Aim of the study and research questions
This study investigates the challenges faced by students at Haiphong Foreign Language Center (HFLC) in developing their listening skills and proposes effective solutions to help them overcome these obstacles.
To achieve this overall aim, the following research questions are raised for exploration:
1 What are the problems experienced by learners in learning English listening skill at HFLC?
2 How can the teacher help learners overcome the difficulties?
The study is limited to finding out the difficulties that the learners at HFLC cope with in learning English listening skill
The study focuses on learners at HFLC, aged 15 to over 50, who are currently in the second of three levels of English They utilize the New English File-Pre Intermediate textbook by Clive Oxenden, Christina Latham-Koenig, and Paul Seligson, which aims to enhance their listening, speaking, reading, and writing skills.
To achieve this objective, a combination of qualitative and quantitative research methods is employed Qualitative research involves a systematic investigation aimed at answering specific questions, utilizing predefined procedures to gather evidence and generate findings that extend beyond the immediate context of the study (Trask, 2007, p.239).
Common qualitative methods include participant observation, in-depth interviews, and focus groups To gather insights into learners' motivation for improving their English listening skills at HFLC, the author conducts observations in actual classroom settings Additionally, interviews with English teachers are utilized to explore their perspectives on the teaching and learning challenges faced at HFLC.
According to Aliaga and Gunderson (2000) “Quantitative research is explaining phenomena by collecting numerical data that are analyzed using mathematically based methods (in particular statistics)”
In this study, the author uses questionnaires for learners to get information about teaching and learning listening skill at HFLC
After collecting information, all the data will be analyzed for the findings and conclusions will be drawn from these
The study includes three parts as follows:
Part I: The Introduction presents the background, the aim, the scope and the method of the study
Part II: The Development consists of three chapters Chapter 1 is the literature review which provides an overview of some theories as well as the previous researches that relate to the study Chapter 2, the methodology and findings describes the current situation of teaching and learning listening skill at HFLC Then it will introduce the participants, the data collection instruments, data analysis and research questions Finally, the author will analyze the results of the survey and the interviews in order to find out the current state of learning listening skill at HFLC Chapter 3 offers some solutions to improve learning English listening skill for learners at HFLC
Part III: The Conclusion summarizes what has been studied and makes some recommendations for further research.
LITERATURE REVIEW
Listening is crucial in second language instruction, as poor listening skills can hinder communication and lead to difficulties in passing listening exams (Rost, 1994) A learner's awareness of their listening challenges and strategies can significantly influence their comprehension, either enhancing or impairing it (Wenden, 1986) Therefore, to effectively improve students' listening abilities, it is essential to identify their specific listening problems, understand the underlying causes, and develop appropriate solutions.
1.1 What are listening and listening skill?
Listening comprehension is a crucial aspect of language development, both in a native tongue and in learning a second language As a result, numerous definitions of listening have emerged in the field.
According to Gary Buck (2001: 31), listening comprehension is an active process that involves constructing meaning by applying various types of knowledge to incoming sounds, including both linguistic and non-linguistic knowledge.
On the other hand, Wolvin and Coakley (1985) see listening as “the process of receiving, attending to and assigning meaning to aural stimuli”
Listening is a complex process that goes beyond simply receiving sounds; it involves the psychomotor function of perceiving sound waves through the ear and sending nerve impulses to the brain According to Brown (2001), effective listening comprehension encompasses three key components: the sender, the message, and the listener.
Listening skill is defined as the ability to identify and comprehend what others communicate This includes recognizing a speaker's accent and pronunciation, understanding their grammar, and grasping their vocabulary to fully interpret the intended meaning of their message.
1.1.2 The importance of listening skill
Listening is a crucial skill that enhances our ability to learn and comprehend various subjects An effective listener can respond appropriately to different situations and individuals In everyday life, we tend to listen more than we speak, read, or write, making listening an omnipresent activity in our interactions with others.
Hearing and listening are distinct concepts; hearing is a sensory function, while listening involves actively choosing to understand sounds Listening is crucial in language acquisition, as it provides learners with the foundational knowledge needed to communicate effectively As noted by Nord (1980), listening offers essential information that enables learners to develop their language skills, allowing them to transition from observation to speaking Nation (1990) emphasizes that the listening phase is vital for acquiring other language abilities Most learners will engage in listening to a foreign language more frequently than they produce it, making effective listening training essential This training not only prevents misunderstandings but also aids students in adapting their classroom English to real-life situations.
Listening is a crucial psychological skill that promotes autonomous learning and fosters learner independence As a vital form of communication, effective listening is often more challenging than speaking, as highlighted by the saying, "We were given two ears but only one mouth." To become proficient listeners, individuals must actively practice and develop their listening skills.
1.1.3 Potential difficulties in listening skill
In her book entitled Teaching Listening, Mary Underwood (1989), points out the following listening problems:
* Lack of control over the speech at which speakers speak
Learners often struggle to keep pace with spoken language, leading to difficulties in comprehension as they may miss crucial parts of the discourse This challenge arises when they attempt to understand every word, causing them to overlook subsequent information or entire sections of speech To enhance listening skills, educators can teach students to identify key words that are stressed in English, making them easier to recognize Additionally, providing simple tasks that can be accomplished even with limited understanding, such as recognizing a famous person's name or identifying frequently mentioned topics, can help build students' confidence in their listening abilities.
Listening comprehension poses a significant challenge for learners, particularly when they encounter unfamiliar vocabulary As Underwood notes, "unknown words can act as a sudden barrier, causing learners to pause and ponder their meanings, ultimately leading to missed portions of spoken text." There are four common vocabulary-related situations that learners often face, which can hinder their understanding of spoken language.
Many individuals can navigate conversations in their native language even amidst noise, often filling in gaps without difficulty However, this ability does not easily translate when it comes to engaging in conversations in a second language.
Many language learners struggle with understanding foreign words, often becoming confused when they hear a word only partially or when it resembles a word in their native language To mitigate this issue, educators can implement vocabulary pre-teaching and encourage discussions on relevant topics to activate related vocabulary in students' minds Effective training methods include focused listening exercises that emphasize context clues and incorporating logic puzzles or writing tasks to make listening more manageable Additionally, dedicating time to vocabulary revision and practical skills practice helps learners engage with and retain new words more effectively.
To enhance listening comprehension, it is crucial to focus on essential vocabulary Pre-teaching key terms before listening activities can be effective, but learners should also practice inferring meanings from context Additionally, encouraging students to expand their vocabulary independently through resources like vocabulary lists, graded readers, and monolingual dictionaries can further support their language development.
Many students struggle to recognize familiar words due to various factors, including difficulty distinguishing different sounds in English or mistakenly listening for non-existent differences Additional challenges arise from issues with word stress, sentence stress, and the natural sound changes that occur when words are spoken together, such as weak forms Ultimately, focusing on pronunciation is crucial for enhancing listening comprehension skills.
Maintaining concentration is crucial in listening work, as even brief distractions can significantly hinder comprehension Students may struggle to focus, regardless of the topic's interest level, due to fatigue or lack of engagement External factors, such as poor audio quality, inadequate recording equipment, and unfavorable learning environments, can also impede concentration, making it challenging for learners to fully grasp the intended message.
* Not being able to catch information repeated
METHODOLOGY
2.1 An overview of the current situations of teaching and learning English listening skill at Haiphong Foreign Language Center
In this chapter, the writer describes the current situation of teaching and learning listening skill at Haiphong Foreign Language Center
Established in 1976, Haiphong Foreign Language Center (HFLC) is recognized as one of the most trusted and top English language centers in Haiphong city Renowned for its high-quality English communication training, HFLC has educated millions of learners since its inception Today, it stands as the most prominent language center in Haiphong, attracting students seeking to enhance their English skills.
HFLC currently offers over 250 classes attended by nearly 6,000 students, all seeking to enhance their English proficiency across four key skills The majority of students are enrolled in level A classes, followed by level B, while level C has the fewest participants This diverse student body allows teachers at HFLC to adapt and refine their teaching methods to meet varying levels of competence and individual requirements.
The learners of English at HFLC are varied in age, sex, and learning purposes According to a statistics conducted by the center, learners‟ age ranges from 8 to over
50 This means that in some classes students are still very young, and they learn English because their parents want them to In such cases, their motivation is not strong and clear enough There are also many school children attending English classes to get a good ability of English grammar to do well in their examination So apart from grammar, other skills are not paid much attention to
For adult learners, mastering all four language skills is crucial for effective communication and management However, they often face challenges in acquiring a foreign language, as their learning can become "fossilized" into persistent error patterns that resist correction, despite their awareness of learning goals Individual differences play a significant role, influenced by factors such as effort, attitudes, exposure, teaching quality, and inherent talent Nonetheless, even in optimal conditions, a gap remains for the most capable adults.
Most learners in this group range from 15 to 35 years old, including upper secondary school and university students who require English for their studies and future careers Additionally, many are employees in offices where English is essential for job performance or workers in foreign-invested companies, where effective communication in English is crucial This demographic demonstrates a strong motivation to enhance their English language skills.
Teaching learners of diverse ages, language abilities, and learning objectives presents a significant challenge for educators, particularly when they must simultaneously instruct all four English skills—listening, speaking, reading, and writing—within a single classroom setting.
An HFLC, English is taught mainly at three levels: elementary (level A), pre- intermediate (level B), and intermediate (level C) The main textbook is New English
The English textbook by Clive Oxenden, Christina Latham-Koenig, and Paul Seligson aims to enhance learners' proficiency in all four essential language skills: listening, speaking, reading, and writing Additionally, it focuses on improving key language components, including phonetics, grammar, and vocabulary, to support comprehensive language development.
Each classroom is equipped with essential resources, including a board, CD player, four fans, and fourteen tables, while some high-quality classrooms feature a projector and air conditioner Classes typically consist of over twenty students, and listening lessons are conducted under normal conditions, lasting an hour and a half These lessons often integrate other skills such as reading, speaking, or writing However, listening is frequently perceived as the most challenging skill for learners, necessitating significant time and concentration from both teachers and students For many, especially those starting with limited English knowledge, understanding spoken English can initially seem daunting.
At Hanoi Foreign Language Centre (HFLC), a team of 90 English teachers, aged between 22 and 58, bring a wealth of knowledge and experience to the classroom The majority of these educators hold degrees in English from prestigious institutions such as the Universities of Language and International Studies or Hanoi University, while others graduated with English majors from various universities Notably, one teacher is currently pursuing a PhD, 13 hold Master's degrees, and another is set to receive their Master's degree by the end of the year With teaching experience ranging from over 30 years to just over a year, the staff boasts a diverse range of expertise, with three teachers having also honed their skills through intensive English courses abroad in countries like England, America, and Singapore.
At HFLC, teachers are assigned to various levels and classes, typically conducting 1.5-hour sessions at least once daily In levels A, B, and C, each teacher is responsible for a single class, requiring them to simultaneously address four skills This multi-tasking can challenge teachers to effectively balance their focus, as prioritizing one skill, such as speaking, may reduce the attention given to others Additionally, if listening is emphasized in the curriculum, it could lead to less focus on the remaining skills.
This study was carried out with the participation of 5 full-time teachers and 75 students
The first group comprises 75 learners aged 15 to 40, showcasing a diverse range of attitudes, social knowledge, and personal preferences, yet they share a similar proficiency in English This group includes upper secondary school pupils, university students, and vocational school attendees from Haiphong city, as well as professionals such as teachers, engineers, and businessmen, many of whom aspire to work or study in English-speaking countries The learners are organized into classes, each containing between 20 to 25 students.
The second group in this study includes teachers from HFLC, all of whom have over two years of teaching experience Their ages range from 26 to 34, and among them, four hold M.A degrees in English, while one has a B.A degree from Haiphong Private University These teachers are known for their active, creative, and enthusiastic approach to education.
A survey was conducted to gather reliable data, involving questionnaires administered to 75 learners from three level B classes The questionnaires were specifically designed to collect information on various aspects relevant to the study.
1 The students‟ purposes to learn English at HFLC (Q 1)
2 The students‟ attitude toward listening skill (Q 2 - 3)
3 The students‟ strategies in listening (Q 4 - 5)
4 The students‟ assessment on the listening tasks in the text book New English
5 The problems experienced by the students in learning English listening skill (Q.10 - 11)
The survey aimed to gather students' insights on their English listening skills, including their attitudes, motivation, and perceptions of the textbook, listening tasks, and teaching methods The questions were specifically crafted to align with techniques that the researcher believes will effectively enhance students' listening abilities.
Interviews were conducted with five teachers experienced in teaching Level B of the program to gather insights on their teaching methods for enhancing students' listening skills The discussions focused on their personal approaches to facilitating listening comprehension, their observations regarding student performance, and their recommendations for improving and motivating students in developing this essential skill.
DATA ANALYSIS AND FINDINGS
3.1.1 Purposes to learn English at HFLC
The pie chart illustrating the purposes of learners participating in English courses at HFLC reveals that 34.7% of students are motivated by the need to improve their English for work-related requirements, highlighting the increasing importance of English in the professional landscape Additionally, 33.7% of learners aim to acquire English skills to enhance their job prospects, seeking necessary certifications for better employment opportunities, particularly among recent university graduates or those preparing for international job interviews A smaller segment, comprising 20%, is focused on improving their English at vocational schools, universities, or colleges, while the least represented group, at 12%, studies English out of personal interest or available free time This data indicates a diverse range of backgrounds and motivations among the learners.
12% applying for jobs work requirement improving English at school Other purposes
Figure 3.1 Purposes to learn English at HFLC
The chart illustrating the motivations for learning English at HFLC highlights that every learner possesses their own unique drive to master the language This intrinsic motivation serves as a fundamental factor that inspires learners to put in the effort needed to achieve success in their English studies.
3.1.2 Students’ attitude toward listening skill
Students develop their English listening skills through targeted practice and effective time management across the four key language skills: listening, speaking, reading, and writing The accompanying chart illustrates the varying amounts of time students allocate to each skill, highlighting the importance of a balanced approach to language learning.
Figure 3.2 Learners' time distribution in practice four language skills
The chart indicates that a significant majority of students, 51%, dedicate their time to practicing listening skills, highlighting their awareness of the importance of communicative language learning In comparison, speaking (16%), reading (13%), and writing (20%) skills receive relatively similar attention This suggests that listening is prioritized among the four skills, reflecting students' patience and interest in honing their listening abilities.
7% strongly agree and agree neutral disagree and strongly disagree
Figure 3.3: Students’ attitude toward listening skill
According to the pie chart, a significant majority of students (74%) perceive listening as the most challenging skill compared to reading, writing, and speaking Meanwhile, 19% of students are uncertain about their views on this matter, and a small minority (7%) believe that listening is not particularly difficult for them.
The survey results indicate that only a small number of learners (5 out of 75) find it easy to acquire listening skills, highlighting a correlation between this perception and their overall academic performance This suggests that the majority of students struggle with listening comprehension in English, reinforcing the assumption that mastering this skill presents significant challenges.
The impact of challenges on learners' interest in listening skills is illustrated by a chart detailing self-study habits at Haiphong Foreign Language Center.
Without much self-practicing, the students cannot make any improvement or have good results in listening comprehension Self-study is such a way to succeed in listening
Figure 3.4: Students’ time allocation for self-study
The chart indicates that 60% of students occasionally practice their listening skills at home, while 26% do so regularly, 13% practice rarely, and 10% never engage in this activity This limited time dedicated to self-study significantly impacts their ability to master listening skills, highlighting a challenge faced by learners at HFLC.
How do the students learn listening skill in their classes? The following charts will show the ways they did it
Figure 3.5 What the learners do before and while listening
Pre-listening activities significantly influence students' comprehension of listening texts Research indicates that only 29.3% of students review questions beforehand to infer the topic, which is a crucial initial step However, it is essential for task instructions to be read first, as this prepares students for what is expected and how to approach the task effectively Despite its importance, only a small percentage of students engage in this preparatory step.
New vocabulary can significantly hinder students' comprehension of texts Research shows that when faced with unfamiliar words, only 6.7% of students choose to ignore them and continue listening, while 36% attempt to guess their meanings Alarmingly, 47.4% of students feel overwhelmed and unable to focus any longer This highlights that a limited vocabulary poses a substantial barrier to effective learning.
According to Hedge (2000: 37), many language learners prioritize integrating their linguistic skills, experiences, and background knowledge over focusing on every word in their native language to understand a text effectively.
Effective listening comprehension involves selectively focusing on essential information rather than processing every single word In my research, 73.6% of participants indicated that they listen word by word, believing this detailed approach is crucial for grasping main ideas However, this method may hinder their ability to identify key words that provide critical clues for understanding the listening material.
When reading in our native language, we tend to skim through the text, concentrating on key ideas rather than analyzing each word This approach allows us to grasp the underlying concepts and understand how they connect to form conclusions.
3.1.4 Learners’ assessment on the listening tasks in the textbook
Learners assess the difficulty levels of listening tasks in the textbook "New English File - Pre-Intermediate" by Clive Oxenden, Christina Latham-Koenig, and Paul Seligson.
Figure 3.6 Learners’ assessment on the degrees off difficulty of the listening tasks in the textbook
The data indicates that a significant majority of students (73.3%) consider the listening tasks in the textbook to be suitable for their English proficiency While 22.6% find the tasks challenging and only 2.7% deem them excessively difficult, a mere 1.4% perceive them as easy This suggests that the textbook aligns well with the needs of most learners, indicating that it does not pose a major obstacle in developing English listening skills However, the effectiveness of these tasks also hinges on their ability to engage students and maintain their interest in learning.
In this textbook, the most popular types of listening activities are true/ false; completing the missing words; choosing the correct answer; or answering the comprehension questions, etc
Of those listening activities, students express their interest in them differently The differences are shown in the following table
Figure 3.7 Learners’ interest in different listening activities