailed investigation into the impact of the speaker's speech and the types of listening exercises that hinder student understanding.
The speaker's speech involves nine key elements: accent, intonation, redundancy, stuttering, pronunciation, dialect, volume, colloquial expressions, and stress Students were asked to report the frequency of their difficulties with these aspects Notably, 37.9% of students in class 11G indicated they sometimes face challenges, while classes 11B, 11D, and 11E reported higher frequencies of "often" and "usually," identifying speaker's speech as a significant listening obstacle This raises questions about the varying academic levels among these classes, as many students report minimal issues, whereas a notable percentage frequently struggles The researcher found distinct differences in academic performance, particularly in class 11E, where 12.3% of students acknowledged always having problems with the speaker's speech.
The researcher identified three challenging types of listening exercises for students: sentence completion, wh-questions, and gap-filling Among these, gap-filling proved to be the most difficult for all four classes studied.
A significant 40% of students facing listening problems choose to ignore these challenges and continue listening, reflecting a positive attitude towards their learning process This response highlights their resilience and determination to overcome difficulties, showcasing a commendable spirit among the targeted students.
4.2.2 Students’ learning styles adopted in developing listening skills
Surveyed students recognize the significant role of learning styles in enhancing their listening skills, fostering a positive attitude that can elevate their overall learning quality This enthusiasm for adopting effective learning styles, combined with diligent effort, not only addresses students' needs but also leads to substantial improvements in their academic outcomes.
Students have distinct preferences for enhancing their listening skills, and the researcher has provided clear examples for them to select from, allowing for insight into their individual learning styles Based on these choices, notable learning styles can be identified The table below outlines each method in detail along with the associated styles.
Table 11 Students’ preferred methods to improve listening skills and the corresponding styles
Methods Learning styles a Form a listening group to help each other Active style b Do listening exercises well by understanding the requirements first
Reflective style c Ask and discuss any listening problems with teachers Verbal style d Teachers give step-to-step instructions to do listening exercises
To enhance listening skills effectively, it's important to adopt various styles The sequential style emphasizes setting clear goals to achieve desired outcomes The global style encourages focusing on theoretical concepts instead of casual conversations Practicing with visual aids, such as pictures or charts, can benefit those with an intuitive style, while the visual style suggests engaging with numerical data Lastly, the sensing style focuses on developing a keen awareness of details in listening exercises.
Analysis in section 4.1.3.2 reveals that students favoring options b, e, g, and h significantly outnumber others, indicating their predominant learning styles are reflective, global, visual, and sensing A detailed investigation into learning styles across classes shows that in class 11B (English major), the preference for options b and e suggests reflective and global learning styles In contrast, class 11D (Japanese major) predominantly prefers options g and h, indicating a stronger inclination towards visual and sensing styles Meanwhile, class 11E (Chinese major) shows a preference for options b and g, highlighting their reflective and visual learning tendencies Lastly, class 11G (German major) also exhibits distinct learning style preferences.
48 their underlying learning styles are reflective, verbal, and visual since many students advocate for three options b, c, and g
Learning styles are influenced by real-life listening experiences, as research indicates that students often prefer methods beyond traditional approaches Many students enjoy listening to BBC news, foreign music, and watching foreign films or Disney cartoons, suggesting that their study and entertainment environments play a significant role in shaping their learning preferences.
Learning styles can evolve as students mature, but during this research, the predominant styles observed among the targeted students were reflective, global, visual, and sensing.
Students expect teachers to incorporate diverse activities to enhance their listening comprehension and adapt to various learning styles This expectation is justified, as varied activities boost student interest and motivation, ultimately improving teaching quality Monotonous lessons without engaging activities are generally disliked by students Additionally, integrating different activities helps students become familiar with various approaches, allowing them to develop multiple learning styles through practical experience.
In conclusion, this chapter has illuminated the answers to the research questions through thorough analysis and discussion of the results The following chapter will provide a summary of the key findings, assess the limitations of the study, and offer recommendations for future research.