OVERVIEW OF THE STUDY
Rationale
In recent years, Vietnam's economy has increasingly integrated with the global market, leading to a heightened demand for high-quality resources This shift emphasizes the importance of proficiency in foreign languages and the development of soft skills among the workforce.
In today's global business environment, English plays a crucial role in accessing new markets and attracting foreign investment As the second-most widely spoken language worldwide, proficiency in English is essential for effective communication The four core skills of English—listening, speaking, reading, and writing—are vital for success, with listening often regarded as the most challenging skill for learners.
As a researcher, I would like to present the thesis titled “Difficulties in Listening Skills of English-majored Freshmen at Thuong Mai University and some suggested solutions” for several reasons.
First of all, listening is the initial and most important skill in communication.
Effective language learning hinges on the ability to listen accurately, which in turn facilitates correct speaking and reading Communication, the transfer of information between individuals, relies on mutual understanding through language Regardless of the specific language used, successful communication occurs when individuals comprehend one another Among the four language skills, listening and speaking are fundamental components of communication, as they are intricately linked; without the ability to hear, one cannot speak Additionally, a lack of understanding in spoken language can lead to missed information and inappropriate responses.
Secondly, listening is viewed as the most difficult skill in learning a language.
Unlike reading, which allows readers to revisit the text and control their reading speed for better comprehension, listening requires individuals to grasp messages in real-time without the option to refer back.
Listening skills demand significant dedication and effort to develop, which often leads many individuals to feel disheartened and abandon their efforts to improve their listening abilities.
Many first-year students at Thuong Mai University's English Faculty encounter challenges in developing their listening skills Effective listening not only enhances their knowledge but also supports the improvement of other language abilities, including speaking and writing This realization drives students to seek out effective listening strategies to boost their skills.
That is why the writer decided to choose the study.
Previous Studies
When researching this topic, the researcher explored some previous studies of other researchers.
In the article "A Study of English Listening Problems and Listening Proficiency of Business Students at Bangkok University" by Asst Prof Watjana Suriyatham, various methods including questionnaires, IELTS tests, and interviews were utilized to identify key factors contributing to students' listening difficulties The primary issue identified was the complexity of the listening texts, along with insufficient practice and limited exposure to diverse listening materials The study's findings are valuable for educators in understanding and addressing students' listening challenges Additionally, the author proposes effective teaching strategies, while my study focuses on offering solutions to enhance English listening skills.
A study by Ahkam Hasan Assaf titled “The Difficulties Encountered by EFL Learners in Listening Comprehension as Perceived by ELC Students at the Arab American University-Jenin” explored the challenges faced by EFL students in listening comprehension Utilizing a survey questionnaire and interview questions for data collection, the findings indicated no significant differences in listening comprehension difficulties based on academic level, year, gender, school type, or years of English study While the study focused on identifying these challenges, it did not propose effective strategies to enhance students' listening skills.
A recent study titled “The Difficulties in Learning Listening Skills of Non-English Major Learners at the University of Industry” highlights the challenges faced by students in developing their listening abilities Conducted by an anonymous student, the research identifies various obstacles encountered by non-English majors and suggests some potential solutions, though these recommendations are somewhat limited and broadly defined.
Therefore, I would like to present a few more factors which affect listening and more concrete recommendations and suggestions.
Aims of the Study
This study was conducted in order to explore the current situation of English listening skill of 1 st - year students of the English Faculty at Thuong Mai University.
This study aims to explore the challenges faced by first-year English major students in learning English listening skills, identifying the factors contributing to these difficulties Additionally, the research offers suggested solutions to help students overcome these obstacles and enhance their listening comprehension effectively.
Research Subjects
This study focuses on the challenges faced by English-majored freshmen at Thuong Mai University in developing their listening skills, along with proposed solutions to address these difficulties The research involved 52 K54 students from the English faculty, comprising 48 female and 4 male participants, all of whom are pursuing English studies with a business emphasis.
Students from various provinces were organized into multi-level classes to study different subjects together This approach led to a diverse learning environment, particularly in English classes, where some students excelled while others struggled with the language.
Scope of the Study
The research aimed to explore the listening skill development among first-year English Department students and identify effective techniques for enhancement Conducted over one month during the second semester of the 2018-2019 academic year, the study focused on a sample of 52 K54 students at Thuong Mai University, which may limit the applicability of the findings to the broader student population Nonetheless, the results can serve as a valuable resource for individuals seeking to improve their English listening skills.
Research Methodology
This study employed both quantitative and qualitative research methods to achieve its objectives, utilizing survey questionnaires and interview questions for data collection at Thuong Mai University.
The main method of the study was a quantitative survey questionnaire.
To achieve the established goals, the researcher utilized qualitative interviews to gather information, ensuring the data's accuracy and reliability.
A combination of two different methods above will provide reliable data, based on which the conclusions and suggestions will be made in the following parts.
The study utilized tables to present quantitative data, while qualitative data gathered from open-ended questionnaires and interviews were illustrated through relevant quotes Both descriptive and interpretive analyses were employed to examine the data comprehensively.
This study utilizes questionnaires and interviews as research tools to triangulate data and address the limitations of alternative methods, ensuring that the findings are well-supported and robust.
Both survey questionnaire and interview questions were used to serve the focal questions that guide the study These focal questions are:
1) What are the difficulties which in learning English listening skill of English-majored freshmen at Thuong Mai university?
2) What are strategies which help them to improve their English listening skill?
Organization of the Study
The study is divided into 4 main chapters:
Chapter 1: OVERVIEW OF THE STUDY includes the rationale, the aim of the study, research questions, the scope, the significance, the research methodology and the organization of the study.
Chapter 2: LITERATURE REVIEW gives situation analysis, research question, the methods of the study This chapter studies on data collection, data analysis and provides the definition of listening, the significance of listening, the processes of listening comprehension and factors affecting student’s listening skill.
Chapter 3: RESEARCH FINDINGS studies on findings, discussions of findings and some recommendations for TMU students
Chapter 4: RECOMMENDATIONS AND SUGGESTIONS gives a summary, limitations of the study and suggestions for further research.
LITERATURE REVIEW
Overview of Listening
This chapter aims to examine theories related to the study's subject matter through a comprehensive literature review It is organized into four key sections: the first section defines listening, the second explores various types of listening, the third highlights the importance of listening, and the final section discusses the processes involved in listening comprehension.
There are many definitions of listening in language learning methodology.
Listening is the skill of comprehending and retaining information delivered verbally, making it a crucial yet challenging aspect of language learning This difficulty has led to an increasing focus on improving listening skills among learners Various linguists have offered diverse definitions of listening, highlighting its significance in effective communication.
Listening, as defined by Thomlison (1984), is the ability to identify and comprehend spoken language This intricate process requires the listener to grasp the speaker's accent, pronunciation, grammar, and vocabulary, all while simultaneously understanding the overall meaning An effective listener excels in these four areas, showcasing their listening proficiency.
Ronald and Roskelly (1985) stated that “listening is an active process requiring the same skills of prediction, hypothesizing, checking, revising, and generalizing that writing and reading demand
Hirsch (1986) describes listening as a skill that encompasses neurological responses and sound interpretations, enabling individuals to comprehend and derive meaning This process involves reacting, selecting significant information, remembering, focusing attention, analyzing, and integrating prior experiences.
Listening is an active and dynamic process that involves attending, perceiving, interpreting, remembering, and responding to both verbal and non-verbal communication, as defined by Purdy (1997) To enhance listening skills, individuals must employ various strategies and tips to truly understand the needs and concerns expressed by others, rather than simply hearing the words spoken.
Listening is a complex process that goes beyond simply receiving sounds; it involves the psychomotor activity of perceiving sound waves, which are then converted into nerve impulses for the brain to interpret According to Brown (2001), effective listening encompasses three key components: the sender, the message, and the listener.
According to Ma Lihua (2002), listening is a multifaceted psychological process that allows individuals to comprehend language through auditory perception This interactive process combines language knowledge with psychological activities, emphasizing that listening goes beyond merely decoding messages; it also entails reconstructing those messages to derive meaningful understanding.
According to O’Malley, Chamot, and Kupper (1989), listening comprehension involves an active and conscious effort where the listener builds meaning by utilizing contextual cues and prior knowledge, while employing various strategic resources to meet the demands of the task.
In short, to listen effectively, people must be actively involved in the communication process, and not just listening passively
Listening to a language is often overlooked, as many assume it occurs naturally However, upon reflection, it's clear that listening is a crucial skill that requires intentional nurturing and development over time Recognizing the effort involved in enhancing this ability is essential for effective communication.
Effective listening serves as the cornerstone of positive human relationships, with numerous definitions and interpretations surrounding this essential skill Drawing on the research of Wolvin and Coakley (1996) and others, it is evident that there are various types of listening, each contributing uniquely to interpersonal communication.
The two main types of listening – the foundations of all listening subtypes are:
Discriminative listening is the foundational stage of listening that begins even before birth, as fetuses can perceive sounds in the womb This form of listening focuses on recognizing various sounds rather than understanding words or phrases For instance, infants can differentiate between their parents' voices, identifying the distinct sound of their father's voice compared to their mother's.
Discriminative listening evolves from childhood into adulthood, enhancing our ability to differentiate sounds as we gain life experience This skill allows us to recognize various voices and discern subtle sound variations, which is essential for understanding their meanings Key aspects of this development include identifying foreign languages, distinguishing regional accents, and interpreting the speaker's emotions and feelings.
The ability to discern the nuances of a speaker's emotions, such as happiness, sadness, anger, or stress, enhances our understanding of their message By integrating discriminative listening skills with visual cues, we can interpret body language, allowing us to grasp the speaker's true feelings, such as recognizing sadness even if their words convey otherwise.
Comprehensive Listening Comprehensive listening involves understanding the message or messages that are being communicated Like discriminative listening, comprehensive listening is fundamental to all listening sub-types.
In order to be able to use comprehensive listening and therefore gain understanding the listener first needs appropriate vocabulary and language skills.
Using complex language or technical jargon can hinder effective listening This challenge is exacerbated by the fact that individuals may interpret the same message differently In group settings, such as classrooms or business meetings, this issue can escalate, leading to multiple interpretations of the information presented.
Comprehensive listening involves understanding both verbal and non-verbal cues, including tone of voice, gestures, and body language While these non-verbal signals enhance communication and understanding, they can also create confusion and misunderstandings Therefore, it is essential to seek clarification and employ reflective listening skills to improve comprehension in various listening scenarios.
Listening types can be defined by the goal of listening The three main types of listening most common in interpersonal communication are:
- Informational Listening (Listening to learn)
- Critical Listening (Listening to Evaluate and Analyze)
- Therapeutic or Empathetic Listening (Listening to understand Feeling and Emotion).
Factors affecting students’ English listening
Motivation is an important term in language learning and it is multi- dimensional
Motivation is an ongoing process that serves as a vital tool for achieving goals rather than a fixed endpoint Initially, it sparks interest and encourages goal-setting, leading to decisive actions Sustaining this interest is crucial, particularly in language learning, as it enhances the significance of the experience According to Slavin (1997), motivation is essential for guiding individuals toward their objectives, illustrating its role in shaping thoughts and actions (Weiner 1992 in Wlodkowski, 1999).
These aspects of motivation are supported by Brophy's method for motivation
Motivation is a crucial theoretical construct that explains the initiation, direction, intensity, and maintenance of behavior, particularly in relation to achieving goals In the classroom, student motivation reflects the extent to which learners engage with and commit effort to various activities, regardless of whether these align with the teacher's objectives Clearly, motivation plays a vital role in the learning process, and numerous studies highlight its importance in student success.
Lack of motivation remains a significant challenge for both teachers and students in language classes Identifying the underlying causes of this issue is crucial for effectively addressing the needs of unmotivated students Timmins (1999) emphasizes the importance of incorporating psychological insights in the classroom to uncover the reasons behind students' diminished motivation.
Therefore, it is very important for the teacher to put emotional factors into account
Threats to students' psychology can diminish their interest in lessons, but this issue is solvable with careful teacher intervention McDonough (2007) emphasizes that teachers should create a supportive yet challenging learning environment that fosters motivational thinking and clarifies students' goals The dynamic of role reversal between teachers and students enhances motivation, as positive emotions arise when students engage actively in their learning Scharle and Szabo (2005) highlight that fostering a sense of responsibility and independence in students leads to increased happiness and confidence Classrooms that empower students to participate actively boost their eagerness to learn, as learner autonomy significantly enhances motivation Creating self-help environments that offer choice and encouragement is essential for motivating students.
Motivation is essential in doing everything, including in learning something.
Motivation is essential for language learners as it drives their effort and enhances their understanding of a new language A motivated learner is more likely to strive for success and engage actively in the learning process According to Harmer (2003: 10), effective learners exhibit key traits such as a willingness to listen, readiness to read, eagerness to ask questions, and an openness to adapt their learning strategies.
So, it is part of a teacher’s job to encourage students and create a good atmosphere for them to study.
The quality of the sound system plays a crucial role in determining how well we can understand spoken English and other sounds around us If the audio is distorted or too faint, it hampers the listener's ability to comprehend Therefore, it is vital for classrooms to ensure that recorded materials are at an appropriate volume, allowing all students to hear clearly.
Pronunciation is the most essential thing we have to master Otherwise, we cannot get the message that people say According to Penny Ur (2001), Jack C.
According to Richard (2002), pronunciation encompasses the sounds of language, including phonology, tension, rhythm, and intonation, which can be segmented and analyzed Otłowski (2004) adds that pronunciation reflects commonly accepted practices in speech Thus, it can be concluded that an interpreter functions as a sound generator, producing segments that are widely recognized and understood.
Mastering English pronunciation is crucial for effective communication, as learners with good pronunciation can be understood despite other errors, while those with poor pronunciation may struggle to convey meaning, even with perfect grammar Fangzhi (1998) emphasizes that proper pronunciation is essential for transmitting messages clearly, highlighting its impact on speaking and listening skills Furthermore, Gilbert (as cited in Otlowsky, 2004) notes that poor pronunciation can lead to being overlooked in conversations Thus, it is evident that pronunciation significantly influences how others perceive and understand spoken language.
Vocabulary is a crucial component in teaching and learning a foreign language, serving as the foundation for essential skills such as reading comprehension, listening, speaking, and writing It acts as a vital tool for students striving to communicate effectively in English Whether interacting with native speakers, enjoying movies without subtitles, listening to English songs, or writing letters to friends, a strong vocabulary is indispensable for successful engagement with the language.
Many students struggle to understand spoken English, leading to frequent interruptions in conversation This challenge primarily stems from a limited vocabulary, which hinders effective communication and comprehension.
Many students struggle with retaining vocabulary, often forgetting words immediately after their meanings are explained by teachers or looked up in the dictionary This challenge contributes to a limited vocabulary However, as students continue to learn, their ability to remember words improves, highlighting the importance of consistent practice in vocabulary acquisition.
According to Cardenas (2001), vocabulary plays a crucial role in assessing a student's communication proficiency It is essential for successful communication, as a strong vocabulary enables students to express themselves effectively.
Learning vocabulary is crucial for students studying English as a foreign language, as a strong vocabulary enhances listening skills Without understanding the meanings of words, learners may hear speech without grasping its intended messages Therefore, acquiring a rich vocabulary is essential for effective communication in any language.
Research by Munro and Derwing (1999) indicates that heavy accents can significantly hinder comprehension Goh (1999) found that 66% of learners identified a speaker's accent as a major factor impacting their understanding In practice, listeners find it easier to comprehend speech from someone from their own country compared to someone with a different accent, even when both speakers use the same language.
Background knowledge significantly impacts listening comprehension, as individuals may struggle to fully understand spoken language without it Samuels (1984) noted that even proficient listeners can face challenges if they lack essential contextual information Underwood emphasized that the absence of background knowledge hinders comprehension, leading students to grasp only superficial meanings while missing deeper implications Koichi (2002) illustrated this point by highlighting how non-native speakers often struggle to comprehend specific inquiries, such as cashiers asking about preferred bag types in American supermarkets While they may understand the word "bag," the cultural context can create confusion, illustrating the critical role of background knowledge in effective listening.
2.2.7 The speed rate of speech
RESEARCH FINDINGS
Participants
The study was undertaken with the participation of 52 first-year students at the English Faculty of TMU Their ages are from 19 to 20 The subjects of the study are
In the second semester of the 2018-2019 academic year, 52 freshmen from the English Faculty (K54N7) at TMU share common backgrounds, predominantly hailing from rural areas and having over seven years of English learning experience Despite their extensive study, these students struggle with English listening skills due to a lack of practical environment for practice and ineffective learning methods, as their high school education primarily emphasized grammar and reading skills.
That is the reason why they did not spend much time on listening skills Thus, they have encountered many difficulties in learning English listening skill at university.
Data Collection Instruments
The instruments which were used in this study are a survey questionnaire and two interview questions
For this study, a questionnaire was administered to 52 first-year English faculty students during their class breaks, ensuring proper collection of responses Prior to the survey, the researcher explained the study's purpose and significance, addressing any potential misunderstandings about the questionnaire to enhance the reliability and validity of the data collected.
The questionnaire was designed using simple English to ensure students clearly understood the questions and answers It consisted of two parts: the first part gathered personal information, including age, gender, and years of English learning, while the second part featured 10 questions, both closed and open-ended The main objective of the questionnaire was to conduct an investigation.
- The students’ general attitudes towards learning English
- Their perceptions of the importance of learning English listening skills
- Their ways of learning English listening skills
- Their difficulties in learning English listening skills
Two open-ended interview questions were created for students at the English faculty of TMU to gather insights on the challenges they face in learning English listening skills, as well as their suggestions for improvement Unlike questionnaires, interviews foster a collaborative exchange of ideas between the interviewer and interviewees, allowing for a more in-depth exploration of their experiences and perspectives.
After conducting the interview, all gathered data will be meticulously documented This research will analyze the findings to identify common challenges faced by students and explore effective strategies for improving English listening skills.
The analysis process will include direct quotes from interview responses as evidence, and the findings will be presented through a comprehensive examination of the interview data to reveal the study's results.
Data is essential in research, as it enables researchers to derive meaningful results In a study examining the English listening skills of first-year English majors at TMU, a survey questionnaire was distributed to 52 students to gather relevant information on the subject.
After that, they were also invited to answer interview questions
Upon completing the data collection process, the gathered information was transcribed, typed, and translated for thorough analysis Following this, the researcher proceeded with the data analysis phase.
Data Analysis and Discussion
3.3.1 Findings from Survey Questionnaire 3.3.1.1 General Background Information
Table 3.1 Student’s learning English background
From the table above, the vast majority of English first-year students were female (90.4%), at the age of 19 (88.5%) and from non-urban provinces (90.4%).
Students from various provinces, including Ha Tinh, Nghe An, and Thanh Hoa, have recently moved to Hanoi to pursue their studies after completing high school Notably, 88.5% of these students have been studying English for over seven years, reflecting a strong foundation in the language Their eligibility to enroll at Thuong Mai University was confirmed by their success in the entrance exams, indicating that most English-majored freshmen possess a solid background in English.
Chart 3.1.Students’ English listening level
According to Chart 3.1, 43.8% of students expressed a belief that they were poor at English listening skills, while 31.3% rated their abilities as average Only 6 out of 52 respondents considered their listening skills to be fairly good, and a mere 6.2% felt confident in their listening abilities, with the same percentage identifying themselves as excellent listeners.
3.3.1.2 Attitude of students towards English listening
Table 3.2 Attitude of students towards English listening lessons
How do you feel about English lessons at school?
According to the data presented in Table 3.2, a significant portion of students, 38.6% (20 out of 52), found English listening lessons to be boring, while 23% (12 students) considered them quite boring Only 10% perceived the lessons as normal, which is the same percentage of students who found the lessons interesting, and notably, none reported them as very interesting These findings indicate that English listening lessons lack the engagement necessary to motivate students to learn Additionally, Chart 3.2 illustrates students' attitudes toward the difficulty level of English listening skills.
Chart 3.2 Students assessment about the level of difficulty of English listening
The chart clearly indicates that learning English listening skills poses significant challenges for students, with 67.9% of survey respondents finding it difficult Additionally, 5.7% of learners consider listening skills to be extremely difficult While 24.5% of students view their listening ability as average, a mere 1.9% perceive it as easy, and none believe it to be very easy These statistics highlight the pressing issue of English listening proficiency among first-year students at the English faculty of TMU.
Chart 3.3 Students’ assessment of their weakest English skill
According to Chart 3.3, 50% of respondents identified English listening as their weakest and most intimidating skill, while 20% considered writing to be their weakest area, matching the percentage of those who felt the same about speaking Additionally, only 10% of respondents reported struggling with reading.
The results indicated that all students recognized their challenges in listening skills and expressed a desire to enhance their abilities This raises the question: why is improving listening skills essential? According to TMU students, the importance of English listening skills cannot be understated.
Chart 3.4 below shows their points of view.
Chart 3.4 Students’ opinion about the importance of English listening skill
A remarkable 98% of students recognize the critical importance of English listening skills, highlighting their essential role in today’s globalized world Only one student viewed listening as fairly important, while none considered it unimportant This overwhelming consensus reflects a clear understanding among students of the vital role that English listening skills play in effective communication and international integration.
3.3.1.3 Students’ current situation in practicing English listening skill
Chart 3.5 Students’ frequency in practicing listening to English
According to the data, 34.6% of students regularly practiced listening to English after school, while an equal percentage reported doing so occasionally Nearly a quarter (23.1%) indicated that they rarely engaged in listening to English at home Only 5.8% of respondents consistently practiced listening, and 1.9% never practiced this skill Overall, it appears that students do not prioritize English listening practice, possibly because many take this skill for granted, allowing it to develop naturally.
Students have dedicated significant time to improving their reading skills, especially in preparation for mid-term and final tests, which include one or two lengthy reading comprehension assessments Notably, reading comprehension contributes to approximately 70% of the overall score, highlighting its importance in academic evaluations.
To enhance English listening skills, consistent practice is essential, as it leads to mastery Engaging with various free resources can significantly aid in this endeavor The following chart highlights the primary materials frequently utilized by students for effective listening practice.
Chart 3.6 Some kinds of material students use to listen
Films and stories are the preferred learning tools for students, accounting for 73.1% of their engagement, followed by songs at 50% In contrast, only 23.1% of students practice listening to English through news and magazines, with a mere 9.6% exploring other options This suggests that many students find news and magazines uninteresting, leading them to choose more enjoyable content that allows them to relax Consequently, while students may feel comfortable during this listening time, they often miss out on meaningful learning experiences.
On the other hand, other students seriously learn to listen to English through these means Hence, during the listening process, they apply some methods to enhance their listening skill
Chart 3.7 What students do during listening
AJ Hoge, the director of Effortless English, has created a series of videos that aid students worldwide in learning English, promoting the imitation method for effective listening practice This approach has led to a notable 46.2% of Vietnamese students, particularly at TMU, adopting the listening and repeating method Additionally, 40.4% of students have embraced note-taking while listening, enhancing their overall learning experience A smaller segment of students, 30.8%, focused on answering questions during listening exercises, while some simply listened These findings illustrate the listening habits of TMU students and their commitment to improving their English skills.
To have a good understanding of listening, what should students do before listening? This thing will be shown in the chart below:
Chart 3.8 What students do before listening
Research indicates that 25% of participants consistently attempt to predict the content of listening texts prior to the activity, utilizing essay titles, available gists, or related questions Additionally, only 5.7% of students proactively seek out new vocabulary related to the topic beforehand, which aids in reducing unfamiliar words and enhancing comprehension More than half of the students employ both strategies simultaneously to optimize their listening experience However, 13.5% of students engage in no preparatory activities before practicing their listening skills.
3.3.1.4 Difficulties which students encounter in listening English
This research aims to identify techniques that assist English-majored freshmen at TMU in improving their English listening skills by exploring the challenges they encounter in the learning process The accompanying chart highlights common difficulties faced by many students when listening to English.
Chart 3.9 Difficulties which students face in listening
Only 5.8% of students reported issues with poor quality tapes or disks, indicating it's not a significant concern However, background noise during recording or prolonged use can lead to unclear sounds, making it difficult for students to accurately hear words Additionally, some students struggle to hear if they are seated too far from the cassette or if the volume is insufficient To enhance comprehension in listening exercises, it is essential for students to properly prepare their equipment and physical environment beforehand.
Discussions and Recommendations
Many students at TMU face significant challenges in developing their English listening skills, with a survey revealing that 67.9% of first-year students find it difficult and 5.7% consider it extremely difficult Key factors contributing to these difficulties include the use of poor-quality audio materials, unfamiliar content in listening texts, and limited in-class practice time Additionally, a subjective factor impacting their learning is the tendency of students to focus on understanding every single word, which hinders their ability to keep up with the pace of speech.
In conclusion, in order to get the maximum benefits of offered techniques, some recommendations are proposed to the first-year students in English faculty at TMU.
Overcoming the above problems is not easy, and needs a long-term process.
Based on the findings of this study, the researcher offers some recommendations which students can put into practice for better listening skill
3.4.2.1 Expanding vocabulary and background knowledge
Vocabulary is essential for language learning, especially for developing listening skills Students must build a robust vocabulary and knowledge across various topics Many students resort to writing down every word and its meaning, which can lead to boredom and fatigue This method is ineffective for long-term retention, as they often fail to practice and apply these words in different contexts, rendering them unusable.
To enhance vocabulary effectively, it's crucial to learn phrases rather than isolated words, as phrases provide context and are easier to remember Incorporating body language and expressive speaking can further aid in vocabulary retention Additionally, infusing emotions into the learning process is essential, as research shows that emotions and imagery significantly improve memory retention.
Students should prioritize watching informative shows and reading books over entertainment game shows to broaden their knowledge Understanding extends beyond linguistic skills to encompass cultural, religious, and communicational differences, which are essential for comprehensive learning.
Understanding American culture is an advantage when listening to Americans talk.
Pronunciation is essential for effective listening comprehension, as mispronunciation can lead to misunderstandings and communication failures Many students tend to focus solely on the meanings of new words without considering their pronunciation, which results in confusion when attempting to speak To improve their listening skills and avoid this issue, students should learn both the written and spoken forms of vocabulary simultaneously.
Learning various forms of a word—noun, verb, adjective, or adverb—is crucial for students due to unique cases in English For instance, the word "desert" is pronounced /ˈdezət/ as a noun and /dɪˈzɜːt/ as a verb, illustrating how stress changes with different forms, leading to variations in pronunciation Understanding these distinctions helps minimize confusion while listening.
To pronounce correctly, attending pronunciation course taught by foreigners at English center or on YouTube before learning other skills is a smart decision.
Communicating with native speakers in person or via applications on the Internet is viewed as the fastest way to standardize pronunciation.
"Success is achieved through thorough preparation," emphasizes Nguyen Anh Tuan, Business Development Manager at My Gym and a distinguished alumnus of BUV International University This principle holds true for mastering English listening skills, where preparation plays a crucial role Engaging in preparatory activities before listening exercises is essential, as it significantly influences the outcomes of the listening process.
To enhance listening skills, students should ensure they are in a quiet environment and have access to high-quality audio equipment with sufficient volume Additionally, maintaining a positive and open mindset is crucial for effective learning.
Listening while being tired or uncomfortable causes distraction After that, preparing vocabulary and background knowledge for the topic is indispensable.
Before listening, students can scan the transcript to make sure that they know the vocabularies in the text because people cannot comprehend what they do not know before.
3.4.2.4 Using appropriate strategy while listening
Many English-majored freshmen struggle with effective listening strategies, often attempting to understand every single word rather than focusing on the main ideas This tendency to translate each word into their mother tongue can obstruct their comprehension of the speaker's overall message To enhance their listening skills, students should prioritize grasping the general meaning instead of getting caught up in minor details Ultimately, the goal of language is communication, which emphasizes understanding and being understood.
Additionally, listening and repeating or listening and transcribing are good ways to improve English listening skill They help students to remember vocabularies, cultivate intonation and not forget important information
In today's digital age, numerous resources are available online and in print for enhancing listening skills However, it's crucial to select materials that match one's proficiency level; beginners should avoid advanced content like IELTS tests, while advanced learners do not benefit from beginner-level resources.
Students should assess their proficiency level and seek guidance from teachers to select suitable materials It is important to avoid overly challenging texts that may lead to frustration and discouragement Additionally, choosing engaging and intriguing content is crucial to maintain interest and prevent boredom.
Some appealing TV shows prevalent today are TED Talks, Master Chef,
IELTS Face-off, BBC news, CNN news, etc Wise people are those who know how to take advantage of free resources to develop themselves
3.4.2.6 Doing some extra activities after listening
To enhance comprehension and retention, listeners should engage in pre-listening exercises, such as answering questions, summarizing the narrative, or role-playing the characters These activities not only deepen understanding of the topic but also strengthen memory skills, providing valuable opportunities for students to connect with the material.
3.4.2.7 Practicing English listening skill every single day
Improving English listening skills is a long-term commitment that requires diligence and persistence Many first-year English majors at TMU acknowledge the importance of listening practice; however, they often dedicate minimal time to it due to distractions like social relationships, part-time jobs, or a lack of motivation To enhance their listening skills, the researcher recommends that students form study groups of 2 to 4 members, where they can hold each other accountable through commitments, rewards, and consequences, fostering a more engaging and supportive learning environment.
When teammates support each other, they embody the saying, “Together we can change the world.” Practicing English listening skills with friends for 1 to 2 hours daily is an effective strategy for rapid improvement.
Sometimes, students can create fully-English environment by listening toEnglish talks passively while doing housework.