INTRODUCTION
Rationale
In today's globalized information age, technological advancements have made communication more accessible than ever, highlighting the importance of mastering a common language like English Despite the large number of Chinese speakers, English remains the dominant language due to its convenience and popularity Success in global communication now requires learners to go beyond grammar and structures; they must also be effective listeners As noted by Chen (2009), English listening comprehension is crucial for ESL/EFL learners, as a lack of understanding can lead to miscommunication and breakdowns in dialogue.
To enhance the communicative competence of Vietnamese learners in the context of globalization, English teaching methodologies have undergone significant reforms, transitioning from Grammar Translation to the Audio-lingual method, and now to the Communicative Approach This modern approach positions teachers as facilitators, guiding students through realistic tasks to enrich the learning experience However, listening remains a particularly challenging area for learners, especially those from rural backgrounds, who may possess strong grammatical knowledge but struggle with listening and speaking skills This issue is prevalent across universities in Vietnam, including the Military Science Academy.
The Military Science Academy in Vietnam is the sole institution training major language cadets, who encounter significant challenges in developing their listening skills, particularly with military texts Key factors contributing to these difficulties include students' background knowledge, interest levels, and the complexity of the listening materials However, the primary issues stem from the use of inappropriate strategies for tackling listening tasks and a lack of clear listening strategies According to Nauman (2002), many students approach listening activities with limited understanding of the listening process and misconceptions about what leads to success Therefore, it is crucial to implement effective listening strategies, especially for English for Specific Purposes (ESP) tasks, and ensure that these strategies are internalized by students This will empower them to engage more actively and effectively with spoken language, both in academic settings and in everyday interactions.
The author undertook this study to identify effective listening strategies and to apply these strategies in enhancing listening tasks within the Campaign framework.
The author aims to enhance the teaching of listening skills for military texts at her academy through this paper She seeks valuable feedback from colleagues and readers to assist her cadets in maximizing their listening tasks in the military course book "Campaign 2."
Aims of the study
This study proposes strategies for enhancing the use of listening tasks in the Military English course book, Campaign 2, at the English Department of MSA It also provides insights for more effective implementation of these listening tasks to improve learning outcomes.
In order to fulfill the abovementioned aims, the study tried to answer two following questions:
(1) What are the appropriate strategies for exploiting listening tasks in Campaign 2 at English Department, MSA? and
(2) What can be done to exploit listening tasks in Campaign 2 effectively at MSA?
This study explores the theoretical framework of language learning and listening strategies, focusing on their application in Campaign 2 It serves as a valuable resource for teachers at ED, MSA, providing insights into the Military English listening strategies utilized by third-year cadets A comprehensive list of recommended listening strategies is included to help educators enhance their cadets' skills in tackling military listening tasks Additionally, the study encourages reader contributions to identify more effective strategies for listening tasks in Campaign 2 and other Military English textbooks.
Scope of the study
This minor thesis focuses specifically on the strategies for utilizing listening tasks found in the Military English course book "Campaign 2" by Simon Mellor-Clark and Yvonne Baker de Altamirano, acknowledging that it is impractical to address all aspects of listening Other important areas, such as material selection and academic listening, fall outside the scope of this study.
Methods of the study
In completing this research, following methods have been used:
Intensive and extensive reading significantly enhances the author's background knowledge in listening comprehension, language learning strategies, and effective listening techniques, providing essential data for a comprehensive literature review.
Second, survey questionnaires for students are used as the major instrument to collect data
Third, observation of students‟ real performance through a listening test as well as informal discussions with both the third-year cadets and the teachers at ED, MSA have been made
Collected data, then, have been processed and analyzed.
Design of the study
The study is divided into five chapters as follows:
Chapter 1 is the introduction part of the study in which Reasons for conducting the research,
Aims of the study, Scope of the study, Methods of the study and Design of the study are respectively displayed
Chapter 2 reviews the literature on listening comprehension as well as its role in learning a foreign language, the listening comprehension processes and factors that affect those processes More importantly, in this chapter, theoretical background of strategies, classifications of language learning strategies, listening strategies and stages of listening strategies implementation have been thoroughly presented Besides, Chapter 2 also provides an overview of the course book “Campaign 2” and the basic information about current teaching and learning Military English situation at ED, MSA
Chapter 3 describes data collection, presents, analyzes as well as synthesizes data collected from the survey questionnaires, students‟ real performance through a listening test, the author‟s own observation and informal discussions with both cadets and teachers about listening strategy applying and training
Chapter 4 is comprised of recommendations for appropriate strategies for exploiting listening tasks in Campaign 2, listening strategy teaching for the third-year cadets and suggested methods of organizing effective listening lessons
Chapter 5 provides brief summary of the thesis, presents conclusion about applied strategies, mentions the limitations of the study, and suggests ideas for further research, as well
Chapter 1 outlines the rationale, objectives, scope, and methodologies of the study, concluding with an overview of the thesis design This clear presentation serves as a foundational guide for the subsequent sections of the thesis.
LITERATURE REVIEW
Theory of listening
2.1.1 Definitions of listening and listening comprehension
Listening plays a vital role in our everyday lives, especially in the process of language acquisition Various definitions of listening exist, encompassing both its general significance and the specific aspect of listening comprehension.
Listening is defined as the act of hearing attentively, distinguishing it from mere hearing, which is one of the traditional five senses Hearing involves perceiving sounds through vibrations detected by the ear, while the inability to hear is referred to as deafness.
Looking closer to the term „listening comprehension‟, Richards, J.C, Platt, J and Platt, H (1993:
216) define that “listening comprehension is the process of understanding speech in a second or foreign language.”
According to Howatt and Dakin (1974), listening is the skill of recognizing and comprehending spoken language This ability encompasses understanding the speaker's accent, pronunciation, grammar, vocabulary, and overall meaning.
Ronald and Roskelly (1985) highlight that listening is an active process that shares essential skills with writing and reading, including predicting, hypothesizing, checking, revising, and generalizing This underscores the significance of listening as a crucial component of spoken language, as it requires the listener to integrate their existing knowledge with new information to accurately comprehend the speaker's intended meaning.
2.1.2 The importance of listening comprehension
For the past thirty years, the role of listening skill has been reconsidered and paid more attention
Listening comprehension is a vital language skill essential for effective human communication (Anderson & Lynch, 1988; Anderson-Mejras, 1986) Numerous studies have highlighted its critical role in language teaching and learning Wallace, Stariha, and Walberg (2004) assert that listening skills are fundamental for students to gain insights, acquire information, and succeed in communication Similarly, Nunan (1998, cited in A Majid Hayati, 2009) emphasizes that listening is the foundational skill in language learning, as learners cannot communicate effectively without it.
Listening is the initial language skill that children develop, serving as a crucial foundation for their overall language and cognitive growth This fundamental ability not only supports communication in early childhood but also continues to influence effective communication throughout life.
A study by Wilt (1950) highlights the significant role of listening in communication, revealing that individuals listen 45% of the time they engage in communication In contrast, speaking accounts for 30% of communication time, while reading and writing comprise 16% and 9%, respectively Subsequent studies have yielded similar findings, underscoring the importance of listening in effective communication.
Listening is the most utilized language skill in everyday life, with individuals listening approximately twice as much as they speak, four times more than they read, and five times more than they write.
Listening is a crucial skill in language acquisition, accounting for over 45% of communication time (Feyten, 1991, cited in Zorana Vasiljevic, 2010:41) It serves as a foundational input for speaking, reading, and writing, emphasizing the interconnectedness of these skills Effective listening enhances pronunciation, intonation, and vocabulary, essential for successful spoken language reproduction (Brouwer, 2002, cited in Luo, C., 2008:26) Additionally, studies show a strong correlation between listening and reading abilities, with good listeners often being proficient readers (Neville, 1985, cited in Anderson & Lynch, 1988:18) Both skills involve sequential processing of language, requiring comprehension of phrases and sentences to build an overall understanding (Garrod, 1986, cited in Anderson & Lynch, 1988:19) Furthermore, listening enriches writing by providing a wealth of vocabulary and ideas, allowing learners to grasp the emotional nuances conveyed through a speaker’s tone and body language, ultimately leading to more vibrant written expression.
Listening is a crucial yet challenging skill for learners to master, as it significantly enhances their independence in the learning process By improving their listening abilities, learners can accurately reproduce language, refine their grammar understanding, and expand their vocabulary These essential skills serve as the foundation for better speaking, reading, and writing proficiency in English.
The process of listening comprehension is far more complex than previously understood, as it is an active engagement that necessitates the listener's conscious involvement Over the past forty years, extensive research by scholars such as Clark and Clark (1977), Nagle and Sanders (1986), Underwood (1989), Rost (1990), and Buck (2000) has explored various perspectives on this process Among these studies, three predominant views have emerged, highlighting the multifaceted nature of listening comprehension.
Underwood (1989) outlines a three-stage process of listening comprehension: perceiving sounds, processing information through short-term memory, and transferring knowledge to long-term memory Initially, sounds enter the sensory store, or echoic memory, where they are organized into meaningful units based on the listener's existing language knowledge However, this echoic memory retains sounds only briefly, making it challenging for listeners to discern what they hear In the second stage, information is processed in short-term memory for a few seconds, where words are compared to long-term memory, allowing the listener to extract meaning Ultimately, once meaning is understood, the specific words are often forgotten, leaving only the gist of the message In the final stage, listeners may transfer this meaning to long-term memory for future recall, emphasizing the retention of meaning over exact wording.
Goh (2000) outlines the listening process in three key phases: perception, parsing, and utilization The first phase, perception, involves encoding the acoustic message by segmenting phonemes into words, with listeners focusing intently on the sounds retained in echoic memory The second phase, parsing, transforms these words into a mental representation by segmenting utterances based on syntactic structures, allowing for a meaningful understanding of the original sequence Finally, in the utilization phase, the listener connects this mental representation to existing knowledge, storing it in long-term memory as propositions or schemata, and may draw inferences to enhance interpretation or respond to the speaker.
Listening comprehension involves both bottom-up and top-down processes Bottom-up processing focuses on understanding the individual components of speech, such as sounds, vocabulary, and grammar, allowing listeners to build meaning from the smallest units to larger phrases and sentences In contrast, top-down processing relies on background knowledge, or schema, which includes content schemata based on life experiences and textual schemata related to specific contexts For example, the language used in a banking situation differs from that used in casual conversations (Brown & Helgesen, 2007; Richards, 2005).
Listening comprehension is a multifaceted process that requires the interplay of bottom-up and top-down factors To effectively understand spoken language, it is essential to integrate and balance these two approaches.
Theoretical background of language learning strategies
The word "strategy" originates from the Greek term "strategos," which denotes a plan of action aimed at accomplishing a specific objective.
Regarding „learning strategies‟ (LS), different researchers define the concept in different ways
In a helpful survey article, Weinstein and Mayer (1986) defined learning strategies (LS) broadly as
Learning strategies (LS) are defined as the behaviors and thoughts that learners employ to enhance their information encoding and processing during the learning experience According to Mayer (1988), these strategies are crucial for influencing how learners engage with and understand content, regardless of the specific subject matter or context involved.
Language strategies (LS) are defined by Chamot (1987) as the techniques and deliberate actions that learners use to enhance their understanding and retention of both language and subject matter knowledge.
According to Oxford (1990), learning strategies (LS) are defined as specific actions employed by learners to enhance their educational experience, making it easier, faster, more enjoyable, self-directed, and applicable to new situations.
Last but not least, Oxford herself once again specifies language learning strategies (LLS) as
Students employ various strategies to enhance their progress in developing second language (L2) skills These specific actions and techniques facilitate the internalization, storage, retrieval, and application of the new language By utilizing these strategies, learners engage in self-directed involvement, which is essential for improving their communicative abilities.
Oxford's definitions from 1990 and 1992/1993 encompass all the essential elements that foreign language learners require to become effective learners These definitions not only provide a framework for the current study but also serve as a foundational reference for the classification of learning strategies discussed in the following section of the paper.
2.2.2 Oxford’s classification of language learning strategies
Language learning strategies (LLS) are defined and classified in various ways, with notable systems proposed by O'Malley & Chamot (1990), Oxford (1990), and Vandergrift (1997) Among these, Oxford's Strategy Inventory for Language Learning (SILL), introduced in 1990, stands out for its comprehensiveness, detail, and accessibility, making it the chosen framework for this study The data collection and analysis will be conducted based on the SILL framework.
Oxford categorizes strategies into two primary types: direct and indirect, which are further divided into six sub-groups: memory, cognitive, compensation, metacognitive, affective, and social These subsets are interconnected, often overlapping within the strategy groups Below is an overview of this classification.
Direct language learning strategies, as defined by Oxford (1990:37), are those that actively engage with the target language These strategies necessitate mental processing, which can be categorized into three distinct subgroups: memory, cognitive, and compensation strategies, each employing unique methods for various objectives.
Memory strategies help students store and retrieve new information, for example, creating mental linkages, applying images and sounds, reviewing in a structured way, etc
Cognitive strategies play a crucial role in language learning, allowing learners to comprehend and generate new language through various methods These strategies encompass skills such as analyzing, transforming, and synthesizing the target language, which include formal practices with sounds and structures, engaging in natural interactions, reasoning, translating, and note-taking According to Oxford, cognitive strategies are the most commonly utilized techniques among language learners.
Compensation strategies empower learners to effectively engage with a target language, even when they face significant knowledge gaps These techniques help bridge missing information during comprehension or production, allowing learners to guess contextually in listening and reading, utilize gestures, switch to their native language, or employ synonyms and descriptions to convey meaning in speaking and writing.
As it is stated by Oxford (1990), indirect strategies support and manage language learning without directly involving the target language They are divided into metacognitive, affective, and social strategies
Metacognitive strategies are essential techniques that learners use to effectively manage their learning process These strategies involve planning and organizing tasks, setting specific goals and objectives, monitoring for errors during learning, and evaluating overall progress By implementing these steps, learners can enhance their understanding and retention of information.
Affective strategies play a crucial role in language learning by helping learners manage their emotions, attitudes, and motivations These strategies include practices such as positive self-talk and discussing feelings about learning the target language with others, which can enhance emotional control and support motivation.
Social strategies help learners learn through interaction with others These include asking questions, cooperating with others, and becoming aware of others‟ thoughts and feelings (Adapted from Wu, 2008)
Oxford's (1990) classification of Language Learning Strategies (LLS) is organized into two main groups, encompassing six subgroups, 19 sets, and 62 specific strategies Each strategy is aligned with the corresponding language skills, providing a comprehensive framework for understanding and applying effective learning techniques.
Strategy sub-groups Specific strategies Applied to language skills
1 Creating Mental linkages a Grouping b Associating/ Elaborating c Placing New Words into a Context
Listening, Reading Listening, Reading All Skills
2 Applying Images and Sounds d Using Imaginary e Semantic Mapping f Using Keywords g Representing Sounds in Memory
Listening, Reading Listening, Reading Listening, Reading Listening, Reading
3 Reviewing well h Structured Reviewing All Skills
4 Employing Actions i Using Physical Response or Sensation j Using Mechanical Techniques
Listening, Reading Listening, Reading, Writing
1 Practicing a Recognizing and using formulas and patterns b Repeating language material c Practicing with sounds and writing systems d Recombining known elements e Practicing naturalistic f Getting the ideas quickly
All Skills All Skills Listening, Reading, Writing Speaking, Writing All Skills Listening, Reading
2 Receiving and Sending Messages g Using resources for receiving and sending messages h Reasoning deductively
3 Analyzing and Reasoning i Analyzing expressions j Analyzing contrastively k Translating l Transferring m Taking notes n Summarizing
Listening, Reading Listening, Reading All Skills
All Skills Listening, Reading, Writing Listening, Reading, Writing
4 Creating Structures for Input and Output o Highlighting major points by using emphasizing techniques
1 Guessing Intelligently a Using linguistic clues b Using other clues
2 Overcoming Limitations in Speaking and Writing c Using mother tongue for an expression without translating it d Getting help e Using mime or gestures f Avoiding communication g Selecting the topic h Adjusting/ Approximating the message i Coining words j Using a circumlocution or synonym
Speaking, Writing Speaking, Writing Speaking, Writing
Table 2: Direct Learning Strategies to be Applied to the Four Language Skills
Strategy sub-groups Specific strategies Applied to language skills
M e ta c o g n iti v e Str a te g ie s
1 Centering Learning a Over viewing and linking, with already known material b Paying attention c Delaying speech production to focus on listening
2 Arranging and Planning Learning d Finding out about language learning e Organizing learning f Setting goals and objectives g Identifying the purposes of a language task h Planning for a language task i Seeking practice opportunities
All Skills All Skills All Skills All Skills All Skills All Skills
3 Evaluating Learning j Self-monitoring k Self-evaluating
A ffe c ti v e Str a te g ie s
1 Lowering Anxiety a Using progressive relaxation, deep breathing, or mediation b Using music c Using laughters
2 Encouraging Oneself d Making positive statements e Taking risks wisely f Rewarding oneself
All Skills All Skills All Skills
3 Taking Emotional Temperature g Listening to the body h Using a checklist to assess feelings about language learning i Writing a language learning diary j Discussing feelings with someone else
So c ia l Str a te g ie s
1 Asking Questions a a Asking for clarification or verification b b Asking for correction
2 Cooperating with Others c Cooperating with peers d Cooperating with proficient users of the new language
3 Emphathizing with Others e Developing cultural understanding f Becoming aware of others’ thoughts and feelings
Table 3: Indirect Learning Strategies to be Applied to the Four Language Skills
An overview of the course book “Campaign 2”
Campaign 2 is one among the series of three course books of Military English written by Yvonne Baker de Altamirano, Simon Mellor-Clark, Nicola King, and Randy Walden It was first published by Macmillan Publishers Limited in 2005 At Military Science Academy, English Department, the course book “Campaign 2” was introduced to the third-year cadets of major English in 2007 Following is the detailed information of the course book‟s objective and components as well as its most important part, listening section, the focus of the present study
2.3.1 Objectives of the course book
The Campaign course book series is developed in alignment with STANAG 6001, an international military standard established by NATO This standardization agreement (STANAG) aims to streamline equipment, procedures, tactics, and training, ensuring effective collaboration among armed forces from various nations during operations and exercises.
STANAG 6001 is an established language proficiency scale that facilitates the comparison of language abilities across various countries This scale is structured with a comprehensive set of descriptors that categorize proficiency into six distinct levels.
Fair Good Very good Excellent
Limited working Minimum professional Full professional Native/ Bilingual
Language proficiency is represented by a four-digit profile that details specific skills in Listening, Speaking, Reading, and Writing, denoted by the code letters SLP for Standardized Language Profile The current proficiency level for Campaign 2 is approximately SLP 2222.
SLP 2222 is described in detail as follows
Listening: Learners can follow conversations about everyday topics, including personal news, well-known current events, routine job-related topics, and topics in his/ her personal field
Speaking: Learners can communicate in everyday social and routine workplace situations
Reading: Learners can read simple, straightforward, factual texts on familiar topics
Writing: Learners can write, with some precision, simple personal and routine workplace correspondence and related documents, including brief reports
Campaign 2 targets pre-intermediate level students, utilizing a problem-based approach that encourages learners to discover solutions to real-world challenges through individual or collaborative efforts Additionally, the course book offers an extensive collection of military terminology essential for their future careers.
2.3.2 Structure of the course book
Campaign 2 is composed of 12 units, each based around a topic These topics are of intrinsic interest and as carriers for teaching the lexis, grammar and functional English in military field Units range from Military Observer to International HQ to United Nations Police There are topics and texts from a variety of international contexts, including the USA, the UK, the NATO and the UN Each unit contains five sections, which are named alpha, bravo, charlie, delta, and echo Each section represents two lessons; each lesson will be between fifty to sixty minutes duration, which means approximately 120 hours of class meeting are necessary to cover the whole book However, the current curriculum for third-year cadets at MSA provides only 60 hours covering 15 weeks, 6 periods per week Therefore, certain topics and activities from 12 units, from 1 to 12, are chosen to most satisfy students‟ needs
Course book Campaign 2 is accompanied by Workbook, Teacher‟s book and 3 CDs for listening section
The Workbook provides approximately 80 hours of consolidation material for self-study, which assists learners to further practice vocabulary, grammar points, and especially listening skill
The Teacher's Book is an invaluable resource for educators, particularly those lacking firsthand military experience, as it includes answer keys, procedural notes, tape scripts, and essential background information on military life.
2.3.3 Objectives of the listening skill
According to Boyle, Walden, and Mellor-Clark (2005:13), effective listening skills are crucial for military students, which is why the listening tasks in the book are structured to encourage active listening, comprehension, and responsive action The primary goal of these listening exercises is to enable learners to engage in conversations on everyday subjects, such as personal updates, notable current events, routine work-related discussions, and topics relevant to their specific fields.
The strategies to be focused vary from listening to obtain the gist of the spoken text, listening for specific details, deducing, predicting, to note-taking, etc
2.3.4 Brief description of the listening comprehension section
The listening tasks integrated throughout the course book enhance cadets' learning by utilizing authentic military scenarios, such as conversations among soldiers and briefings in military meetings These engaging topics motivate students to deepen their understanding of the military field The listening comprehension section features a variety of formats, including conversations, telephone dialogues, and radio talks, with task lengths ranging from two to six minutes, making them easy to follow While grammatical structures are manageable, learners may find terminology and diverse accents challenging, despite clear audio and moderate pacing The exercises encompass various formats, including True/False questions, note-taking, and matching activities, often preceded by guided questions and followed by collaborative discussions or problem-solving tasks.
Current teaching and learning GE and ME at English Department, MSA
2.4.1 Teaching staff, teaching methods, and teachers’ knowledge of Military English
The English teaching staff at MSA comprises 35 educators aged between 25 and 47, including 14 males and 21 females Among them, 13 male teachers are MSA graduates, while the others hold B.A degrees from various foreign language universities in Vietnam Currently, the faculty includes one Ph.D., one Ph.D candidate, and 19 teachers with M.A degrees from institutions in Vietnam and Australia.
All teachers possess a similar academic background, yet their teaching methods and knowledge of Military English set them apart They employ various approaches such as grammar-translation, audiolingual, and communicative language teaching, influenced by their diverse training, ages, and habits This variation can be enhanced through experience sharing, staff meetings, and classroom observations However, a significant challenge arises from their differing levels of Military English proficiency While teachers from MSA have a solid grasp of Military English and practical experience, others struggle with military terminology, even in their native language Consequently, these teachers must invest additional effort, energy, and time when engaging with Campaign textbooks, particularly with listening exercises.
Currently, there are four classes of English majors comprising a total of 105 cadets, aged between 18 and 24, from the first to the fourth school year All students have previously studied English at secondary schools and successfully passed the national university entrance examinations to enroll in MSA Notably, among these cadets, there are 9 female learners, with males significantly outnumbering females, which is a common characteristic of military classes.
Since 2007, the training duration for cadets at MSA has been reduced to three and a half years for their English course, prompting significant changes to the syllabus.
In the first half of the General English (GE) course, military cadets engage in 400 hours of practical English instruction, focusing on the four fundamental skills: listening, speaking, reading, and writing Commonly utilized course materials include integrated skill books such as "New Headway Pre-intermediate & Intermediate" by Liz and John Soars, as well as single-skill-focused resources like "Cause and Effect" by Patricia Ackert.
In the second half of the course, military cadets will continue to enhance their proficiency in the four fundamental language skills while also delving into linguistic theory, which encompasses phonetics, phonology, grammar, lexicology, and semantics Additionally, students will engage in translation studies, focusing on English-Vietnamese translation, as well as explore country studies, particularly concerning the United States.
The English Literature program, encompassing the histories of America, the United Kingdom, and Australia, along with English Methodology, consists of a total of 800 class hours Cadets are assessed each semester through a combination of attendance and participation, which contributes 10% (1 point), a mid-term test worth 30% (3 points), and a final exam that accounts for 60% (6 points) of their overall score.
During their studies at MSA, military cadets will engage with three essential Military English course books: "Command English" by James Arnold and Captain Robert Sacco in their first year's second semester, followed by "Campaign 1" and "Campaign 2" by Simon Mellor-Clark and Yvonne Baker de Altamirano in the subsequent years These course books provide cadets with valuable opportunities to practice integrated skills while focusing on specific military topics.
Cadets are required to learn English to fulfill their military duties effectively Upon completing the course, they will engage in tasks that involve English, such as translating military documents between English and Vietnamese, serving as interpreters for army officials during international meetings, and translating military news broadcasts from sources like BBC and VOA Their training focuses on essential military vocabulary related to troops, tanks, and weapons, ensuring they develop proficiency in all five language skills: speaking, listening, reading, writing, and translating, which are crucial for their future roles.
Cadets are of from 25 to 33 in number in each class, sitting in traditionally arranged tables
At MSA, both teachers and cadets utilize the initial versions of Campaign 1 and 2 for ME materials Although the F1 copy is of decent quality, it lacks colored images and diagrams, presenting only in black and white.
The CDs are of high quality as they are the original first versions, but the CD players fall short of expectations due to the absence of supportive loudspeakers in the classroom Additionally, the limited availability of a single projector, shared between cadets and civilian students, significantly reduces its usage opportunities.
In conclusion, this chapter offers a comprehensive review of the pertinent literature in the field, including definitions of essential terminology, classifications of learning strategies, a concise overview of the course book Campaign 2, and insights into current practices in teaching and learning English in MSA These elements will be revisited in subsequent sections of the thesis.
DATA COLLECTION, FINDINGS, AND DISCUSSIONS
Data collection
The study involves 33 English major cadets in their first semester of the third academic year, with two-thirds hailing from urban areas and the remainder from rural provinces across Vietnam All participants have a background in English from secondary school and successfully passed university entrance exams three years prior They have been studying English at the academy for over two years, comprising five females and 28 males, aged between 20 and 23.
In terms of ME, the cadets have finished two ME course books named Command English and
Campaign 1, respectively However, the command of English of those cadets is not equally the same
Based on previous test results and observations, approximately 15% of cadets exhibit a strong command of English, with average marks ranging from 8.0 to 9.0 Around 24% demonstrate a fairly good command, scoring between 7.0 and 8.0, while 39% possess an average command, with scores from 6.0 to 7.0 The remaining 22% of cadets show a weak command of English, with average marks of 5.0 or below.
The questionnaire is selected as the primary data collection tool in this study due to its many advantages It is cost-effective, making it suitable for teachers' budgets, and allows for quick data collection within a short timeframe Respondents can complete the questionnaire at their convenience, ensuring greater participation Additionally, the anonymity provided encourages honest and open responses, leading to more accurate and objective results.
A survey questionnaire consisting of five main sections and 30 questions was developed to gather comprehensive information from participants The majority of the questions were structured as Likert-type items, ensuring clarity and ease of understanding for respondents This design facilitates effective data collection and analysis.
(i) The two first questions are to find out informants‟ attitude towards listening
(ii) Questions, from 3 to 9, in the second part are aimed at finding what students‟ opinion on the listening comprehension in the course book “Campaign 2” is
Questions 10 and 11 in the third section aim to identify the challenges faced by third-year cadets at MSA, along with potential sources of these difficulties.
The focus of questions 12 to 27 is on the strategies employed by informants, with 16 carefully selected questions adapted from Oxford's (1990) survey questionnaire These questions aim to identify the most effective strategies for enhancing listening tasks in Campaign 2 The arrangement of the questions follows the six strategies proposed by Oxford (1990).
- Associating/ Elaborating and Placing new words into context (Memory strategies) are included in Questions 12 &13
- Getting the ideas quickly, Taking notes, and Summarizing (Cognitive strategies) are presented in Questions 14, 15, and 16
- Guessing, using linguistic clues and Guessing, using other clues (Compensation strategies) are asked in Questions 17 & 18
- Paying attention, Finding about learning strategies, Identifying purposes, and Seeking practice opportunities (Metacognitive strategies) are raised in Questions 19, 20, 21, and 22
- Lowering anxiety, and Describing feelings about learning in diaries (Affective strategies) are checked in Questions 23 & 24
- Asking for clarification, Practicing with fellow learners, and Trying to learn about target cultures (Social strategies) are mentioned in Questions 25, 26, and 27
(v) The last part, questions, from 28 to 30, intends to discover cadets‟ opinion on the teachers‟ ways of teaching ME listening lessons at MSA
The thirty questions were meticulously crafted and validated through a pilot survey, ensuring clarity and preventing any misunderstandings This rigorous process significantly enhanced the reliability and validity of the collected data.
A 25-minute listening strategy test was administered to informants from Campaign 2, sourced from www.campaignmilitaryenglish.com The test includes four tasks: Task 1 features 10 True-False questions focused on extracting specific information from a telephone conversation; Task 2 requires completing 10 statements with one-word answers; Task 3 involves note-taking, where longer responses of up to five words are needed; and Task 4 consists of multiple-choice questions designed to assess the cadets' ability to gather detailed information and apply deductive reasoning.
To enhance the data gathered from the survey questionnaire, informal discussions with cadets during breaks and casual conversations with teachers after staff meetings were conducted.
Findings and discussions
This section presents the collected data through tables, charts, and figures, organized into five sections as outlined in 3.1.2 Each section is accompanied by a thorough analysis and discussion of the findings.
3.2.1 Cadets’ attitude towards listening skill
Table 4: Cadets’ Attitudes towards Listening Skill
A significant observation from the data is that 93.4% of informants (31 out of 33) regard listening as a crucial skill, highlighting its prevalence in daily life Recognizing the importance of listening comprehension can aid students in overcoming challenges that impede their learning However, it's essential to note that listening should not be taught in isolation; rather, it should be integrated with the other three language skills to enhance overall language proficiency.
A significant 51.5% of informants believe that listening is the most challenging skill to learn among the four basic language skills Additionally, 36.3% rank it as the second most difficult, while 12.2% place it third, following writing, speaking, and reading This indicates that, contrary to the common belief among teachers that listening is the easiest skill to teach, cadets find it to be the hardest skill to master when learning a foreign language.
3.2.2 Cadets’ opinion on the listening tasks in the course book “Campaign 2”
3 The topics of the listening comprehension in the course book are ….to your own knowledge
4 The length of the listening comprehension in the course book is…
5 The speaking speed of the speaker(s) in the listening comprehension is…
6 The accent of the speakers in the listening comprehension is…for you to listen and recognize words
7 In your opinion, in the listening texts of the course book, there are…difficult words and phrases for you to understand
8 The quality of the tape/ CD used in your class is…
9 In your opinion, the tasks in the listening comprehension in the course book themselves are…
Table 5: Cadets’ Opinion on the Listening Tasks in the Course book “Campaign 2”
When being asked about their judgment on the current ME material “Campaign 2”, different cadets provide different view points on all matters
Despite having over three years of military experience, a significant portion of informants, specifically 6.06% (2 out of 33) and 33.33% (11 out of 33), find the book's topics unfamiliar Conversely, an equal number of respondents, 33.4% (11 out of 33) and 15.15% (5 out of 33), report that these topics are somewhat familiar Only a small fraction of the respondents, primarily from the top group of cadets, claim to be completely familiar with the subjects presented in the book.
A significant majority of cadets, 75.76% (25 out of 33), find the length of listening texts to be appropriate for their comprehension, attributing this to their real-life experience with the material The information presented is typically concise and to the point Additionally, 63.64% (21 out of 33) of cadets perceive the speaking speed during listening exercises as suitable, while only 12.12% (4 out of 33) feel that the pace is too fast to follow effectively.
Many cadets struggle to understand the accents of speakers, with 51.51% finding it quite difficult and 21.21% considering it difficult Only 15.15% have become familiar with various accents, and none reported finding it very easy This challenge is particularly relevant for foreign language learners who lack opportunities to immerse themselves among native speakers and diverse English-speaking communities.
Acquiring English for Specific Purposes (ESP) poses significant challenges for learners, particularly due to the complex terminology involved A questionnaire revealed that nearly 40% of participants (13 out of 33) struggle with the abundance of difficult words and phrases Only 24.24% of cadets (8 out of 33) reported finding vocabulary manageable, and none claimed to be familiar with all the terms used in listening texts.
A significant 60.61% of cadets (20 out of 33) report that the quality of the CDs is good, attributing this to the fact that the CDs are both new and original This high quality plays a crucial role in reducing their difficulties in understanding listening texts.
A significant portion of respondents reported challenges with the tasks, with 45.45% (15 out of 33) finding them quite difficult and 30.3% (10 out of 33) considering them difficult These difficulties may stem from various factors, which will be explored in the subsequent section.
3.2.3 Cadets’ difficulties in listening to military texts and possible sources of difficulties
Figure1: Cadets’ Difficulties in Listening to Military Texts
Among the nine identified challenges faced by cadets, the most significant difficulty is understanding and remembering new words or concepts, reported by 81.81% of participants This is followed by summarizing skills at 63.63% and note-taking abilities at 54.54% Additionally, 51.51% of cadets indicated trouble in extracting specific information, while 45.45% reported difficulties with inferencing skills.
Understanding the main ideas in listening texts is relatively easy for informants, with 21.21% (7/33) recognizing this ability This indicates that learners are aware of what to focus on while listening Although new vocabulary can pose challenges, the grammatical structures in ME listening texts are generally simple, as noted by only 24.24% (8/33) of the informants Additionally, 36.36% (12/33) of respondents report difficulty concentrating when they are tired or distracted by external factors, such as noise in the classroom.
A significant 48.48% of informants (16 out of 33) reported facing challenges with translating terms from English to Vietnamese while dealing with ME listening texts This difficulty arises from the lack of equivalence between ME terms in the two languages.
Thus, it is easy to recognize that students seem to have more problems related to terminology, getting detailed information, making inference, summarizing and note- taking
The above difficulties are rooted from following sources which are reported from cadets‟ personal views
Figure 2: Possible Sources of Difficulties
A significant 72.72% of informants (24 out of 33) attribute their listening difficulties to a lack of vocabulary, which hampers their ability to comprehend detailed information, even though they can generally follow the conversation Following closely, 69.7% (23/33) cite insufficient listening strategies provided by teachers, while 48.48% (16/33) mention a lack of background knowledge on the topic as contributing factors Additionally, local accents are noted as a challenge by 42.4% (14/33) of respondents Lastly, the confidence and interest of cadets play a notable role in understanding listening texts, with 39.39% (13/33) acknowledging its impact.
3.2.4 Cadets’ use of listening strategies
Always used 24.2 18.2 33.3 18.2 9.1 24.2 39.4 60.6 3.03 24.2 12.1 0 0 3.03 12.1 45.5 Usually used 30.3 24.2 24.2 24.2 15.2 30.3 36.4 24.2 9.1 15.2 33.3 15.2 0 6.06 18.2 24.2 Sometimes used 33.3 45.5 21.2 33.3 24.2 36.4 18.2 15.2 30.3 21.2 39.4 30.3 0 18.2 18.2 18.2 Rarely used 9.1 9.1 15.2 18.2 36.4 9.1 6.06 0 39.4 21.2 15.2 33.3 6.06 33.3 24.2 9.1 Never used 3.03 3.03 6.06 6.07 15.2 0 0 0 18.2 18.2 0 21.2 93.9 39.4 27.3 3.03
Figure 3: Cadets’ Use of Listening Strategies
Placing new words into context 18.18 24.24 45.45 9.1 3.03
Table 6: Memory Strategies Applied by the Third-year Cadets
In Campaign 2, it is encouraging to note that approximately 55% of informants (18 out of 33) effectively utilize their background knowledge to enhance their listening skills This finding aligns with discussions held with cadets, who expressed familiarity with various topics such as personal equipment, battalion organization, and platoon training activities As a result, when encountering these subjects, they are able to draw upon their existing knowledge in both English and Vietnamese, facilitating their understanding of new listening materials.
Approximately 40% of cadets consistently learn new words by contextualizing them, while around 60% rely on translating words into Vietnamese to aid their memory However, they acknowledge that this translation method can be ineffective, particularly when it comes to finding Vietnamese equivalents for military terminology.
Thus, memory strategies, to some extent, have been frequently applied to exploit listening tasks in Campaign 2 by the third-year cadets at MSA
Table 7: Cognitive Strategies Applied by the Third-year Cadets
In contrast to effective exploitation of memory strategies, the utilization of cognitive strategies is not as frequent as expected