Rationale
In today's job market, proficiency in English is essential, leading to a rise in learners preparing for global standardized English tests like IELTS, TOEFL, and TOEIC Among these, TOEIC (Test of English for International Communication) is gaining popularity in both workplaces and educational institutions Many universities design English courses based on students' TOEIC scores, while businesses utilize these scores as a criterion for hiring and promoting employees.
Since 2010, Hanoi Law University (HLU) has utilized the TOEIC test as a standardized measure of English proficiency, enabling the classification of students, appropriate class placement, and assessment of their learning progress To fulfill graduation requirements, students must achieve a minimum score of 450 on the TOEIC exam.
The TOEIC test traditionally includes two sections focused on assessing listening and reading skills, with listening often regarded as the most crucial and challenging aspect for both educators and learners This is particularly true for the TOEIC listening section, which features diverse task types and topics An exploratory study conducted at a university in Hanoi aimed to identify the challenges faced by teachers and students in mastering TOEIC listening skills, with the goal of enhancing English teaching and learning at HLU.
Objectives of the study
This study aims to investigate the current state of TOEIC listening skill instruction at HLU, focusing on the teaching and learning processes involved To achieve this, the research seeks to address specific questions related to the effectiveness and challenges of TOEIC listening skill development in the educational context.
1 What difficulties do students encounter in learning TOEIC listening skill?
2 What difficulties do teachers encounter in teaching TOEIC listening skill?
3 What are some suggestions to improve the teaching and learning of TOEIC listening skill at HLU?
Significance of the study
This study explores the challenges faced by teachers and students at HLU in the listening section of the TOEIC test The researcher aims to assist HLU students in identifying and overcoming these difficulties to enhance their listening scores Additionally, the research seeks to raise awareness among HLU teachers about common teaching obstacles and encourage the adoption of effective techniques for improving listening skills.
Scope of the study
This study explores the teaching and learning of TOEIC listening skills at HLU, utilizing an exploratory approach with a limited group of teachers and students involved in TOEIC courses at the university.
Methodology
This study employs a quantitative research method, utilizing two survey questionnaires to identify the challenges faced by teachers and students in mastering the TOEIC listening skill at HLU By analyzing the responses, the researcher investigates the underlying causes of these difficulties and proposes solutions aimed at enhancing the quality of TOEIC listening instruction and learning at HLU.
Organization
Part A Introduction presents the rationale, objectives, significance, scope, methodology and organization of the study
Part B Development is divided into two chapters:
Chapter 1 Theoretical Background lays the theoretical foundation for the research and reviews the previous studies
Chapter 2 The study deals with the subjects, research instruments, and procedure as well as results and discussions Some recommendations based on the findings are also provided in this chapter
Part C Conclusion summarizes the major findings of the study Limitations of the study and some suggestions for further research are mentioned as well
The Appendices where the survey questionnaires can be found come after the References
THEORETICAL BACKGROUND
Notions of listening
There have been numerous definitions of listening, which present different views of linguists towards the concept
Listening involves actively focusing on and interpreting the meaning behind spoken words, as highlighted by Underwood (1989) To be an effective listener, it is essential to go beyond just comprehending the words; one must also grasp the underlying implications conveyed by the speaker.
Brown and Yule (1983) provide a definition that differentiates between the literal meaning of words and the intended meaning of the speaker They assert that listening is the process through which a listener derives a "reasonable interpretation" of the speaker's intentions during communication.
In 1989, O’Malley and Chamot claim that listening is “an active and conscious process" in which the meaning is constructed from “contextual information” and
Listening is an intricate mental process that requires the listener to differentiate sounds, comprehend vocabulary and grammatical structures, and interpret stress and intention According to Field (1998), this process is not only about immediate comprehension but also involves retaining and interpreting information within broader socio-cultural contexts.
Listening is an active process where the listener interprets and constructs meaning from the speaker's message This involves comprehending the speaker's accent, pronunciation, grammar, and vocabulary to fully grasp their intended meaning According to Rost (1994), effective listening requires more than just hearing words; it demands engagement with the nuances of language.
Listening is vital in the language classroom because it provides input for the learner Without understanding input at the right level, any learning simply cannot begin
Listening fosters the learning of a second language because it provides input for the learning process Thus, listening plays an important role in the acquisition of a language.
Process of listening
The listening process is a complex interplay of physiological and cognitive functions, which can be divided into three key stages: perceptual processing, parsing, and utilization During perceptual processing, sounds are captured in echoic memory and organized into meaningful units based on the listener's linguistic knowledge In the parsing stage, meaning is constructed in short-term memory by comparing new information with existing knowledge Finally, utilization involves transferring this short-term information into long-term memory for future use (Underwood, 1989; O’Malley and Chamot, 1989).
According to Duzer (1997), the listening process involves nine key stages: first, establishing a purpose for listening; second, encoding the raw speech into short-term memory; third, organizing the information by recognizing the type of speech event and its intended function; fourth, anticipating the information that will be presented; fifth, recalling relevant background knowledge for better interpretation; sixth, assigning meaning to the message; seventh, verifying comprehension of the message; eighth, deciding which information to retain in long-term memory; and finally, discarding the original form of the message from short-term memory.
In second language listening instruction, two critical approaches are recognized: bottom-up and top-down processes (Nunan, 1991) The bottom-up process involves constructing meaning by progressively combining larger units of sound, starting from phonemes and advancing to discourse-level features In this approach, learners decode sounds to form words, connect words to create phrases and sentences, ultimately building a complex text from which they derive meaning.
In the top-down process of comprehension, listeners rely on their contextual and prior knowledge to create a conceptual framework, highlighting the importance of background knowledge in understanding spoken information A deficiency in this background knowledge can hinder comprehension of specific utterances Anderson and Lynch (1988) illustrate this by contrasting the bottom-up perspective, where the listener is likened to a "tape recorder," with the top-down perspective, which views the listener as a "model builder." Effective listening requires the integration of both bottom-up and top-down knowledge to grasp the meaning of spoken discourse.
Classification of listening
Listening can be classified based on various criteria, with Galvin (1985) identifying five primary reasons: engaging in social rituals, exchanging information, exerting control, sharing feelings, and enjoying oneself.
Underwood (1989) presents a comprehensive classification of listening situations, which includes listening to live conversations where the listener is not actively participating, as well as listening to announcements and news updates, including weather forecasts.
Engaging in various forms of auditory entertainment can enhance our experiences, such as listening to the radio, enjoying live theater performances, or watching films in a cinema Additionally, educational activities like following lessons and attending lectures provide valuable insights Other listening experiences include receiving instructions, conversing on the telephone, and absorbing public addresses, all of which contribute to our understanding and enjoyment of the world around us.
In his later work, Nunan (1991) categorizes aural texts into monologues and dialogues, with monologues featuring a single speaker and dialogues involving two or more speakers Monologues can be either structured or unplanned, while dialogues are further divided into interpersonal and transactional types Interpersonal dialogues focus on social interaction, whereas transactional dialogues aim to exchange information Additionally, interpersonal dialogues can be classified as familiar or unfamiliar, depending on whether the participants know each other.
Figure 1: A classification of aural texts (extracted from Nunan, 1991, p.21)
Affective factors in listening
Numerous studies have been conducted to identify the factors contributing to listening difficulties Brown and Yule (1983) categorize these factors into four distinct groups that influence the challenges faced in oral language tasks.
Understanding effective communication involves several key factors: the speaker's characteristics, such as the number of speakers, their speaking speed, and accent; the listener's role, the specific listening tasks required, and their interest in the topic; the content itself, which includes grammar, vocabulary, information structure, and relevant background knowledge; and the use of supportive materials like pictures, diagrams, and visual aids to enhance comprehension.
This view is shared by Boyle (1984), who details the affective factors in listening as follows:
1 Experience/practice in listening to the target language: use of the media (cinema, TV, radio, etc.)
3 General background knowledge of the world
4 Physical and educational (age/sex, home background, size of family, educational background and type of school, physical health and alertness)
To effectively master a target language, one must develop a comprehensive understanding of its phonology, lexis, syntax, and cohesion This includes the ability to analyze and select key information, distinguishing between main and supporting points Additionally, possessing knowledge of the specific subject matter and enhancing both short-term and long-term memory are crucial for language proficiency.
Listening is influenced by several psychological factors, including the listener's motivation and sense of purpose, which shape their engagement with the speaker The listener's attitude toward both the speaker and the message significantly affects their level of interest Additionally, the listener's ability to focus and concentrate plays a crucial role in how effectively they absorb and process information Understanding these elements can enhance communication and foster deeper connections between speakers and their audiences.
1 Language ability of the speaker: native speaker - beginner-level non-native speaker
2 Speaker’s production: pronunciation, accent, variation, voice, etc
4 Prestige and personality of the speaker
C FACTORS IN THE MATERIAL AND MEDIUM
1 The language used to convey the message: phonological features, including stress, intonation, weak forms (especially in conversation), lexis, syntax, cohesion, etc
2 Difficulty of content and concepts, especially if the material is abstract, abstruse, highly specialized or technical, esoteric, lengthy, or poorly organized
3 Acoustic environment: noise and interference
4 Amount of support provided by gestures, visuals, etc
Table 1: Affective factors in listening (extracted from Boyle (1984, p.35))
Byrnes (1986) identifies three key challenges in learning to listen effectively First, learners often have limited experience with the language, leading to a strong focus on form rather than meaning, which can hinder comprehension Second, learners are required to listen for extended periods and respond to pre-designed tasks, which can result in physical fatigue and boredom, as real-life listening typically serves various purposes beyond task completion Lastly, learners are often disconnected from the context, missing out on non-verbal cues such as gestures and body language, making it significantly harder to understand the intended meaning.
Anderson and Lynch (1988) identify three key affective factors in listening: the type of language used, the purpose behind the listening, and the context of the listening situation Their research revealed five critical influences on effective listening: the organization of information, familiarity with the topic, clarity and adequacy of the information provided, the nature of referring expressions, and the type of relationships depicted in the text.
In 1989, Underwood identified several reasons why listening to spoken English can be challenging for foreign listeners Firstly, the English language features many unfamiliar sounds, which can be difficult to discern Additionally, English is characterized by a rhythmic intonation that may be hard to grasp Unlike written discourse, spoken communication often lacks clear organization, making it difficult for listeners to follow along Furthermore, the syntax and vocabulary used in spoken English tend to be simpler and less specific, often incorporating incomplete sentences and interactive elements that can add to the confusion.
Expressions, pauses, and fillers can significantly hinder listening comprehension Additionally, the use of colloquial language presents challenges for students accustomed to the formal and academic language typically employed in classroom settings.
Learners often face several challenges when trying to improve their English listening skills, as identified by Underwood (1989) These challenges include a lack of control over spoken language, difficulty in requesting repetitions, limited vocabulary, failure to recognize contextual signals, issues with interpretation, inability to maintain concentration, and entrenched learning habits.
This study examines key factors influencing listening difficulties, as proposed by Boyle (1984) It will focus on the most significant aspects, categorizing challenges into three main areas: the Listener factor, the Speaker factor, and the Material/Medium factor Each characteristic will be explored in the following section.
1.4.1.1 Experience and practice in listening
Consistent practice enhances listening skills, and learners are encouraged to supplement formal lessons with engaging activities such as watching movies, following the news, tuning into the radio, or enjoying music Regular exposure to the target language through these mediums significantly aids in language acquisition.
“train the ears” and bring about more experience to the learners in listening
Background knowledge significantly influences comprehension, as noted by Rubin (1994) During the learning process, students create meaning by breaking down information into meaningful segments, aligning new input with their prior knowledge, and making logical inferences to fill in any gaps Consequently, learners with extensive background knowledge tend to be more effective listeners.
1.4.1.3 Knowledge of the target language
Effective listening in a target language relies on a listener's understanding of phonology, vocabulary, grammar, and cohesion To comprehend spoken language, listeners must accurately recognize sounds, decode them into meaningful words, grasp grammatical relationships, and identify cohesive signals within discourse Additionally, successful listening involves analytical skills that enable the differentiation between main ideas and supporting details.
Learners' psychological factors play a crucial role in the learning process and can be categorized into several key areas: motivation, sense of purpose, and the attitudes of listeners towards both the speaker and the message Additionally, the level of interest and the listener's ability to focus and concentrate significantly influence their learning experience.
The globalization of English has led to a significant variation in pronunciation and accents among speakers, as heard in listening tapes This diversity, including British, American, Indian, Canadian, and Australian accents, can pose challenges for learners, particularly when they are accustomed to their teachers' accents Consequently, students may feel discouraged when faced with unfamiliar pronunciations from other speakers.
Stages of a listening lesson
The pre-listening stage is crucial for setting the context of the listening passage, explaining tasks, and providing assistance to students Engaging activities such as reading relevant material, examining pictures, discussing topics, answering questions, and doing written exercises can activate students' prior knowledge and offer clues for the upcoming listening content The selection of these pre-listening activities should consider various factors, including available time and materials, class ability and interests, the teacher's preferences, the learning environment, and the nature of the listening text.
During the listening phase, students engage with the passage and complete assigned tasks, followed by a discussion of their responses Teachers may repeat the listening to help students fill in gaps or clarify misunderstandings Effective while-listening activities include ordering pictures, completing drawings, arranging items, following routes, filling grids and charts, labeling, determining True/False statements, answering multiple-choice questions, gap-filling, spotting errors, and making predictions It is crucial for teachers to offer immediate feedback on student performance to enhance learning outcomes.
The post-listening stage aims to help learners apply insights gained from the listening text, enhancing their overall English proficiency through integrated skills Specifically, students should engage with the material to clarify meanings and deepen their understanding Well-structured post-listening activities are as crucial as those conducted before and during the listening process, offering a diverse range of opportunities for learners to reinforce their skills.
TOEIC
Post-listening activities enhance comprehension by encouraging learners to summarize the speaker's presentation and reflect on the content These activities can include using information from the listening text for problem-solving and decision-making tasks, identifying relationships between speakers, and analyzing the mood, attitude, and behavior of the speaker Additionally, engaging in role-play can further reinforce understanding and application of the material.
The TOEIC, created by Educational Testing Service (ETS) in Japan in 1979, is an English proficiency test designed for non-native speakers It evaluates everyday English skills essential for individuals working in international business, commerce, and industry.
The TOEIC is a traditional two-hour paper-and-pencil test featuring 200 multiple-choice questions divided into Listening and Reading sections Each section is scored separately on a scale from 5 to 495, while the total score ranges from 10 to 990 The Listening section assesses the test taker's comprehension of spoken English, while the Reading section evaluates understanding of written English.
TOEIC Listening and Reading Test Listening Comprehension
Text Completion: 12 questions conversations with 3 questions each
Talks: 30 questions; 10 talks with 3 questions each
Single Passages: 28 questions Double Passages: 20 questions
Examples of the topics that examiners may find in the TOEIC test questions include the following:
Corporate Development: research, product development
Dining Out: business and informal lunches, banquets, receptions, restaurant reservations
Entertainment: cinema, theater, music, art, exhibitions, museums, media
Finance and Budgeting: banking, investments, taxes, accounting, billing
General Business: contracts, negotiations, mergers, marketing, sales, warranties, business planning, conferences, labor relations
Health: medical insurance, visiting doctors, dentists, clinics, hospitals
Housing/Corporate Property: construction, specifications, buying and renting, electric and gas services
Manufacturing: assembly lines, plant management, quality control
Offices: board meetings, committees, letters, memoranda, telephone, fax and e- mail messages, office equipment and furniture, office procedures
Personnel: recruiting, hiring, retiring, salaries, promotions, job applications, job advertisements, pensions, awards
Purchasing: shopping, ordering supplies, shipping, invoices
Technical Areas: electronics, technology, computers, laboratories and related equipment, technical specifications
Travel: trains, airplanes, taxis, buses, ships, ferries, tickets, schedules, station and airport announcements, car rentals, hotels, reservations, delays and cancellations
(Extracted from “TOEIC Examinees Handbook” (2008, p.3))
The entire listening test, which lasts approximately 45 minutes, is broken up into four main parts differing in the length and structure of the listening passage
In Part 1 of the exam, candidates will view a photograph depicting either people or objects, accompanied by four descriptive statements They must identify the statement that most accurately describes the image The challenges in this section may arise from similar-sounding words, contextually inappropriate terms, misleading details, and incorrect inferences.
(A) The girl is stretching (incorrect detail) (B) The girl is next to the dog (correct answer) (C) The girl is dancing (incorrect detail)
(D) The girl is under the dog (related words: girl, dog)
(Extracted from Taylor and Byrne, Very Easy TOEIC, p.46)
Part 2: Question-Response (approximately 15 minutes)
In Part 2 of the assessment, candidates will encounter 30 questions or statements related to various topics such as time, people, opinions, choices, suggestions, reasons, and locations Each question or statement offers three possible responses, and the candidate must choose the most appropriate one The questions primarily fall into three categories: interrogative questions (utilizing words like Who, What, Where, When, and Why), non-interrogative questions (involving auxiliary verbs), and other types including indirect questions, tag questions, negative questions, alternative questions, declarative sentences, and suggestions.
The choices in this part may be difficult and confusing due to (1) similar-sound words,
(2) repeated words, (3) words used in a different context, (4) incorrect verb tense or person, and (5) inappropriate response to the type of question
Mary is never late for her meetings
(A) He is always on time (incorrect person)
(B) Her meeting is running late
(words used in a different context) (correct answer)
In Part 3 of the examination, candidates will listen to 10 dialogues between two individuals in various settings such as an office, hotel reception, restaurant, or over the phone Following each conversation, candidates must answer three questions that assess their understanding of the speakers' main ideas, including identifying activities, emotions, relationships, reasons, locations, or opinions Common pitfalls in this section include confusing similar-sounding words, misinterpreting context or meanings, relying on incorrect details, making faulty inferences, and being distracted by irrelevant information.
Speaker A: I’d like to book a flight to Santiago
Speaker B: Certainly When would you like to fly?
Speaker A: Next Monday Can you make a hotel reservation for me, also?
(correct answer) (incorrect inference) (incorrect detail)
In Part 4 of the listening test, candidates will listen to 10 talks from a single speaker and answer three questions for each These talks may include airport announcements, news reports, book reviews, informal discussions, formal speeches, telephone messages, or introductions The questions will cover various types, such as Main Idea, Fact and Detail, Inference, and Cause-and-Effect The challenges in this section are similar to those found in Parts 2 and 3.
Next Tuesday marks Library Forgiveness Day, a special occasion when all overdue books and late fines will be waived Bring back your overdue books to the library on this day, and you will not incur any late fees.
What are library users asked to do next Tuesday?
Give new books to the library
Charge the fines to their credit card
(incorrect detail) (correct answer) (sounds like correct answer) (incorrect detail)
Review of previous studies
Research conducted by candidates from the Faculty of Post-Graduate Studies at the University of Languages and International Studies, VNU, has focused on the teaching and learning of listening skills.
Bui (2009) identified key challenges faced by Vietnamese learners in IELTS listening, highlighting that difficulties arise from unfamiliar topics, limited vocabulary and grammar, speaker speed and accent, insufficient time for listening, cultural differences, and various listening task types Notably, unfamiliarity with the listening topics was found to be the most significant obstacle for IELTS listeners.
In her 2010 research, Nguyen examined the challenges faced by 10th grade students in learning English listening skills at a high school in Hanoi She identified three primary issues: first, the assessment methods that concentrate solely on grammar and vocabulary; second, ineffective listening techniques, where students attempt to understand every word and struggle to match the pace of the audio; and third, the negative attitudes of students during listening lessons.
In a study conducted by Nhu (2012), common errors in the TOEIC listening test among pre-intermediate students at Haiphong Foreign Language Center were analyzed The research identified three primary sources of mistakes: the confusion caused by similar-sounding words, challenges arising from variations in accent, stress, and intonation, and a lack of sufficient linguistic and background knowledge.
In summary, the reviewed literature provides a foundational understanding of listening and the factors influencing listening comprehension Influential researchers such as Brown and Yule, Byrnes, Anderson and Lynch, Underwood, and Boyle have explored various challenges faced by ESL learners in listening skills However, their findings do not address the specific listening challenges related to the Vietnamese context of English education Additionally, previous M.A theses by Vietnamese scholars have examined the teaching and learning of English listening skills in different settings or perspectives Therefore, this study aims to bridge the gap by conducting "An exploratory study on the teaching and learning of TOEIC listening skills at a university in Hanoi."
Situation of teaching and learning TOEIC listening skill at HLU …
Since 2010, HLU has implemented TOEIC teaching and learning, requiring all students to take a placement test Based on their test results, students are categorized into three distinct groups.
Group 1 includes those whose TOEIC stores are less than 200 These students cannot enroll into TOEIC classes They must continue studying at some foundation classes either at home or at private classes and re-take the placement test
Group 2 includes students whose TOEIC scores range from 200 to 450 They will be placed into the TOEIC course which lasts in two continuous semesters The core textbook used in the course are Longman Preparation Series for the New TOEIC Test – Introductory Course Teachers are English lecturers at the English Division of
HLU During the course, the students have to get five progress tests as the requirement of the attendance check and one final-term test
Students from group 3 are considered as having met the required English level They don’t need to attend classes in English
THE STUDY
Subjects
There are two groups of participants in the study:
A random selection of 50 second-year students from eight TOEIC classes at HLU, comprising 12 males and 38 females, participated in a placement test Their TOEIC scores varied between 200 and just under 450.
A group of 14 qualified female teachers, aged between 25 and 53, is dedicated to teaching TOEIC classes within the English Division.
Data were collected using two questionnaires—one for teachers and another for students—allowing for efficient quantitative data gathering According to Verma and Mallick (1999), a well-structured questionnaire can economically provide data that aligns with the study's objectives Surveys are effective for capturing the affective dimensions of teaching and learning, including beliefs, attitudes, motivations, and preferences (Bension and Voler, 1997) Brown (1987) notes that questionnaires promote uniformity across questions, reduce the likelihood of respondents skipping items due to complexity, and facilitate easier interpretation of responses.
The student survey questionnaire comprises 12 questions categorized into three key sections: general information about students, common challenges faced in TOEIC listening, and specific difficulties encountered in different parts of the TOEIC listening test.
The survey for teachers has 8 questions which are categorized into teachers’ general information and teachers’ difficulties in teaching TOEIC listening
During the TOEIC listening courses at the university, students were asked to complete a questionnaire within 10 minutes, ensuring they approached it objectively and seriously Prior to distribution, the researcher explained the study's purpose and addressed any questions from the students Data collection spanned one week due to varying class schedules For teachers, the questionnaires were distributed during a meeting at the English Division, following the same procedure as with the students.
The data gathered from the questionnaires were systematically categorized according to the research questions and meticulously analyzed The findings were subsequently presented in the form of tables and charts for clarity and ease of understanding.
2.4.1 The teaching of TOEIC listening
The teachers vary greatly in terms of age Interestingly, the number of teachers aged 21-30 is equal to the number of those aged 50+ and the proportion of teachers aged 31-
40 is the same as that of those 41-50 As such, one half of the teachers are young and middle-aged (21-40) while the other half include the elder teachers (41-50+)
Approximately 29% of teachers possess a Bachelor's degree in English Teaching, having transitioned from Russian teaching through retraining programs Additionally, half of the teaching staff holds a Master's degree, while 21% are currently pursuing their Master's in English Teaching.
Class lecturer Division Management Others
A significant portion of teachers, accounting for 64.29%, focus solely on classroom instruction, while 21.43% also engage in division management roles Additionally, some teachers take on various responsibilities, including serving as executive members of trade unions, leading youth unions, and providing private lessons or part-time teaching at other universities and language centers.
Chart 1.4: Teachers’ length of time teaching TOEIC listening
Since its introduction at HLU in 2010, TOEIC listening has been taught for three years, with a significant portion of teachers (71.43%) possessing 3-5 years of teaching experience Meanwhile, 21.42% of the instructors are relatively new, having less than three years of experience, and only one teacher (7.14%) has over five years of experience teaching TOEIC at other language centers This data suggests that the majority of teachers at HLU lack extensive experience in teaching TOEIC listening.
2.4.1.2 Teachers’ difficulties in teaching TOEIC listening
The pre-listening stage presents several challenges, with 85.71% of educators struggling to motivate learners to engage with the material Additionally, 57.14% report difficulties in designing extra pre-listening activities, while 35.71% find it challenging to allocate sufficient time for these activities Other areas, such as providing context, explaining tasks, and offering relevant vocabulary or grammar, show no reported difficulties, as does equipping students with listening strategies and techniques, which also stands at 0%.
Table 3.1: Teachers’ difficulties at pre-listening stage
A significant challenge for teachers, with 85.71% reporting difficulties, is motivating students to learn during the pre-listening stage Additionally, over half of the educators face issues in designing supplementary pre-listening activities Time constraints for implementing these pre-listening activities also pose a challenge, affecting 35.71% of teachers.
While-listening stage difficulties Percentage
Providing feedback on students’ mistakes 0%
Adjusting tasks to suit students’ ability and interest 42.86%
Offering help in case students cannot listen and get the message 0%
Varying the level of difficulty of the text 14.39%
Providing extra authentic listening texts 42.86%
Table 3.2: Teachers’ difficulties at while-listening stage
One of the main challenges teachers face during the while-listening stage is designing diverse tasks, accounting for 71.43% of the issues This difficulty arises primarily because the TOEIC listening test exclusively features multiple-choice questions, making it hard to adapt them into other task formats Additionally, 42.86% of teachers struggle with adjusting tasks to align with students' abilities and interests, as well as sourcing extra authentic listening materials Furthermore, 14.39% of educators encounter difficulties in varying the difficulty levels of the texts used.
Post-listening stage difficulties Percentage
Having enough time for post-listening activities 64.29%
Involving all students into post-listening activities 50%
Desiging extra tasks and activities 35.71%
Working on form (vocabulary/grammar) 0%
Table 3.3: Teachers’ difficulties at post-listening stage
A significant challenge faced by teachers is the lack of time, reported by 64.29% of educators Additionally, 50% of teachers struggle to engage students in post-listening activities, while 35.71% encounter difficulties in designing extra tasks for these activities.
Noise in/outside the classroom 42.86%
Listening facilities (CD player, CDs) 0%
Teachers at HLU express dissatisfaction with large class sizes, as English classes typically consist of 35-40 students, while classrooms can accommodate up to 150 This situation complicates the teaching of listening skills and contributes to challenges in the learning environment Additionally, 42.86% of teachers reported that their instruction is hindered by environmental noise, further impacting the effectiveness of their teaching.
2.4.2 The learning of TOEIC listening
At HLU, the student population is predominantly female, with 76% identifying as women, while male students make up 24% This gender distribution reflects a common trend observed in institutions that focus on social subjects.
To fulfill the course requirement
To prepare for the future job
Chart 2.2: Reasons for studying TOEIC
Procedure
During the TOEIC listening courses at the university, questionnaires were distributed to students, who were instructed to complete them objectively within 10 minutes Prior to this, the researcher explained the study's purpose and addressed any questions from the students Data collection took one week due to the varying class schedules Additionally, teacher questionnaires were administered during a meeting at the English Division, following the same procedure as with the students.
The data gathered from the questionnaires were systematically categorized according to the research questions and subsequently analyzed in detail The findings were then presented visually through tables and charts for clarity and accessibility.
Results and discussion
2.4.1 The teaching of TOEIC listening
The teachers vary greatly in terms of age Interestingly, the number of teachers aged 21-30 is equal to the number of those aged 50+ and the proportion of teachers aged 31-
40 is the same as that of those 41-50 As such, one half of the teachers are young and middle-aged (21-40) while the other half include the elder teachers (41-50+)
In the field of English teaching, 29% of educators possess a Bachelor of Arts degree specifically in English Teaching, having transitioned from careers as Russian language instructors through retraining programs Additionally, half of the teachers hold a Master of Arts degree, while the remaining 21% are currently pursuing their M.A in English teaching.
Class lecturer Division Management Others
A significant 64.29% of teachers focus solely on classroom instruction, while 21.43% take on additional roles in division management Other reported responsibilities include serving as executive members of the Trade Union, leading the Youth Union, and providing private tutoring or part-time teaching at other universities and language centers.
Chart 1.4: Teachers’ length of time teaching TOEIC listening
Since its implementation at HLU in 2010, TOEIC listening has been taught for three years, with a significant majority of teachers (71.43%) possessing 3-5 years of teaching experience Meanwhile, 21.42% of the instructors are relatively new, having less than three years of experience, and only one teacher (7.14%) has over five years of experience teaching TOEIC at other foreign language centers This data suggests that most teachers at HLU lack extensive experience in teaching TOEIC listening.
2.4.1.2 Teachers’ difficulties in teaching TOEIC listening
In the pre-listening stage, significant challenges include a lack of context for the listening passage (0%) and insufficient explanation of tasks and instructions (0%) Additionally, there is no provision of relevant vocabulary or grammar (0%) and a complete absence of listening strategies and techniques (0%) However, designing extra pre-listening activities is a common practice (57.14%), while motivating learners to engage with the listening material is a priority for 85.71% Time constraints for pre-listening activities also pose an issue, with 35.71% of educators facing difficulties in allocating sufficient time for these essential tasks.
Table 3.1: Teachers’ difficulties at pre-listening stage
A significant challenge for teachers, with 85.71% reporting difficulties, is motivating students to learn during the pre-listening stage Additionally, over half of the educators struggle with designing supplementary pre-listening activities Time constraints also pose a problem, affecting 35.71% of teachers who find it challenging to allocate sufficient time for these activities.
While-listening stage difficulties Percentage
Providing feedback on students’ mistakes 0%
Adjusting tasks to suit students’ ability and interest 42.86%
Offering help in case students cannot listen and get the message 0%
Varying the level of difficulty of the text 14.39%
Providing extra authentic listening texts 42.86%
Table 3.2: Teachers’ difficulties at while-listening stage
One of the primary challenges teachers face during the while-listening stage is designing diverse tasks, accounting for 71.43% of the difficulties reported This challenge arises from the TOEIC listening test's reliance on multiple-choice questions, which are hard to adapt into different task formats Additionally, 42.86% of teachers struggle with adjusting tasks to align with students' abilities and interests, as well as incorporating authentic listening materials Furthermore, 14.39% of educators report difficulties in varying the difficulty levels of the listening texts.
Post-listening stage difficulties Percentage
Having enough time for post-listening activities 64.29%
Involving all students into post-listening activities 50%
Desiging extra tasks and activities 35.71%
Working on form (vocabulary/grammar) 0%
Table 3.3: Teachers’ difficulties at post-listening stage
A significant challenge for teachers is the lack of time, affecting 64.29% of them Additionally, 50% of educators struggle with engaging students in post-listening activities, while 35.71% face difficulties in designing these extra tasks.
Noise in/outside the classroom 42.86%
Listening facilities (CD player, CDs) 0%
All teachers express dissatisfaction with large class sizes, with English classes at HLU averaging 35-40 students These classes are often held in lecture halls designed for up to 150 students, creating significant challenges for effective listening instruction Additionally, 42.86% of teachers report that environmental noise negatively impacts their teaching.
2.4.2 The learning of TOEIC listening
At HLU, female students comprise a significant majority at 76%, while male students account for 24% This gender ratio is characteristic of institutions that focus on social subjects, and HLU aligns with this trend.
To fulfill the course requirement
To prepare for the future job
Chart 2.2: Reasons for studying TOEIC
The chart indicates that students have specific motivations for enrolling in TOEIC classes, with 73% participating to fulfill graduation requirements and 27% preparing for future employment Notably, none of the students cited personal interest or a desire to enhance their English skills as reasons for their studies.
Chart 2.3: Students’ length of time learning English
A significant 92% of students have studied English for 5 to 7 years, indicating that most acquired their language skills during secondary and high school education Additionally, 8% of students have over 7 years of experience in learning English.
Only learning at the university
Going to extra English classes
Getting access to the media
The majority of students engage in limited practice, with 78% primarily listening in the classroom Only 24% participate in extra classes, while 18% enhance their listening skills through media like TV and radio A mere 4% of students make an effort to converse with foreigners.
Table 4: Students’ feelings in learning TOEIC listening
A significant majority of students reported feelings of confusion (86%), nervousness (60%), and difficulty concentrating (56%) during listening lessons Despite this, none expressed extreme negative emotions such as stress, demotivation, or fatigue Interestingly, a small group of students felt confident, comfortable, and motivated while engaging in listening activities.
Chart 2.5: Students’ evaluation of the level of difficulty of TOEIC listening test
A significant 72% of students find the TOEIC listening test challenging, with 18% rating it as very difficult and 4% deeming it extremely difficult In contrast, only 6% of students reported experiencing minimal difficulty with the TOEIC listening assessment.
Chart 2.6: Students’ evaluation of the most difficult part of TOEIC listening test
Among the four parts, part 4 is voted by most students (81%) as the most difficult
2.4.2.2 Students’ general difficulties in learning TOEIC listening
Difficulties related to Listener factor Percentage little experience of listening in English 86% lack of practice 78% limited background knowledge 42% limited linguistic knowledge 100% phonology 96% vocabulary 80%
35 grammar 34% cohesion 30% analyzing/selecting ideas 22% lack of motivation in listening 36% lack of purpose in listening 32% poor attention and concentration 18%
Table 5.1: Students’ difficulties related to Listener factor
All students acknowledge that their listening challenges stem from limited language knowledge, particularly in English phonology, including pronunciation, stress, and intonation, as well as insufficient vocabulary Additionally, 86% of students cite their inexperience with English listening as a significant issue, while 78% report that a lack of practice further exacerbates their listening difficulties.
Difficulties related to Speaker factor Percentage pronouncing/recognizing sounds in English 26% different accents 98% stress/intonation in English 94% fast speed 100%
Table 5.2: Students’ difficulties related to Speaker factor
Recommendations
Based on the facts and figures, the researcher would like to give some suggested solutions to improve the teaching and learning of TOEIC listening skill at HLU
To enhance the effectiveness of listening lessons, it is crucial for teachers to collaborate with educational authorities to reduce TOEIC class sizes, as smaller classes significantly improve student performance in foreign language learning Additionally, classrooms should be specifically designed for English instruction, featuring appropriate space and adequate noise resistance to foster an optimal learning environment.
To effectively motivate students in listening activities, teachers should enhance their teaching techniques and develop engaging listening materials that align with students' interests and capabilities Research by Bone (1988), referenced in White (1998), highlights that individuals typically listen at only 25% of their potential, as they tend to ignore, forget, distort, or misunderstand the remaining 75% Concentration improves by about 25% when students perceive the material as important and engaging, though it rarely reaches full capacity Therefore, it is essential for teachers to incorporate additional tasks and activities that cater to students' proficiency levels, background knowledge, and personal interests, utilizing resources such as the Internet, reference books, and authentic texts Flexibility in lesson organization also plays a crucial role in reducing difficulties and fostering interest in listening lessons.
Different sections of the test focus on various listening skills, making it essential for teachers to equip students with effective listening strategies tailored to each task type In part 1, students should analyze photos by asking questions like "Who?", "What?", and "Where?" For part 2, identifying the first word of the question is crucial, as it often indicates the type of answer needed In part 3, students must be attentive to distracting numbers, including dates and quantities Finally, in part 4, careful listening to the introduction before the talk is vital, as it reveals the nature of the information being presented, such as whether it is a news report, advertisement, or announcement.
To enhance their listening skills and foster learning autonomy, students should dedicate daily time to practice listening to various English text types akin to the TOEIC listening format, such as announcements, weather forecasts, news reports, advertisements, and telephone conversations This consistent practice will help students become familiar with the language, different speakers' accents, and the nuances of English stress and intonation.
Moreover, it is necessary for students to improve their vocabulary An effective way is reading extensively, which helps widen vocabulary as well as background knowledge
To enhance vocabulary for the TOEIC exam, students should focus on topics like travel, news, and office environments It's crucial to differentiate between similar-sounding and related words, which can be achieved by learning homographs—words that share the same spelling but have different meanings, such as "bear" (the animal) and "bear" (to stand)—as well as homophones, like "aunt" and "ant." Additionally, practicing minimal pairs, which are pairs of words differing by just one phonological element, can significantly aid in recognizing sound distinctions Examples include "bag" and "bad," "pit" and "pet," and "pen" and "pan," helping students avoid incorrect answers, particularly in Parts 1 and 2 of the exam.
Last but not least, the learning of TOEIC listening skill will be much easier if students learn its sub-skills Among the sub-skills of listening are
(1) ability to follow the general trend of what is said
(2) ability to understand specific details
(3) ability to check a specific piece of pre-knowledge against what is said
(4) ability to understand the speaker’s intention (why did s/he say something?)
(5) ability to understand the speaker’s attitude (how s/he felt)
(Lewis & Hill, 1992:62) Therefore, it is advisable that students try to improve sub-skills in order to become an efficient listener
Summary of the study
The TOEIC exam presents significant challenges, and there is no instant solution for achieving a higher score However, understanding the complexities of TOEIC listening, along with implementing effective strategies and techniques, can enable students to maximize their performance.
This study investigates the challenges faced in teaching and learning the TOEIC listening skill at a university in Hanoi The difficulties identified by both teachers and students are closely interconnected, creating a cyclical problem that leads to ineffective teaching and learning outcomes.
Teachers face various challenges when teaching TOEIC listening, which can be categorized into three stages of a listening lesson In the pre-listening stage, difficulties include motivating students, designing additional activities, and allocating sufficient time During the while-listening stage, challenges arise from creating diverse listening tasks, adjusting them to match students' abilities and interests, providing authentic texts, and varying text difficulty In the post-listening stage, issues involve ensuring adequate time for activities, engaging all students, and designing supplementary tasks Additional obstacles include managing large class sizes and dealing with environmental noise.
To address the second research question, students' challenges in mastering TOEIC listening skills can be analyzed from two key perspectives The first perspective categorizes these difficulties into three main factors: Listener factors, Speaker factors, and additional relevant influences.
The TOEIC Listening test presents various challenges categorized by material/medium factors, listener factors, and speaker factors Students often struggle due to limited English phonology and vocabulary knowledge, insufficient listening experience, and a lack of practice Additionally, they face difficulties with speakers’ rapid pace, diverse accents, and varying stress and intonation Among the material-related challenges, specialized content and the absence of visual aids and gestures stand out Each of the four parts of the TOEIC Listening test features distinct text types and tasks, leading to different difficulties; for instance, Part 1 is particularly challenging due to similar-sounding words and contextual misunderstandings, while other parts present issues with question interpretation and speaker intent.
Part 2 Part 3 is difficult due to incorrect inferences and details Lastly, unfamiliar topics, too long listening passage and following the organization of the talk are typical problems of Part 4
To address the third research question, the researcher recommends several solutions for both teachers and students based on common challenges faced in TOEIC preparation Teachers are encouraged to reduce class sizes, enhance their teaching techniques, and create engaging listening materials to boost student motivation Additionally, they should equip learners with effective listening strategies and tips tailored to specific test sections For students, it is essential to engage in regular listening practice, expand their vocabulary, and develop sub-skills related to listening comprehension.
Limitations of the study
Though the study has been carried out to the best of the researcher’s effort, there remains several shortcomings for a number of reasons
Firstly, the research only involves a small number of teachers and students at HLU Therefore, the results cannot be generalized to teachers and students in other educational contexts
The study's reliance solely on survey questionnaires raises concerns about the accuracy of responses, as not all questions may have been answered thoughtfully Incorporating additional research methods could have enhanced the reliability of the findings.
Finally, since the researcher’s practical experience as well as professional knowledge in teaching TOEIC listening skill is limited, the recommendations are likely to be subjective and incomplete.
Suggestions for further study
This study highlights areas for further investigation, particularly the challenges associated with teaching and learning TOEIC reading, writing, and speaking skills Future research could also explore effective techniques and strategies for improving TOEIC listening skills.
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APPENDICES APPENDIX 1 DIFFICULTIES IN TEACHING TOEIC LISTENING SKILL
Nguyen Thu Trang, an English teacher at the English Division, is conducting an exploratory study on the teaching and learning of TOEIC listening skills at a university in Hanoi This questionnaire aims to gather data for her MA thesis, and participants are encouraged to share their opinions based on their experiences All information collected will be treated anonymously to ensure confidentiality.
Thank you for your cooperation!
Please respond to the questions by putting a tick or fill in where appropriate You can tick more than once
2 Which of the following qualifications do you have? a B.A in English teaching b M.A in English teaching Others (please specify):
3 Do you have any extra responsibilities in the university? a Class lecturer b Division management Others (please specify):
4 How long have you been teaching TOEIC listening skill? a 1-3 years b 3-5 years c 5+ years Part 2: Teachers’ difficulties in teaching TOEIC listening
5 Which of the following do you find difficult in teaching at pre-listening stage? a providing the context of the listening passage b explaning tasks/giving instructions c providing vocabulary/grammar related to the passage d designing extra pre-listening activities e motivating learners to listen f having enough time for pre-listening activities g providing students with listening strategies and techniques
6 What are your problems in teaching at while-listening stage? a Designing various listeing tasks b Providing feedback on students’ mistakes c Adjusting tasks to suit students’ ability and interest d Offering help in case students cannot listen and get the message e Varying the level of difficulty of the text f Providing extra authentic listening texts
7 Which of the following difficulties do you face in teaching at post-listening stage? a Having enough time for post-listening activities b Involving all students into post-listening activities c Desiging extra tasks and activities d Working on form (vocabulary/grammar)
8 Have you got any difficulties related to………… ? a Noise in/outside the classroom b Big class size c Listening facilities (CD player, CDs) d Textbook
THANK YOU FOR YOUR COOPERATION!
APPENDIX 2 DIFFICULTIES IN LEARNING TOEIC LISTENING SKILL
Nguyen Thu Trang, an English teacher at the English Division, is conducting an exploratory study on TOEIC listening skills at a university in Hanoi This research aims to gather data for her MA thesis through a questionnaire designed to capture participants' experiences and opinions All responses will be treated anonymously to ensure confidentiality.
Thank you for your cooperation!
Please respond to the questions by putting a tick or fill in where appropriate You can tick more than once
2 What are your reasons for learning TOEIC? c To fulfill the requirements of a training course d To be prepared for the future job e To improve English proficiency f To satisfy your interest Others (please specify):
3 How long have you been learning English? g Less than 3 years h 3-5 years i 5-7 years j 7+ years
4 How do you practice listening to English? k Only learn English at the university l Go to English extra classes in the evening m Get access to media in English n Talk to foreigners Others (please specify):
5 How do you often feel in TOEIC listening? a Confident b Stressed c Comfortable d De-motivated e Motivated f Unable to concentrate g Nervous h Tired i Confused
Part 2: Students’ common difficulties in TOEIC listening
6 In your opinion, the level of difficulty in the TOEIC listening test is……… a Little difficult b Difficult c Very difficult d Extremely difficult
7 Which TOEIC listening parts do you find the most difficult? a Part 1 (Photographs) b Part 2 (Question-Response) c Part 3 (Conversations)
8 Decide whether the following statements are True/False basing on your experience:
My challenges in listening stem from several factors, including minimal experience with English listening, insufficient practice, and limited background knowledge Additionally, I struggle with linguistic aspects such as phonology, vocabulary, and grammar, which hinder my comprehension Issues with cohesion and the ability to analyze and select ideas further complicate my listening skills Furthermore, a lack of motivation and purpose in listening, along with poor attention and concentration, contribute to my difficulties.
I have problems with ……… True False pronouncing/recognizing sounds in English different accents stress/intonation in English fast speed
Listening can be challenging due to various factors, including the use of overly colloquial or formal language, specialized content that may be difficult to grasp, lengthy passages that can lead to disengagement, and poorly organized discourse that hinders comprehension Additionally, background and environmental noise can distract from the listening experience, while the absence of gestures and visuals can further complicate understanding If you encounter other difficulties in learning to listen, please share your experiences.
Part 3: Students’ difficulties in separate parts of TOEIC listening test
9 What difficulties do you face in Part 1? a Unclear and invisible photograph b Similar-sound words c Words related to the correct answer d Words used in different context e Incorrect details f Incorrect inferences Others (please specify): ………
10 What difficulties do you face in Part 2? a Similar-sound words b Repeated words c Words used in different context d Incorrect verb tense or person e Inappropriate response to the type of question