OVERVIEW OF THE STUDY
Rationale of the study
The significance of English in today's global landscape cannot be overstated, as it plays a crucial role in various sectors including economy, education, technology, diplomacy, and defense For Vietnamese individuals, mastering English has become essential for effective participation in the global community However, achieving proficiency in a foreign language is often challenging and requires considerable time and effort Therefore, it is vital to implement advanced training programs tailored to the needs of Vietnamese learners, enabling them to swiftly adopt English as a common language in the era of 4.0 Technology.
When learning a new language, individuals typically begin by focusing on listening, much like the natural acquisition of a mother tongue During early development, children are attuned to the tones and emotions conveyed by adults, such as anger, happiness, or excitement This emotional connection helps them understand the nuances of communication Subsequently, they observe how adults interact verbally, allowing them to mimic and adopt the unique vocal characteristics of their native environment.
After going to school, children can learn to read and write Therefore, listening practice is extremely important in learning foreign languages in general and English in particular.
Listening is a crucial yet challenging skill to develop, leading to extensive research on the factors influencing it and the difficulties faced by learners in English This study specifically examines the listening abilities of first-year English major students at Thuong Mai University, driven by various compelling reasons to explore this topic further.
First-year students often struggle with English listening skills due to their focus on grammar and vocabulary during high school, leading to a lack of practice in listening As a result, many freshmen experience low scores on university listening tests and express fear towards listening exercises According to Lewis (1993), listening is a vital component for language acquisition, as it enhances students' ability to comprehend speech and supports overall language learning.
Listening is a crucial yet challenging skill, especially for students learning a foreign language like English It significantly influences other essential skills such as speaking, reading, and writing, which are all interconnected and utilized in daily communication Many learners struggle with listening and may avoid practicing it, but first-year English students must recognize its importance and work to overcome these challenges Unlike students in other fields, those in the English Faculty should understand how listening relates to other skills and avoid focusing solely on the ones they find easier Therefore, it is essential to identify the difficulties faced by new students and implement effective strategies to enhance their listening abilities.
The researcher chose to study this topic due to personal experiences as a freshman, facing significant challenges in English listening practice Despite efforts, the researcher’s first-year listening test scores fell short of expectations, leading to frustration Like many students, the desire to enhance listening skills for fluent use of specialized English after graduation is strong It is essential for learners to invest considerable effort, and the first year serves as an ideal opportunity to address and improve these limitations, particularly in listening skills.
Freshmen have a lot of time and opportunities to research and improve their skills.
This study aims to identify the challenges faced by freshmen, particularly those struggling with English listening skills, and to propose effective solutions The researcher intends for the findings to benefit both themselves and first-year students in overcoming these difficulties.
While numerous studies have explored the listening skills of TMU students, there is a notable lack of research focusing specifically on the challenges faced by first-year English students in this area This gap motivates me to delve deeper into this topic, aiming to provide support and resources for students in the English Department.
This study explores the challenges faced by first-year English major students at Thuong Mai University in developing their English listening skills It aims to identify the specific difficulties encountered and propose effective solutions to enhance their listening comprehension By addressing these issues, the research seeks to improve the overall language proficiency of students and better prepare them for academic success in their English studies.
Previous studies
Prior to addressing the topic of difficulties in English listening skills, the researcher thoroughly examined various documents, including online resources, books, newspapers, magazines, and scientific papers Among the wealth of information available, three key studies were identified as particularly relevant and beneficial to the research: "The Role of Listening in Language Acquisition" and "The Challenges & Strategies in Teaching Listening" by D Renukadevi (2014).
Factors Affecting Listening Comprehension and Strategies for Improvement (Naci Yildiz and Mustafa Albay, 2015) and Learners’ Listening Comprehension Difficulties in English Language Learning (Abbas Pourhosein Gilakjani and Narjes Banou Sabour, 2016).
The first previous study that the researcher refers to is “The Role of Listening in Language Acquisition; the Challenges & Strategies in Teaching Listening” (D.
Renukadevi, 2014) D Renukadevi was an Assistant Professor of Department of
At Erode Sengunthar Engineering College, a study emphasizes the crucial role of listening in language acquisition, highlighting the challenges faced in developing listening skills D Renukadevi proposes effective strategies to enhance listening competence, addressing the obstacles learners encounter.
Effective language learning hinges on strong listening skills, as communication relies on human interaction Listening is essential not only for mastering a new language but also for understanding various subjects Despite advancements in educational technology, many learners struggle with listening comprehension Key factors contributing to this issue include insufficient time dedicated to enhancing listening skills and the use of ineffective strategies in educational settings.
Other causes may from the listening material and physical settings D Renukadevi also suggested some solutions to help langguage learners acquire high level listening skill, such as:
Reduce the burden of comprehension by knowing the context of a listening text and the purpose for listening greatly.
Both bottom-up processers (linguistic knowledge) and top-down processes (prior knowledge) can be used by listeners to comprehend.
Teachers should play an important role in teaching learners strategies and how to apply them into the listening task.
Students should be helped to develop sound strategies for comprehension through a process approach to teach listening.
The study "Factors Affecting Listening Comprehension and Strategies for Improvement" by Naci Yildiz and Mustafa Albay (2015) identifies three key factors influencing listening comprehension: listeners, speakers, and materials The first factor, listener intelligence, significantly impacts the amount of language input received, while background knowledge enhances comprehension by enabling learners to make informed predictions about the content The second factor involves speaker characteristics, which play a crucial role in effective communication.
Speakers’ ability plays an important role in comprehension Learners may prefer listening activities of native speakers because it can help learners understand better.
The pronunciation and accent of the speaker influences comprehension.
Delivery speed of the speaker is a major factor in listening comprehension.
Listening to well-known and prestigious speakers can motivate learners.
The other fators came from material and medium, such as:
The selection of listening materials significantly impacts comprehension; if the message is unclear, the materials become ineffective Key factors such as vocabulary, grammar level, and phonological aspects of the content play a crucial role in enhancing understanding.
Stress and intonation in the material.
The content of the material
The study proposed various strategies to enhance learners' listening skills, emphasizing the importance of pre-teaching all grammatical structures and vocabulary found in listening materials Additionally, it highlighted that the difficulty of listening texts should align with learners' comprehension levels, ensuring that the content effectively captures their attention.
Engaging listening topics inspire learners and contribute to their success It is essential to maintain a slightly slower pace than typical speech to enhance understanding Additionally, using native accents in listening materials can significantly improve comprehension Lastly, fostering a quiet and encouraging listening environment is crucial for optimal learning.
The study "Learners’ Listening Comprehension Difficulties in English Language Learning" by Abbas Pourhosein Gilakjani and Narjes Banou Sabour (2016) explores key concepts related to listening, listening comprehension, and the challenges learners face The researchers identify and discuss three effective listening comprehension strategies to aid English language learners in overcoming these difficulties.
The study identifies three key areas of listening comprehension challenges faced by learners: cognitive, metacognitive, and socio-affective factors Key issues include the quality of listening materials, cultural differences, accents, unfamiliar vocabulary, and the speed and length of audio content The author emphasizes various strategies to enhance students' listening skills, primarily aimed at teachers These strategies include designing engaging listening tasks, exposing students to diverse audio inputs such as lectures, news, films, and conversations, teaching pronunciation rules to aid comprehension of rapid speech, and providing essential background and linguistic knowledge to support effective listening.
Recent studies, along with a graduation thesis on the listening skills of students at Thuong Mai University’s library, have highlighted the reality and limitations of students' listening abilities.
Few studies have specifically targeted freshmen in English Faculty, particularly regarding their listening skills To enhance my understanding of this topic, I will review previous research to gather insights and experiences from earlier studies This research aims to identify the challenges that students encounter in developing their listening skills, with a focus on first-year English Faculty students.
Aims of the study
This study aims to identify the challenges encountered by first-year English major students at TMU and offers potential solutions Specifically, it serves as a process to investigate responses to targeted questionnaires.
What are the attitudes of first-year English major students at Thuongmai University toward English listenning skills?
What are difficulties in English listening skill experienced by first-year English major students at Thuong Mai University?
What are some suggested solutions to help freshman at ThuongmaiUniversity improve their listening skill?
Research subjects
Freshmen at the Faculty of English at TMU often struggle with English listening skills, having entered college with the lowest test scores in this area Their high school education primarily focused on grammar and vocabulary, with little emphasis on practical language use, particularly listening As a result, these students, who were primarily motivated by achieving high scores on university entrance exams, encounter significant challenges when required to engage in speaking and listening activities in their new academic environment.
Freshmen in the current innovation program are developing four essential skills: listening, speaking, reading, and writing, with a dedicated focus on English listening They benefit from improved listening conditions, including more time spent with teachers and peers, as well as exposure to foreign instructors However, many freshmen find this challenging, as low scores in English listening can negatively impact their overall academic performance Students from rural areas face even greater difficulties due to economic constraints and limited access to quality educational resources, resulting in fewer opportunities to engage with the target language and native speakers.
Therefore, listening to English and achieving high scores in university subjects is really a big challenge for them.
Scope of the study
This study investigates the challenges faced by first-year English major students at TMU specifically in their English listening skills It aims to identify and understand the difficulties encountered by these students, without delving into other aspects of English learning, such as factors influencing listening comprehension or students' overall learning habits The focus remains solely on the unique skill of listening, excluding other language skills like speaking, reading, and writing.
The research focused exclusively on first-year students from the English Department at TMU, as time and resource constraints limited the scope It specifically targeted students enrolled in English, excluding those from other departments such as Marketing or Accounting, thereby narrowing the study's parameters.
A total of 100 students were randomly selected from four classes: K54N1, K54N2, K54N3, and K54N4 The researcher will invite these participants to complete a survey questionnaire It is important to note that this study focuses solely on students and does not include interviews or surveys with teachers or parents.
Research methodology
The research utilized a quantitative methodology, employing a questionnaire with specific closed questions divided into three main sections Part II consists of five questions aimed at assessing students' attitudes towards listening skills, Part III includes three questions focused on the challenges students face, and Part IV contains six questions regarding methods to enhance listening abilities A total of 100 students participated in the study, and their responses were collected and analyzed to produce clear numerical data reflecting the findings.
Organization of the study
The rest of this paper has four more chapters:
In chapter two (Literature review): the researcher discusses the literature and theory related to the research topic.
In Chapter Three, titled "Research Findings," the researcher provides a comprehensive justification and detailed description of the research methodology employed Based on the results obtained from the actual survey, the researcher presents new insights and offers thoughtful comments and evaluations regarding the survey outcomes.
In chapter four (Recommendations and suggestion): From the actual results obtained, the researcher offers practical and specific solutions to the topic.
Final part is the conclusion for the whole study.
LITERATURE REVIEW
The second chapter explores essential theories related to listening and the challenges faced in developing English listening skills It provides definitions and explanations of key terms pertinent to the topic, along with insights from previous research studies.
2.1 English listening skill 2.1.1 Definition of listening
Listening is often regarded as the most challenging skill for language learners, particularly for beginners, as noted by Eastman (1991) Despite its critical importance, listening has traditionally been overlooked in English training programs in Vietnam's primary and secondary education However, in recent years, there has been a growing recognition of the need to prioritize listening skills To achieve fluency and proficiency in a second language, it is essential to integrate listening with other language skills.
Numerous authors and experts have explored the concept of listening in the context of learning, offering various definitions that share commonalities These definitions aid readers in distinguishing between "listening" and other related concepts, highlighting the importance of active engagement in the listening process.
Hearing and listening are distinct processes; hearing involves the basic recognition of sounds or words, while listening requires active engagement and attention to understand the message being conveyed Emmert (1994) emphasizes that listening transcends the mere act of hearing words.
Listening is an active process by which students receive, construct meaning from, and respond to spoken and or nonverbal message” As mentioned in Nunan (2003, p.24)
Listening is an active and purposeful process that involves interpreting and making sense of sounds It is considered a skill where individuals must understand native speech at normal speed, as defined by Chastain (1971) Morley (1972) elaborates that effective listening includes auditory discrimination, aural grammar, information selection, memory retention, and the connection between sound and meaning Postovsky (1975) emphasizes that listening encompasses a range from basic sound discrimination to deeper aural comprehension.
(1982) defined listening as a process of understanding what is heard and organizing it into lexical elements to which meaning can be allocated Bowen, Madsen, and Hilferty
Listening is a crucial skill that involves understanding spoken language by processing sounds, categorizing them into meaningful units, and grasping the intended message It encompasses a dynamic interaction where listeners receive information, interpret meaning, engage with the speaker, and contribute to the conversation through creativity and empathy.
Listening is a multifaceted process that involves receiving, interpreting, and responding to both spoken and nonverbal messages According to Rost (2002), effective listening requires individuals to align new information with their existing knowledge, highlighting the complexity of this essential communication skill.
Jafari and Hashim (2015) emphasized that listening is a channel for comprehensible input and more than 50 percent of the time learners spend in learning a foreign language is devoted to listening.
Listening is an integral skill that intertwines with other abilities, as it requires the application of knowledge from various domains to fully understand context Rivers, as cited in Hasyuni (2006), emphasizes that listening is a creative process where we interpret sounds, words, and vocal nuances to derive meaning Additionally, listeners must navigate the speaker's vocabulary, structure, and delivery pace Oxford (1993) further supports this notion by describing listening as a complex problem-solving skill that extends beyond merely perceiving sounds.
Listening is a crucial language skill that enables individuals of all ages to acquire significant knowledge and insights about the world, human interactions, and personal values It plays a vital role in shaping one’s ideals and appreciation for various aspects of life.
According to Vandergrift (1999), listening is an intricate and dynamic process that requires the listener to differentiate sounds, comprehend vocabulary and grammar, interpret stress and intonation, and retain the information gathered Additionally, it involves interpreting this information within both the immediate and broader sociocultural contexts of the communication.
Listening is the skill of identifying and comprehending spoken language, involving complex processes that go beyond mere hearing This ability helps students activate prior knowledge, enhancing their understanding of what they hear Ultimately, listening is a constructive activity that plays a crucial role in effective communication.
2.1.2 The importance of listening skill in language learning
Listening skills are crucial for language learning, as they enable effective communication in a second language Without strong listening comprehension, learners may struggle to engage in meaningful interactions Seyedeh Masoumeh Ahmadi (2016) emphasizes that understanding spoken language is vital for second language acquisition and is essential for real communication in classroom settings Additionally, Rost (2009) highlights that listening is fundamental to understanding our environment and is a key component of successful communication.
The significance of listening skills has grown substantially over the years, particularly since the 1970s when it began to be integrated into language teaching alongside speaking, reading, and writing The emergence of Communicative Language Teaching during this period marked a pivotal shift, emphasizing the role of English for communication globally and highlighting the necessity of teaching listening skills By the 1990s, aural comprehension became a critical component of second and foreign language acquisition, as noted by researchers such as Morley (2001), Rivers (1981), and Richards & Rodgers (2001) This recognition has led to extensive research on listening skills by scholars like Field (1998), Rost (2002), and Vandergrift (1999, 2007).
According to D Renukadevi's study (2014), listening is a crucial component of communication, as it enables meaningful responses and plays an essential role in language learning for effective communication It aids learners in acquiring pronunciation, word stress, vocabulary, and syntax, while comprehension relies heavily on tone, pitch, and accent Renukadevi emphasizes that without proper understanding of input, language learning cannot progress, and effective communication is impossible without strong listening skills.
Extensive research has focused on information processing models in listening, emphasizing how listeners interpret and understand auditory information A notable study by Helgesen & Brown (1994) identifies listening as involving two contrasting processes: top-down and bottom-up processing.
Top- down process has been proved to have a certain role in assisting listening.
RESEARCH FINDINGS
In this chapter, the researcher presents the results of the survey questionnaire, converting the raw data into percentage rates To effectively illustrate the findings, tables and figures are utilized The researcher evaluates the data and subsequently draws conclusions based on the analysis.
After completing the survey questions, the researcher distributed the questionnaire directly to the selected class, noting variations in student participation This discrepancy was attributed to differing listening levels among students, with those exhibiting weaker listening skills showing greater enthusiasm to engage in the survey The following table illustrates the number of students who completed the survey in each class.
Table 3.1: Number of students participated in the survey
The distribution of participants varies based on the number of years they have been learning English The accompanying chart illustrates the percentage of freshmen categorized by their years of English study.
Figure 3.1: The distribution of participants by numbers of years they have been learning English
The chart reveals that the highest percentage of students have been studying English for seven years, predominantly hailing from rural areas facing economic challenges.
These students learn English as a universal subject from grade 6 to grade 12 There are
Out of 100 students who have studied English for seven years, 76 have achieved proficiency, while 16% have studied for more than seven years This higher percentage may be attributed to students from urban areas who had the opportunity to begin learning English prior to entering middle school.
Only 8% of students have studied English for three years, often hailing from ethnic minority regions with limited exposure to second languages until high school Consequently, achieving passing scores in English is exceptionally rare for those in remote areas At TMU's English Department, the representation of freshmen from these ethnic minorities remains significantly low.
Thirdly, the distribution of participants by the level of the listening test scores is shown in the following figure:
Level A Level B Level C Level D Level F 0
Figure 3.2: The distribution of participants by the level of the listening test scores
The results reveal that 48% of students achieved level B in listening tests, with scores ranging from 7.0 to 8.4, indicating that while they possess good listening skills, there is still room for improvement Additionally, 26% of students reached level C, highlighting varying levels of proficiency among the participants.
Students scoring between 5.5 and 6.9 exhibit poor listening skills, facing significant challenges in learning English Only 19% of students reach level A, while those scoring above 8.5 are rare Despite being in an English department, the proportion of students with excellent listening abilities remains low Additionally, 7% of students fall into level D, indicating extremely weak listening skills, with no students achieving an F level, thus requiring them to retake listening courses.
3.2 First-year English major students’ attitudes toward English listening skill
3.2.1 Students’ attitudes toward the level of importance of English listening skill
E xt rem ely im po rta nt
N ot im po rta nt
Figure 3.3: Students’ attitudes toward the level of impotance of English listening skill
In a recent evaluation of the importance of listening skills compared to reading, writing, and speaking, 74% of students recognized listening as a significant skill, with 41% deeming it extremely important Additionally, 19% rated it as normal, suggesting they view it on par with other skills, while only 7% considered listening unimportant This data indicates that most freshmen understand the crucial role of listening skills in their overall language proficiency.
3.2.2 Students’ attitudes toward the level of difficulty of English listening skill
A study on students' perceptions of the difficulty of English listening skills revealed that 48% found it difficult, while 29% rated it as quite difficult Only 16% of students considered the skill to be normal, and a mere 7% deemed it easy Overall, the majority of freshman students viewed listening as a challenging skill, with only a small number of students with strong listening abilities rating it as easy These findings are illustrated in the accompanying chart.
Difficult Quite difficult Normal Easy
Figure 3.4: Students’ attitudes toward the level of difficulty of English listening skill
3.2.3 Students’ attitudes toward listening self-study
A recent survey on the daily self-learning habits of students revealed that 41% of respondents spend less than 30 minutes on English listening practice, while 29% dedicate a consistent 30 minutes each day Additionally, 18% of students reported spending one hour on self-study listening, and only 12% invest more than one hour daily The findings indicate that the majority of students typically engage in English listening practice for 30 minutes or less, highlighting a trend of limited time commitment towards improving this skill.
Figure 3.5: The time students spend on self-studying English listening in a day
The researcher inquired about the number of days each week that students dedicate to listening to English, and the findings are illustrated in the table below.
Days/week 1 day/week 2-3 days/week 3-5 days/week Everyday
Table 3.2: The day students spent on self-studying English listening in a week
From this table, it can be seen that students rarely practice English listening for hours at home Most first-year students spend one day practicing listening per week.
For English language students, it is too little time to practice English listening skill
3.2.4 The way students listen for the first time
A recent study investigated the listening methods of freshmen, revealing that 53% of students prefer to listen word by word during their initial listening experiences Additionally, 32% focus on key points, while 11% concentrate on new vocabulary Only 4% of students utilize alternative listening strategies The accompanying chart illustrates these differences in listening approaches among first-time listeners.
Figure 3.6: The disparities in how students listen for the first time
Most freshman students in the English faculty recognize the importance of listening skills, yet many still struggle with this challenging aspect of language learning Despite their awareness, a significant number have not dedicated sufficient time to enhance their English listening abilities through self-study Consequently, the findings indicate that many students lack the diligence and commitment needed to practice listening consistently on a daily basis.
3.3 First-year English major students’ difficulties in English listening learning
Difficulty Numbers of students’ answers
Table 3.3: Students’ difficulties in self-study English listening
The table illustrates the subjective challenges students face in self-studying English listening skills, primarily stemming from their individual limitations Each student reported multiple difficulties encountered during their English learning journey Analyzing the data reveals a ranked list of these challenges, organized in descending order of frequency.
76 students had difficulties in limited cultural and social knowledge (accounting for 28.04%); 74 students had difficulties due to limited vocabulary accounting for 27.31%;
RECOMMENDATIONS AND SUGGESTIONS
Recommendations
Developing listening skills in English can be challenging for learners, and it's essential to recognize this difficulty Many students struggle with listening comprehension and often do not dedicate sufficient time to daily practice To enhance their listening abilities, learners must demonstrate diligence, hard work, and perseverance Research highlights that consistent practice is key to improvement A J Hoge, the creator of the Effortless English method, emphasizes that achieving fluency within 2-3 months requires a significant commitment, recommending learners engage in 8-14 hours of listening and reading each day.
To enhance listening skills, students should prepare by reading the listening materials beforehand This preparation is crucial, especially for those who struggle with listening comprehension By reviewing lengthy documents or materials filled with new and specialized vocabulary, students can better grasp and retain the main ideas presented during the listening exercise.
Vocabulary plays a crucial role in enhancing English listening skills, especially for freshmen in the English Department Mastery of specialized business English terms is essential, as this vocabulary is extensive and uniquely tied to economic concepts To expand their lexicon, students should dedicate time to reading books, newspapers, and magazines that focus on specialized vocabulary.
Pronunciation significantly impacts English listening skills, as students must be aware of the variations in pronunciation among native speakers, such as the differences between American and British English Mastering standard pronunciation allows listeners to identify words more quickly, leading to a better understanding of the spoken content.
Understanding pragmatics enhances listeners' ability to comprehend spoken content effectively By recognizing grammatical structures, idioms, and accents, listeners can grasp the underlying implications and messages being communicated.
To effectively absorb information, listeners must maintain strong concentration and minimize distractions from external sources such as phones, messages, or nearby conversations It is essential to focus on the content and jot down key ideas on paper Utilizing quick notes with symbols or abbreviations can help streamline the process and enhance understanding.
If the tape is playing too quickly, the listener should first listen to it once to understand the main idea Afterwards, they can focus on smaller sections, replaying any parts they haven't heard clearly multiple times for better comprehension.
It is often challenging for listeners to catch every word or complete sentence during a discussion When students miss parts of the conversation, they should focus on jotting down key points and connecting them to infer the overall meaning of the content.
Listeners should avoid the case of trying to listen to the incomplete parts and miss the content of the behind segments.
During the listening practice with foreigners, students need to actively communicate with them and are not afraid to ask them to help improve English skills.
Students should remember the intonation of English-speaking foreigners to avoid being surprised when listening to them Example: Chinese speaks English differently from Thailand.
There are many students who forget the work they need to do after listening.
To enhance their listening skills, students should focus on reading and memorizing new vocabulary, idioms, and structures found in listening materials Beyond classroom practice, dedicating time at home to replay recorded lessons can significantly aid in long-term retention and lead to improved listening outcomes.
To enhance their English listening skills beyond classroom instruction, students should engage in diverse practices such as watching English movies, following English news, and listening to English music This multifaceted approach allows students to improve their listening abilities across various subjects, including music, society, and science, rather than limiting their knowledge to just business English.
Teachers have a direct impact on the listening learning of students During hours in class, teachers are the ones who directly affect the learning results of students.
Therefore, teachers also need to improve the quality of teaching to help and support students more.
Teachers should meticulously prepare listening lessons by selecting materials that align with students' abilities It's essential to use diverse and engaging content to capture learners' interest Additionally, listening materials should be of appropriate length; overly long documents can lead to boredom To enhance comprehension, teachers can break down longer passages into shorter segments, making it easier for students to grasp the content.
Teachers must ensure the quality of audio tapes, speakers, and laptop batteries to prevent disruptions in students' listening experiences It is essential to manage the classroom effectively, ensuring students are seated quietly to maintain an optimal learning environment.
To enhance student motivation during listening lessons, teachers should implement a variety of engaging activities For instance, they can divide the class into groups to collaboratively answer questions based on the listening material Additionally, providing high scores as incentives can encourage students to actively participate and articulate their thoughts during the lessons.
Suggestions for further studies 35 CONCLUSION
This research highlights several limitations and areas for improvement, prompting the researcher to suggest avenues for future studies It is hoped that subsequent researchers will build upon these findings and enhance their investigations in related fields.
The research conducted on first-year English Department students involved a limited number of participants, which may affect the comprehensiveness and persuasiveness of the findings Consequently, the results may not fully represent the challenges faced by all first-year students The researcher hopes future studies will provide a clearer understanding of these issues and incorporate additional effective strategies to enhance listening skills among English major students.
This study utilizes quantitative methods, employing a survey questionnaire for student responses However, this approach has limitations, including the potential for inattentive answering and participant reluctance to engage with lengthy questionnaires To enhance the reliability and accuracy of future research, the researcher advocates for direct interviews with participants, allowing for more realistic data collection and the possibility of triangulating information obtained from the surveys.
The researcher offers valuable suggestions to assist future researchers in overcoming similar shortcomings and limitations, with the aim of enhancing the quality and applicability of upcoming research papers.
This study reveals that while many students perceive English listening as a challenging skill, only a few dedicate significant time to practice it, indicating a need for increased effort to enhance their listening abilities The research identifies two primary categories of difficulties faced by students: subjective challenges, such as limited vocabulary, poor grammar, lack of contextual knowledge, and concentration issues, and objective challenges related to listening materials, tape quality, and the listening environment To address these difficulties, the researcher proposes solutions aimed at improving students' English listening skills, hoping that the findings and recommendations will benefit both students and teachers in the learning process Acknowledging the study's limitations, the researcher expresses a desire for future research to build on these findings for greater effectiveness.
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First-year English major students at Thuong Mai University face significant challenges in developing their English listening skills These difficulties stem from various factors, including limited exposure to authentic listening materials, varying levels of prior knowledge, and anxiety during listening tasks To overcome these obstacles, it is crucial to implement effective strategies such as engaging with diverse audio resources, practicing active listening techniques, and participating in group discussions to enhance comprehension By addressing these issues, students can improve their listening abilities and achieve greater success in their academic pursuits.
My name is Nguyen Thi Thu Thuong, a student from class K51N6, currently working on my graduation thesis I kindly request your assistance in completing a survey form related to my research topic Your responses will be digitized and utilized solely for this study, and I assure you that all personal information will be kept confidential and used exclusively for academic purposes Thank you for your support.
PART I: PERSONAL INFORMATION (Please tick the best answer)
2 How long have you been learning English?
3 Which is usually your result level of English listening tests?
PART II: WHAT ARE THE ATTITUDES OF FIRST-YEAR ENGLISH MAJOR STUDENTS TOWARD ENGLSH LISTENING LEARNING?
(Please tick the best answer)
1 Please evaluate the level of importance of English listening skill compared to other English skills (Reading, writing, speaking):
2 In your own opinion, how difficult is the listening skill?
3 How often do you practice English listening skill at home?
3.1 How much time do you listen to English a day?
More than 1 hour 3.2 How many days/week do you listen to English?
4 What is the way you listen for the first time?
Focus on the new words
PART III: WHAT ARE SOME DIFFICULTIES EXPERIENCED BY FIRST- YEAR ENGLISH MAJOR STUDENTS IN ENGLISH LISTENING LEARNING?
(Please tick all the suitable answers)
1 What are some difficulties that you have in self-study listening English?
2 What are some difficulties that you have in listening subjects in your class?
Poor tape quality and poor equipments
3 What are some difficulties in English obstruct you during listening learning?
Business English vocabulary is too much and hard to remember
Speed of speech of native speakers
If you have other difficulties in listening English, please write clearly in the blank: