OVERVIEW OF THE STUDY
Reason of the study
In today's rapidly advancing world of science, technology, and globalization, proficiency in English is essential The significance of English as a global language is widely recognized, with its dominance increasing across the globe In many countries, English serves as a mother tongue, while in others, it is taught as a second language in schools, highlighting its vital role in international communication and education.
English serves as a vital means of communication among individuals from diverse cultures, making its mastery essential for education and national development.
The four essential language skills—listening, speaking, reading, and writing—are crucial for all language learners In the context of learning English, listening serves as the foundational skill, akin to the base of a house Many learners find listening to be the most difficult aspect of language acquisition due to its intricate and nuanced nature As a result, numerous individuals struggle to communicate fluently in English even after years of study Effective listening is vital for speaking English well, as mutual understanding is necessary for meaningful exchanges Consequently, poor listening skills can hinder effective conversation.
All these reason, offered the researchers a chance to conduct a study on “How to improve English listening skill of K52 English faculty students at TMU”.
The researcher hopes that the research will provide learners a relatively view about how to improve listening skill.
Research questions
The study aims to assess the current state of English listening skills among K52 students in the English faculty, identify the factors influencing their listening abilities, and propose strategies to enhance their listening proficiency.
To reach the target, the researcher set up the following questions:
1 What difficulties do K52 students face when listening to English?
2 What are some possible solutions to improve their English listening skill?
This study focuses on the listening skills of K52 students in the English department at TMU, highlighting their current challenges and common difficulties in listening comprehension It also proposes potential solutions to enhance their listening abilities However, due to time constraints and limited resources, the research does not comprehensively address all aspects of listening skills.
Moreover, the study cannot touch upon all students at English Department, it is confused to the K52 students in the faculty at TMU.
In contemporary research, both quantitative and qualitative methods are frequently employed, and this study utilized a combination of both approaches The theoretical framework was developed using documents and scientific research from both domestic and international scholars Data collection was conducted through questionnaires and interviews at TMU.
The primary approach utilized in this study is a quantitative survey questionnaire To achieve the established objectives, the researcher also gathers additional information through informal qualitative interviews, enhancing the value and accuracy of the research findings.
This study attempts to explore of how students overcome listening difficulties English This study aims the following.
Firstly, this research is to identify the students’ perception to the significance of the English listening
One of the key objectives is to identify the various listening challenges faced by English major students at TMU These difficulties contribute to a lack of interest in learning English, both in the classroom and at home.
Finally, we provide the potential suggestions, to help students overcome difficulties Meanwhile, these solutions will help student be excited in English listening lesson Listening level is better and better.
The research is divided into 5 following chapter:
Chapter 1 (Overview): some main information about the research
Chapter 2 (Literature review): comprising relevant definitions, difficulties and methods to improve that skill
Chapter 3(Research method): give reasons for choosing and describing research methods
Chapter 4 (Research findings): collecting, analyzing, processing the data and presenting the results
Chapter 5(Recommendations and suggestions): summarizing the study, making suggestions, presenting the limitations and research future.
The study includes a comprehensive list of references that detail all materials and sources utilized, along with an appendix that features the questionnaires and interview questions specifically designed for students.
Method
In contemporary research, both quantitative and qualitative methods are frequently employed to present findings This study utilized a mixed-methods approach, integrating insights from scholarly documents and research from both domestic and international sources to establish a theoretical framework Data collection was conducted through questionnaires and interviews at TMU.
The primary research method utilized in this study is a quantitative survey questionnaire To enhance the validity and reliability of the findings, the researcher also gathers supplementary information through informal qualitative interviews.
Aims of the study
This study attempts to explore of how students overcome listening difficulties English This study aims the following.
Firstly, this research is to identify the students’ perception to the significance of the English listening
One of the key objectives is to identify the various listening challenges faced by English major students at TMU These difficulties often lead to a lack of interest in learning English, both in the classroom and at home.
Finally, we provide the potential suggestions, to help students overcome difficulties Meanwhile, these solutions will help student be excited in English listening lesson Listening level is better and better.
Organization of the study
The research is divided into 5 following chapter:
Chapter 1 (Overview): some main information about the research
Chapter 2 (Literature review): comprising relevant definitions, difficulties and methods to improve that skill
Chapter 3(Research method): give reasons for choosing and describing research methods
Chapter 4 (Research findings): collecting, analyzing, processing the data and presenting the results
Chapter 5(Recommendations and suggestions): summarizing the study, making suggestions, presenting the limitations and research future.
The study includes a comprehensive "References" section that catalogs all materials and sources utilized, along with an "Appendix" that presents the questionnaires and interview questions specifically crafted for students.
LITERATURE REVIEW
Overview of listening
Listening is a crucial skill for mastering both native and foreign languages, gaining increasing recognition in language acquisition Various linguists have defined listening in multiple ways, including Howatt and Dalkin (1974), Wolvin and Coakley (1982), Pearson (1983), Hirsch (1986), Scarcella and Oxford (1992), and Bentley and Bacon.
(1996), Brown (2001), Gary Buck (2001), Scott Shelton (2008) and among other.
Listening, as defined by Howatt and Dalkin (1974), is the skill of recognizing and comprehending spoken language This includes the ability to interpret a speaker's accent, pronunciation, grammar, and vocabulary, as well as grasping the intended meaning behind their words.
Wolvin and Coakley (1982) regarded listening “the process of receiving, attending to and assigning meaning to aural stimuli.
According to Pearson (1983), listening is a complex skill that requires the simultaneous integration of phonology, syntax, semantics, and an understanding of textual structure, all governed by cognitive processes Therefore, it is evident that while not always fully acknowledged, the listening skill plays a crucial role in achieving language proficiency.
Hirsch (1986) defines listening as a skill that encompasses neurological responses and sound interpretations, enabling individuals to understand and derive meaning through actions such as reacting, selecting, remembering, attending, and analyzing, all while integrating prior experiences.
According to Bentley and Bacon (1996), listening is a crucial component of learning a second language, characterized as an active process where listeners actively construct meaning from spoken input.
Listening is a complex process that goes beyond simply receiving sounds; it involves transmitting nerve impulses to the brain, as noted by Brown (2001) This process includes three essential components: the sender, the message, and the listener, highlighting the interactive nature of effective listening comprehension.
Gary Buck (2001) emphasizes that listening comprehension is an active process of meaning construction, requiring the application of both linguistic and non-linguistic knowledge to interpret incoming sounds effectively.
Effective listening is a challenging and engaging process, as highlighted by Scott Shelton (2008) It requires the ability to understand various accents and pronunciations, navigate unfamiliar vocabulary and sentence structures, and manage competing background noise Additionally, it demands a conscious effort to maintain focus and avoid distractions while listening.
All of this must be achieved and dealt with more or less simultaneously in order to identify and understand the meaning in any given message
According to Hasan, “listening” is one process that listeners receive information This process takes place one way which completely doesn’t require any explanation or interaction with text listening
Listening is a complex activity that involves focusing on specific aspects of sound to derive meaning, as noted by Richard (1983) and O’Malley and Chamot (1990) Through this process, listeners integrate the information they hear with their existing knowledge.
In summary, listening involves recognizing and comprehending the spoken words of others, encompassing aspects such as pronunciation, grammar, and vocabulary These definitions aim to elucidate the essential nature of listening skills, which are crucial for acquiring both native and foreign languages.
There are different definitions of the term “listening comprehension.”
Listening comprehension involves various processes essential for understanding spoken language, such as recognizing speech sounds, grasping individual word meanings, and interpreting sentence syntax (Nadig, 2013 as cited in Pourhosein Gilakjani & Sabouri, 2016) Hamouda (2013) defines listening comprehension as the listener's ability to understand and accurately repeat what they have heard, highlighting that mere repetition of sounds does not equate to true comprehension.
Listening comprehension, as defined by Richard and Schmidt (2002), is the process of understanding speech in both the first and second languages This process involves two key approaches: top-down and bottom-up strategies, which are essential for effective listening in a second language.
Brown also shared that the “top-down” process occurs when the learners availably use background knowledge and vocabulary to understand to the content The
“bottom-up” process is to use the context of the listening to predict the meaning of new words.
Listening is a purposeful skill that involves active engagement and comprehension According to Helgesen, effective listeners not only grasp the content being presented but also connect it with their prior knowledge to enhance understanding Additionally, they pay attention to both the words spoken and the underlying implications, making listening a multifaceted process.
2.1.2 The importance of listening skill
Listening is an essential life skill that enhances our understanding of ourselves and the world around us In everyday life, individuals engage in listening more frequently than speaking, reading, or writing For example, at home, we absorb information through news and films, while at school, students focus on lectures In professional settings, employees listen to new plans from their directors Research indicates that people spend an average of 45% of their time listening, compared to 30% speaking, 16% reading, and 9% writing (Adler, R et al 2001) Given this significant amount of time dedicated to listening, it is crucial to invest effort into improving our listening skills for more effective communication.
Listening is essential for personal growth and connection, as highlighted by Dr Rachel Naomi Remen, who states that “the most basic and powerful connection to another person is to listen.” By giving our attention to others, we foster meaningful relationships and enrich our lives Without this vital skill, individuals risk falling behind in their personal development.
It is mentioned in the different ways between “hearing” and “listening”.
Difficulties in learning the English listening skill
According to Underwood, English learners often face the following potential difficulties:
Uncontrollable speed of the speaker
Limited vocabulary of the listener
Many learners lack effective study habits and often struggle to identify the root causes of their listening comprehension issues According to Hasan, they tend to rely on inefficient listening strategies, attempting to understand every word, which is not how even native speakers listen Effective listeners focus on key words to grasp the main idea and infer the meanings of unfamiliar terms from context Key challenges for learners include unfamiliar vocabulary, complex grammatical structures, and lengthy audio passages Additionally, factors such as unclear audio, lack of interest, and the expectation for complete answers further hinder students' listening comprehension.
Nguyen Bang and Nguyen Ba Ngoc highlight several challenges faced by learners, including difficulties with English sounds, vocabulary, and speaking speed Additionally, Hoang Van Van, Nguyen Thi Chi, and Hoang Thi Xuan Hoa have identified specific obstacles that learners encounter in their language acquisition journey.
Difficulty in listening to English sounds
Trying to understand all the words to grasp the idea said
Do not understand native speaker when they speak naturally quicly
Need to listen again and again
Difficulty in catching all the information
Listening comprehension challenges in EFL learners can be attributed to several factors, including listener proficiency, speaker characteristics, stimulus elements, and contextual influences (Teng, 2002; Boyle, 1984) Notably, EFL proficiency emerges as a critical factor, suggesting that limited linguistic knowledge may hinder students' listening abilities Additionally, common issues such as difficulty in retaining information (Goh, 2000) and forgetting word meanings (Sun, 2002) further complicate the listening process While theoretical frameworks provide insights into these challenges, they do not fully explain the complexities faced by learners As Vogely (1995) emphasizes, empirical research is necessary to bridge the gap between theory and actual learner experiences, highlighting the importance of examining discourse within the classroom context.
Understanding British and American culture is crucial for learners, especially when studying foreign languages like English Without this cultural knowledge, students may struggle to grasp the thought processes and nuances of native speakers, hindering their overall comprehension and communication skills.
To enhance comprehension, learners must possess cultural knowledge relevant to the language they are studying When listening tasks incorporate unfamiliar cultural contexts, students may struggle significantly with understanding Therefore, it is essential for teachers to provide background information on listening activities beforehand to facilitate better comprehension (Azmi, Celik, Yidliz, & Tugrul, 2014).
Identify structure, verb when listening
Your listening skills are significantly influenced by your ability to identify sentence structures and verbs Understanding these elements is crucial for comprehending spoken sentences If you can quickly recognize the structure and verb within a sentence, you'll grasp its meaning effectively It's important to note that spoken sentences often contain multiple sentence structures Therefore, mastering sentence structures and verbs is essential for learning English.
Understanding sentence structure, particularly the verb, is crucial for effective listening comprehension Without this knowledge, you may find yourself merely guessing the meaning of a paragraph after hearing it For instance, the phrase "have been doing something" indicates the duration of an action up to the present moment.
For example: I have been studying English for 10 years (I have been learning English for 10 years already) (Currently I am still learning English)
To fully grasp the content being communicated, focus on the verbs within the sentences and their overall structure This attentive listening approach enhances comprehension and ensures you capture the essential meaning of the message.
A strong vocabulary is essential for language learning, as it significantly impacts listening comprehension Students with a rich vocabulary are more likely to excel in listening skills, while limited vocabulary can hinder their ability to understand spoken language Unfortunately, many learners neglect vocabulary practice, which adversely affects their listening proficiency Research by John and Shane (2004), Rivers (1983), and Nunan (1999) supports the idea that consistent attention to vocabulary is crucial for improving listening abilities.
Students often experience a negative mindset during listening exercises, leading to increased tension and anxiety when they struggle to keep up with the pace This nervousness hinders their ability to concentrate, as they fixate on the words they fail to recognize Empirical research indicates that such anxiety is prevalent in listening classes and negatively impacts comprehension of the listening material (Sun J, 2011).
Many students often overlook the true purpose of listening, with some favoring intensive listening while others prefer extensive listening Research indicates that 31.2% of students aim to comprehend every word and sentence while listening (Sun H, 2015) The choice of listening method should be guided by the specific questions they need to answer However, students frequently neglect the connections and logical relationships between sentences, making it difficult for them to grasp the overall topic and content Additionally, some students habitually translate what they hear into Vietnamese before attempting to understand it, which can waste time and negatively impact their listening skills.
2.2.2 Characteristics of spoken language making listening so difficult
There are some characteristics of spoken language which makes listening difficult (Brown 2001):
In spoken language, memory constraints lead us to break speech into manageable clusters of words, such as "a lot of" and "a number of." Consequently, learners should focus on identifying these clusters when listening, rather than attempting to comprehend every single word, as this approach can be distracting and counterproductive.
Moreover, spoken language has a great number of redundancies They are result of rephrasing, repetitions, elaborations, and some insertions such as “as I have said” and so on
Spoken language often features various reduced forms, including phonological, morphological, syntactic, and pragmatic variations, such as "you're" for "you are" and "won't" for "will not." These reductions can pose significant challenges for language learners, making comprehension and communication more difficult.
The next characteristic is performance variables As a result of unplanned action, spoken language consists of a lot of hesitions (er, uhm), false starts, pauses and corrections They make listeners confused.
Colloquial language poses a challenge for listeners in real-life situations, as they are often more accustomed to written language The use of idioms, slang, contractions, and culturally specific expressions frequently appears in both monologues and dialogues, which can hinder comprehension.
English is a stress-timed language, making it essential for learners to grasp its prosodic features Understanding stress, rhythm, and intonation enables listeners to decipher nuanced messages, including sarcasm, endearment, insults, and pauses.
RESEACH METHODOLOGY
Participants
This study will involve 200 third-year English faculty students at TMU, aged 21, comprising both male and female volunteers Participants will complete a questionnaire and engage in interviews, with some having studied English for 7 years while others have learned the language for 3 years or less.
Instruments
This study employed both quantitative and qualitative methods for data collection to achieve its objectives The quantitative approach focuses on numerical evaluation and the measurement of information, analyzing raw data such as statistics and factual values In contrast, the qualitative approach, as described by Creswell, emphasizes understanding individual experiences and social constructs, aiming to develop theories or patterns based on multiple meanings Together, these methodologies provide a comprehensive analysis of the data's characteristics and underlying significance.
This study utilized two primary instruments for data collection: a questionnaire and a semi-structured interview The questionnaire served as the main tool to gather specific information, with its questions designed according to the research questions and hypotheses Essentially, a questionnaire is a structured set of questions aimed at collecting valuable information from respondents.
Survey questionnaires are a highly effective tool for data collection in social science research According to Gillham (2000), their advantages include reduced pressure on respondents, minimized bias, and straightforward analysis of responses Similar to questionnaires, interviews enable researchers to explore cognitive processes and constructs like awareness, perceptions, and attitudes that may not be directly observable.
The study utilized interviews as a second data collection method to validate questionnaire findings and explore how identified listening difficulties impacted learners' comprehension The interviews aimed to uncover the reasons behind these challenges, identify additional listening issues, and seek solutions for improvement By allowing learners to express their thoughts in their own words, the research aimed to gain deeper insights into their understanding and attitudes towards their listening difficulties.
Data collections
The data collection utilized two instruments: a questionnaire and interviews The questionnaire was divided into three sections, with the first section containing three questions aimed at assessing the importance of English skills The second section included 14 questions focused on the challenges faced in English listening, categorized into four areas: listening materials (6 items), linguistic aspects (5 items), speaker-related factors (4 items), and psychological influences (3 items).
Data analysis
The data collected from questionnaires and interviews were systematically organized and analyzed, with quantitative and qualitative analyses applied to the questionnaire results and qualitative analysis to the interview data This process revealed the listening challenges faced by EFL learners at TMU and potential solutions to enhance their listening skills Following Sudaryanto's (1993) framework, data analysis can be conducted using formal methods, which employ symbols, tables, or graphs for clarity, or informal methods that present findings descriptively This research utilized both qualitative and quantitative approaches, resulting in an informal presentation of data through narrative descriptive sentences and symbols.
RESEARCH FINDINGS
Result and discussion
Years of learning English before entering
1 year 1-3 years 3-5 years over 5 years
4.1.2 The attitude of students at TMU towards the position of listening skill
There are 200 chosen students who include both male and female All of them are the third-year English department students and they are 21 years old.
The pie chart depicts the duration of English language study among students prior to their enrollment at TMU, revealing that a significant 72% have studied English for over five years In contrast, 23% have engaged with the language for three to five years, while only 5% have studied for one to three years Notably, there are no students who have learned English for less than one year Additionally, the majority of students hail from rural areas and provinces surrounding Hanoi, with only 15 students coming from Hanoi city This geographical diversity has resulted in varied experiences in English language learning, particularly as students from rural areas often lack opportunities for speaking practice.
Very important Important Neutral Almost unimportantUnimportant 0%
Chart 4.1.2: Attitudes of students towards the position of listening skill
The chart indicates that nearly all English major students at TMU recognize the significance of listening skills Specifically, 67% of students consider English listening to be very important, while 25% view it as important Only 8% of respondents regard it as neutral, and no students believe it to be unimportant This demonstrates that students are highly aware of the critical role listening skills play in their education.
4.1.3 Students Self-assessment in English listening skills
Students Self-assessment in English listening skills
Chart 4.1.3: Students’ self-assessment in English listening skill
The chart illustrates student self-assessment regarding their English listening skills, revealing that 75% of students rate their ability as average In contrast, the good level of listening proficiency is the least represented category in the pie chart.
A small percentage of students rate their English skills poorly, likely due to frustration from past failures and inadequate training During interviews, students highlighted listening as their weakest area, prompting them to elaborate on their experiences.
Almost all of them told that their high school education focused on the preparation for the University Entrance Exam, which tested reading and writing directly.
Language skills like listening and speaking were never tested and therefore less attention was paid to them.
4.1.4 The emphasized skill in the previous
Chart 4.1.4 The highlighted skill in the previous
The chart illustrates that reading skills are prioritized, comprising 55% of total skills emphasized Writing skills receive attention from a quarter of students, while speaking skills account for 15% In contrast, listening skills are the least emphasized, with only 5% of students recognizing their importance This indicates that listening skills have not been a focus in the previous curriculum.
Many students reflect on their high school experience, noting that their primary focus was on preparing for final exams As a result, teachers often opted to read passages aloud, seemingly prioritizing efficiency over developing listening skills, which were perceived as unimportant for exam success.
4.1.5 Students’ emotion in learning English listening No
1 I find that listening is difficult 50% 30% 15% 5%
2 I find that listening is boring and not interesting.
3 There is far exciting in listening lesson 5% 15% 73% 2%
Table 4.1.1: Students’ feeling about the English listening lesson
The table illustrates students' perceptions of listening, revealing that nearly all students acknowledge its difficulty However, few express strong agreement or disagreement with this notion A notable percentage of learners find listening to be boring and unengaging, with three-quarters of respondents indicating a lack of excitement in listening lessons.
Causes make students feel difficult in listening to English
4.2.1.1 Problems related to the listeners (subjective causes)
Chart 4.2.1: Problems related to the listeners
The challenges faced by students at Thuongmai University, as highlighted in the research, significantly hinder their listening comprehension skills A prevalent issue identified is the lack of vocabulary, which students believe is the primary barrier to understanding spoken language Many students expressed frustration, noting that unfamiliar words—especially key terms—often lead to confusion, despite their efforts to consult dictionaries Additionally, they feel that inadequate pronunciation skills compound the problem, resulting in missed main points during listening exercises As a result, students are eager for guidance on effective vocabulary learning strategies, as this deficiency directly impacts their performance in listening tests.
The chart indicates that over a third of students face significant challenges with poor pronunciation, hindering their ability to recognize vocabulary in spoken texts Many students resort to self-study to enhance their pronunciation skills Research interviews support this, revealing that consonants and syllables often become inaudible, particularly auxiliary verbs Students express difficulty in perceiving how sounds blend together when listening to native speakers, noting that while they practice words individually in class with strong pronunciation, the natural flow of sentences makes it nearly impossible to discern the words.
Many students struggle with grammar, with one in ten reporting inadequate knowledge Despite having learned English in high school, they often find it difficult to listen effectively One interviewee expressed that merely knowing a lot of vocabulary is not sufficient, stating, "My ability to listen for complex sentences is too bad, and my grammar is as terrible as my conversational skills." Another interviewee echoed this sentiment, saying, "My grammar is poor, so my English isn't good All aspects of language—listening, reading, and writing—require a solid foundation in grammar and vocabulary."
Research indicates that 10% of students require multiple listens—more than three times—to grasp key information from audio materials Many struggle to comprehend the listening text after just one attempt, often relying on subtitles found at the end of their textbooks Additionally, since semester tests predominantly focus on grammar, students perceive listening skills as less important.
Psychological factors, such as anxiety and nervousness, significantly impact listeners, with studies showing that individuals who feel anxious struggle to concentrate Many students report that distractions lead to missing crucial information, with some expressing fears about their ability to understand spoken content Common sentiments include feelings of nervousness and worry during listening lessons, contributing to boredom and frustration, which further hinder listening comprehension.
A limited number of students believe that their lack of background knowledge significantly impacts their listening skills, often leading them to focus on understanding every word Many expressed that they tend to lose concentration when encountering unfamiliar terms, which hinders their overall comprehension of the audio content For instance, they noted a deficiency in cultural knowledge, particularly regarding American culture, which prevents them from grasping the main ideas presented Interviews revealed that students often feel passive in broadening their knowledge, especially in areas such as economics, politics, and social issues.
4.2.1.2 Objective problems cause difficulties students
Students often face listening comprehension challenges due to various factors, which can be grouped into issues related to the listening material itself, as well as fundamental linguistic and psychological characteristics These aspects will be explored in greater detail below.
Problems related to the listening materials
Chart 4.2.2: Problems related to the listening materials
Listening materials encompass a wide range of topics, including street gossip, proverbs, everyday conversations, and new products, often presenting unfamiliar situations for students In spontaneous dialogues, speakers frequently shift topics, which can add to the challenge Over 40% of students report difficulty understanding spoken content when delivered at a rapid pace, even if they recognize the words Interviews reveal that many students feel native speakers talk too quickly, hindering their comprehension.
Sometimes I hear all the words as a single unit.”
Students often struggle to understand listening texts due to factors such as rapid speech, complex grammatical structures, and the length of the material, which can be overwhelming The unfamiliar sounds, vocabulary, and syntax can lead to fatigue and decreased concentration, making it difficult for learners to follow the sequence of words in lengthy sentences.
The findings suggest that unfamiliar topics significantly hinder students' listening comprehension, with 20% of interviewed students reporting difficulties in understanding spoken English Many students expressed frustration, stating that the use of long sentences by speakers complicates their ability to follow along, especially when the subject matter is unfamiliar.
The findings suggest that listening comprehension challenges for EFL learners often stem from the listening text itself Key factors include the presence of unfamiliar vocabulary, intricate grammatical structures, lengthy spoken passages, unengaging topics, and complex sentence formations, all of which can hinder understanding.
Basic linguistic problems perceived by learners
Linguistic challenges are those that result from the English language itself.
Several linguistic sources which make listening difficult such as the use of colloquial language and slang, the use of reduced forms, signal words and so on.
Chart 4.2.3: Listening problems related to Linguistic feature
According to the chart, 45% of students identified colloquial language and slang as significant challenges in learning English, as their studies primarily focus on formal sentences This discrepancy highlights the difference between academic English and the everyday language used by native speakers Many students expressed that understanding and becoming familiar with these informal expressions is a considerable challenge for them.
A significant challenge for students is their lack of attention to reduced forms in spoken English, with many not even understanding what reduced forms are Additionally, students struggle to recognize signal words that guide them through the speaker's thoughts, which is crucial for comprehension Approximately twelve percent of students report difficulty in identifying these signals, which indicate transitions between points, examples, or repetitions in the conversation.
As shown in the chart, there is about 17% students confirmed that the use of
“prosodic features” related their incomprehension Stress, rhythm and intonation are
Students have expressed frustration with prosodic features in speech, noting that the fluctuating stress, rhythm, and intonation make it difficult to discern the meaning of words They find it challenging to understand when these elements are inconsistent, leading to confusion in comprehension.
4.2.2 Factors affecting to students in listening to English
Noise, Awkward seating positions and temperature
Quality of the recorded material The class atmosphere
Chart 4.2.4: Factors affecting to the listening process
The pie chart illustrates that student motivation is the most significant factor influencing learning outcomes Students with high motivation levels demonstrate improved listening skills compared to those with lower motivation.
Suggestions for student to improve English listening skill
Following the survey questionnaires, the data of suggested solutions to improve English listening skill for third- year English major students at Thuongmai University were illustrated in the chart below:
Im pr ov e v oc ab ul ar y a nd gr am m ar an d pr a
Sp en d m or e ti m e o n pr ac tic e
Pa y a tte nti on to th e l ist en in g s kil l
Us in g v isu al aid s l ist en in g l es so n a
W at ch in g f or eig n fil m s a nd re ali ty
Chart 4.3.1: Solutions for overcoming to improve English listening skill for 3 rd year students
A recent survey indicates that all third-year English major students dedicate significant time to online practice, particularly in listening to conversations and videos from platforms like BBC and VOA One participant noted, "When listening, I struggle to understand new words and accurately hear pronunciations Therefore, I believe that expanding my vocabulary and practicing pronunciation simultaneously is essential for my learning."
Students engage in practice because it is essential for their academic and professional development, establishing a foundational background in the four key English skills Notably, listening skills account for 48% of this foundation, encompassing predictive abilities, associative word perception, and the integration of intensive and extensive listening techniques.
Thirty-two percent of students believe that teachers should incorporate visual aids into listening lessons According to an interviewee, utilizing visual aids, such as pictures and diagrams related to listening topics, encourages students to actively guess and visualize the content These aids capture attention, boost motivation, and help students connect with the spoken text, making it easier to navigate challenges like unfamiliar vocabulary and minimal pairs Ultimately, this approach transforms learning into an engaging experience, resembling entertainment rather than a traditional lesson.
Utilizing the internet, 27% of students enhance their English listening skills by engaging with foreign films, reality shows, and English music According to students, this approach effectively combines entertainment with language learning.
Regular practice and long-term commitment are essential for students to achieve their goals Persistence plays a crucial role in this process; however, many students struggle with maintaining this persistence, which hinders their ability to practice effectively.
English encompasses various fields such as life, economy, politics, and society, resulting in a diverse vocabulary During the listening process, it is essential to note unfamiliar words, as English relies heavily on stress; incorrect stress can hinder comprehension and alter meanings Devote time to mastering stress patterns Utilize audio or video players to practice by quickly pausing after pressing "play," allowing you to focus on parts of words This technique helps you to isolate and replicate specific sounds, enhancing your ability to discern actual sounds rather than what you expect to hear.
"Active" listening is a lot more effective than "passive" listening When you try to imagine part of the conversation, your mind is more active.
4.3.2 Solution 2: Listen and repeat stories or anything you like in English and practice.
Listening to stories or topics you enjoy in English helps you become aware of pronunciation and intonation differences By repeatedly playing a short audio clip, you can practice mimicking the speaker Focus on repeating what they say immediately after they say it, and continue this practice until you can say it simultaneously with them The essential element for success in this exercise is perseverance.
You ought to practice to listen every day.
4.3.3 Solution 3: Always creating an talk environment by English anytime anywhere
Engaging in conversations with native speakers is invaluable for improving your English skills Visiting popular areas like Hoan Kiem Lake, where locals and tourists interact, provides excellent opportunities to enhance your listening abilities Additionally, practicing English with classmates in a classroom setting and participating in university English clubs can create a supportive environment for language development.
Mostly important, you must work hard and always give yourself a strong motivation to practice your English listening skills.
RECOMMENDATIONS AND SUGGESTIONS
Summary of the study
This research aimed to examine the current challenges faced in learning English listening skills and to provide recommendations for improvement Utilizing survey questionnaires and interviews, the study gathered valuable insights The findings led to significant conclusions regarding the difficulties learners encounter and potential strategies to enhance their English listening abilities.
Students who dedicate significant time to practice often see improvements in their English listening skills The suggestions provided enhance their ability to understand conversations more clearly, leading to better overall listening proficiency.
Students at TMU face significant challenges in their English learning journey, including limited vocabulary, poor pronunciation, lack of perseverance, and difficulty keeping up with fast-paced recorded material Based on a study's findings, both teachers and students have proposed practical solutions to address these issues Overall, these strategies are deemed effective for third-year English majors at TMU, fostering greater interest and attentiveness in learning English as students recognize the importance of enhancing their listening skills.
This study aims to support third-year English major students at TMU and enhance the learning experience for all English language learners.
Research implications
This study contributes to both theoretical understanding and practical application by addressing the challenges faced in English listening skills It offers documentation on these difficulties and suggests effective solutions, enabling students to recognize their specific challenges and select appropriate methods for improvement Ultimately, this research aims to assist English learners, particularly English majors at TMU, in enhancing their listening skills, leading to fluent communication with foreigners characterized by proper rhythm, pronunciation, and intonation.
Recommendation
The writer would like to present some recommendations related to the students’ problems in listening comprehension The recommendations are follows:
To enhance their listening skills, students should engage in regular listening exercises and immerse themselves in English talks across diverse subjects This practice will not only improve their comprehension but also broaden their knowledge of different registers in various fields of study.
The students also should motivate themselves to enrich their listening skill
Besides, the students also should learn more about the strategies that can be useful in listening comprehension especially in facing comprehension problems.
The teachers should have a better understanding of their students’ listening difficulties and evaluate their own teaching methods to improve students’ listening comprehension.
Limitations of the study
The study has notable strengths, particularly in its collection methods, including interviews and student survey questionnaires However, due to limitations such as resource constraints, time restrictions, and unforeseen factors, data was primarily gathered using a single instrument—the questionnaire Consequently, the findings may only represent a partial view of the effectiveness of this method in enhancing English speaking skills There are numerous aspects that require careful consideration and further investigation, and it is acknowledged that mistakes and limitations are inherent in the research process; thus, any feedback or additional insights are encouraged.
Suggestions for future research
Researchers should explore strategies to address the listening comprehension challenges faced by students Emphasizing the combination of increased practice and effective listening strategies can yield optimal results Additionally, to enhance the validity of the findings, it is important to involve a larger participant pool and utilize diverse data collection methods Incorporating questionnaires, interviews, and observations will lead to more convincing conclusions.
Further research needs to be conducted with more comprehensive samples including the primary, secondary, and preparatory levels in order to get a complete picture of the problem.
Listening plays a crucial role in both language acquisition and everyday communication As an English major, I've observed that listening comprehension is often the most challenging skill for students, who face a range of listening difficulties This study aims to identify the factors contributing to these listening comprehension issues and to provide recommended strategies for both teachers and students to enhance the effectiveness of listening instruction and learning.
It is found that the first- year English major students needed to spend much time on listening to English on a daily life
A study conducted with third-year English major students at TMU identified key solutions to language learning challenges The students unanimously emphasized the importance of consolidating vocabulary, improving pronunciation, and enhancing background knowledge, alongside discovering effective learning methods.
This study aims to enhance the teaching and learning of English listening skills among third-year English department students at TMU, with the expectation that its findings will lead to significant improvements in this area.
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Appendix 1: Survey questionnaire Appendix 2: Interview questions
Attention third-year English Department students at Thuongmai University: This questionnaire is part of my research on enhancing English listening skills among third-year English majors (K52) through the Listening and Repeat method Please note that all information you provide will be solely used for this study and will not be utilized for any personal purposes.
Thank you so much for fulfilling this questionnaire and assisting me to complete my research.
Please answer the questions below:
1 How long have you learned English?
2 How do you perceive to the importance of listening skill?
A Very important B Important C Normal D Unimportant
3 Which level is your listening skill?
4 Which skill was emphasized in the previous?
5 How do you feel when learning English listening lessons at class? a I find that listening is difficult b I find that listening is boring and not interesting c There is far exciting in listening lessons
6 What are difficulties do you have? a Shortage of vocabulary b Poor grammar c Bad pronunciation d Lack of background knowledge e Need to listen again and again f Psychological characteristics
7 Which problems related to the listening material do you meet? a Fast speaking speed b Long spoken text with many jargon and idioms c The use of complex grammatical structures d Unfamiliar topics
8 Which problems related to basic linguistic do you have in the following? a The use of colloquial and slang expressions b Difficulty in understanding reduced forms c Difficulty in recognizing signal words d The use of "prosodic features" in English language such as stress, rhythm and intonation, etc.
9 Which factors do you meet in listening to English in the following? a Students’ motivation b Noise, Awkward seating positions and temperature c Quality of the recorded material d The class atmosphere
10 What do you suggest possible solutions to improve English listening skill for third-year students? a Improve vocabulary and grammar and practice the pronunciation b Spend more time on practice c Pay attention to the listening skill d Using visual aids listening lesson at classroom e Watching foreign films and reality shows TV f Others
Thank a lot for your help!