First year english major students perception on the use of extensive listening to enhance vocabulary acquisition

INTRODUCTION

Background to the study

Vocabulary is essential for mastering a foreign language, as it underpins key language skills including listening, speaking, reading, writing, and translation (Lewis, 1993) According to Nation (2001) and Tellier, a robust vocabulary is crucial for effective communication and comprehension in any language learning endeavor.

Research indicates that vocabulary acquisition is crucial for language learners' success, with slow vocabulary development leading to difficulties in comprehending grade-level texts compared to English-only peers (August et al., 2005) Recent studies have highlighted the negative impact of inadequate vocabulary knowledge on student performance, as evidenced by findings from Renandya and Farell.

Research from 2011 indicated that students struggle significantly with listening comprehension due to inadequate vocabulary, which hinders their ability to grasp the meanings of spoken texts and critical details Similarly, Sidek and Rahim (2015) discovered that vocabulary knowledge is a key factor in successful reading comprehension, with participants often unable to process essential information because of their limited vocabulary size This highlights the challenges students face in building their vocabulary as they work towards mastering English.

Vietnamese students often struggle to understand spoken English due to unfamiliar vocabulary, which hinders their ability to follow the flow of conversations and comprehend audio materials used in class Research by Tran and Duong (2020) indicates that a lack of vocabulary knowledge significantly affects 11th graders' listening comprehension Additionally, a study by Nguyen and Pham (2016) found that approximately 60% of participants faced vocabulary challenges, leading them to rely heavily on dictionaries during lessons Even English majors encounter difficulties in mastering language skills without a sufficient vocabulary base.

Chau (2019) found that 115 English majors identified unfamiliar words, idioms, and colloquial phrases in listening texts as the primary barrier to their listening comprehension Likewise, Tran et al (2021) reported that most of the 98 English-major students they studied often faced difficulties in understanding listening materials due to an overload of new terms and slang Both studies highlight the critical role of vocabulary acquisition in enhancing English language skills.

Statement of the problem

Extensive listening (EL) has emerged as an effective method for enhancing listening skills and vocabulary acquisition, supported by substantial evidence in recent years This flexible approach allows students to engage with materials of personal interest during their free time, promoting autonomous learning (Waring, 2008) Consequently, EL has garnered significant attention from researchers globally, focusing on its positive impacts and the attitudes of both students and teachers Numerous studies have established a strong correlation between extensive listening and improved vocabulary learning (e.g., Lu, 2007; Bozan, 2015; Susuki).

In international contexts, students have demonstrated positive attitudes towards English learning (EL), as it enhances their vocabulary, boosts their listening comfort, and broadens their general knowledge (Ucán, 2010; Van Zeeland & Schmitt, 2013; Saputra, 2018) Therefore, Vietnamese students can be motivated to adopt EL strategies to overcome challenges in vocabulary acquisition.

In Vietnam, research on the effectiveness of English Learning (EL) in enhancing vocabulary acquisition is scarce While some studies (Nguyen & Nguyen, 2020; Nguyen et al., 2021) have primarily focused on experimental methods to evaluate EL's effectiveness, it is equally important to consider the perspectives of students and teachers Understanding students' perceptions of EL's effectiveness can significantly influence their engagement with this learning approach If students view EL positively, they are more likely to actively incorporate it into their daily learning routines.

Nguyen et al (2021) highlighted the need for further research on learners' perceptions of effective English language (EL) utilization, while Nguyen and Nguyen (2020) stressed the importance of studying various competence levels for a broader understanding Different participants from diverse contexts may yield varying opinions, influencing the overall findings Unlike Nguyen and Nguyen's focus on secondary school students, this study targets first-year English major students at the Faculty of English Linguistics and Literature (EF) at the University of Social Sciences and Humanities (USSH) This focus is justified as these students, equipped with significant knowledge, can provide valuable insights into this specialized language learning approach Additionally, first and second-year English majors are currently completing foundational listening courses, making it an opportune time to assess their perceptions of vocabulary acquisition improvements through various listening techniques To the best of the researcher's knowledge, no prior studies have examined the perceptions of EF students at USSH regarding the effectiveness and challenges of using EL for vocabulary enhancement, prompting this investigation to address the existing research gap in Vietnam.

Aims of the study

This study investigates first-year English major students' perceptions of the effectiveness of extensive listening for enhancing vocabulary acquisition, focusing on vocabulary size, meaning, and pronunciation Additionally, it explores the challenges these students face when using extensive listening to improve their vocabulary skills.

Research questions

Based on the aims mentioned above, the study attempts to address the following research questions:

1 How do first-year English major students perceive the effectiveness of the use of extensive listening to enhance vocabulary acquisition in terms of vocabulary size, meaning, and pronunciation?

2 What is first-year English major students’ perception towards the challenges on the use of extensive listening to enhance vocabulary acquisition?

Significance of the study

With such aims achieved by answering the two research questions, the current study was of great significance in some following aspects

This study addresses a significant gap in the literature on English Language (EL) by thoroughly reviewing its features, benefits, and challenges While many international reports highlight positive perspectives and potential obstacles related to EL, there is a lack of empirical research focusing on the experiences of students in Vietnam The originality of this research lies in its exploration of first-year English major students' perceptions of EL in enhancing vocabulary acquisition It presents relevant and reliable findings based on participants' insights into the challenges they face while using EL for vocabulary development.

The study's findings offer valuable insights into the English Language (EL) context in Vietnam, helping students recognize EL as an effective method for improving their overall learning and vocabulary acquisition By fostering awareness and providing strategic guidance, Vietnamese students can effectively integrate EL into their daily routines, enhancing their English proficiency.

The study provides valuable theoretical and practical insights for students, teachers, and stakeholders to enhance their teaching and learning environments Additionally, the research recommendations can serve as a foundation for developing effective strategies to address challenges, ultimately aiming to optimize the positive effects of experiential learning (EL).

This study aims to fill the gap in Vietnamese research by examining students' perceptions and the effectiveness of English Language (EL) in enhancing vocabulary acquisition The findings are intended to offer valuable insights and serve as a reference for future research exploring different facets of EL in similar or diverse contexts.

This study marked a significant milestone in the researcher’s journey, providing an invaluable opportunity to enhance his understanding and expertise It not only allowed him to thoroughly explore the chosen phenomenon but also opened avenues for future research implications The completion of this study has further ignited his passion for investigating teaching methodologies and second language acquisition, reinforcing his commitment to contributing to the existing literature in the field of English teaching and learning.

Scope of the study

This study aimed to investigate the impact of out-of-class English language (EL) implementation on students' vocabulary acquisition, focusing solely on their perceptions It specifically examined the effectiveness of EL in enhancing vocabulary size, meaning, and pronunciation, while excluding other aspects such as spelling, word family, or frequency The findings were analyzed through the researcher's reflections on students' opinions, offering a comprehensive overview of the current situation This research provides both theoretical and practical insights and serves as a foundation for future studies in vocabulary acquisition.

Outline of the thesis

The thesis is divided into five chapters:

Chapter 1 provides the background and the rationale for this study The study objectives are also highlighted in order to lead to the research questions Furthermore, this chapter discusses the significance, the scope, and the organization of the study

Chapter 2 reviews existing relevant literature on EL and its benefits in vocabulary acquisition Literature pertaining to vocabulary, the procedure of vocabulary learning, students’ perception, and challenges on the use of EL are also synthesized and analyzed to build a conceptual framework for the study

Chapter 3 explains the methods utilized for conducting the research and analyzing the data in the study It also describes the research context, sampling procedure, participants, research instruments, pilot study, data collection, and data analysis procedures

Chapter 4 demonstrates and discusses the study results with comparisons and contrasts of analyzed data to answer the two research questions

Chapter 5 summarizes the research findings, comes to conclusions from those findings, and specifies some of the findings' implications Additionally, the study's limitations and recommendations for future research are also mentioned.

LITERATURE REVIEW

Extensive Listening

Extensive listening (EL), alongside intensive listening (IL), is recognized as an effective method for enhancing English listening skills While EL has been the subject of research for many years, opinions on its definition and application vary among researchers and linguists, leading to diverse interpretations that differentiate it from IL and other listening strategies.

Extensive Listening (EL) is a listening activity where students engage with large amounts of input for enjoyment rather than for completing tasks or comprehension questions (Wilson, 2008) This approach allows students to practice listening in a pressure-free environment, enhancing their skills over extended periods According to Rost (2013), EL involves listening for long durations in the target language to understand and absorb content, including academic listening and sheltered language instruction He emphasizes that students should not be burdened with productive tasks during these activities, ensuring that the enjoyment of listening remains intact.

Extensive Listening (EL) is defined by Waring (2008) as the ability to fluently listen to a substantial amount of comprehensible language Yeh (2003) emphasizes that EL is a personalized listening experience that incorporates a significant amount of target language input, specifically designed to align with the interests and proficiency levels of learners Rixon also contributes to the understanding of EL, further highlighting its importance in language acquisition.

In 1986, researchers defined extensive listening (EL) as listening for enjoyment, without focusing on the specific material or language used While they offered fundamental explanations of EL and its components, they overlooked the critical qualities of input that learners need to encounter This understanding is vital for helping learners distinguish EL from other listening strategies (Apple, 2006).

Field (2009) defined extensive listening (EL) as engaging in listening activities that promote enjoyment without requiring listeners to consistently demonstrate understanding He emphasized the importance of using accessible sources of the target language found in students' everyday environments This means students can enhance their listening skills through familiar materials like recordings, films, or podcasts, provided these resources are comprehensible and meaningful to them Supporting this, Newton and Nation (2020) echoed the significance of these elements in effective listening practice.

English Listening (EL) involves students engaging with a diverse range of linguistically rich and captivating content at a manageable pace, focusing on overall comprehension rather than grammatical structure This approach allows students to take ownership of their learning by choosing listening materials that align with their individual needs and interests, while ensuring that these resources are both comprehensible and enjoyable.

Different authors provide varied definitions of English Listening (EL) in the context of teaching and learning While each definition may seem inadequate when considered individually, they collectively offer a comprehensive understanding Therefore, this study defines EL as an out-of-class listening approach that encompasses all types of listening activities, allowing learners to engage with substantial amounts of comprehensible and enjoyable input to enhance their overall understanding and proficiency.

Extensive listening (EL) serves as the oral counterpart to extensive reading (ER), a method where learners engage with a variety of enjoyable, easy-to-read texts to enhance their reading speed, fluency, and vocabulary (Lynch, 2009; Renandya, 2011) Consequently, EL is expected to embody the same principles as ER, as outlined by Widodo and Rozak (2016) in their research.

To ensure effective comprehension, English Language (EL) materials must be easily understandable for learners, as Hu and Nation (2000) emphasize that learners need to grasp at least 98 percent of the vocabulary in a fictional text for unassisted understanding However, this does not mean that the materials should be significantly below the learners' proficiency level, as many learners often err by choosing listening materials that are either too simplistic or overly complex (Waring, 2008) Therefore, it is crucial for learners to select listening resources that accurately reflect their language abilities and are appropriately pitched to enhance their learning experience (Day & Bamford).

2002, p 137) in order to maintain their motives and build their confidence (Renandya, 2012)

The success of English listening (EL) relies on engaging learners with diverse listening texts that cater to their varied interests and purposes, fostering a desire to listen (Day & Bamford, 2002; Kurniasih et al., 2018) Varied materials not only enhance listening skills but also promote flexible listening habits, encouraging students to listen for enjoyment or information (Edrenius, 2018) With technological advancements, learners can access a wide range of listening resources online, making it essential to utilize the Internet for diverse listening experiences (Vo, 2013) YouTube stands out as a popular platform offering an abundance of listening materials across various topics due to its convenience and accessibility (Kuo, 2009; Silviyanti, 2014) Additionally, providing learners with the autonomy to choose aural or visual texts based on their interests or background knowledge significantly boosts their motivation to continue learning and listening (Field, 2009).

To enhance language abilities, learners must engage in frequent listening of spoken texts, as limited listening time hinders progress (Butt et al., 2010; Tran & Duong, 2020) Listening serves multiple purposes, including entertainment, information acquisition, pronunciation improvement, and comprehension, necessitating a strong lexico-grammatical foundation, as it is essential for meaning-making in English learning (Widodo & Rozak, 2016) Furthermore, effective listening comprehension is influenced by social, cultural, and linguistic factors, making it crucial to increase listening practice to foster productive English learning.

The fifth principle emphasizes the importance of listening for pleasure, information, and overall understanding, urging learners to engage with complete spoken texts to improve global comprehension and listening speed (Nguyen & Nguyen, 2020) By focusing on these objectives, learners can enhance their listening skills and develop the metacognitive strategies essential for effective listening comprehension (Vandergrift, 2002).

Central to effective English learning (EL) is the emphasis on learners' experiences while listening to texts, highlighting the importance of integrating EL into their daily routines Research by Saputra and Fatimah (2018) indicates that repeated exposure to spoken phrases enhances students' awareness and ability to recognize diverse English vocabulary Additionally, Kobayashi (2020) found that engaging in EL practices improves learners' metacognition and autonomy Therefore, personalizing EL in everyday life is essential for learners to achieve a sense of accomplishment, which ultimately encourages ongoing learning (Vo, 2013).

When learning English, it's essential for students to focus on understanding meaning in context rather than getting caught up in specific words or phrases This means they should prioritize listening for main ideas and overall messages in audio or video materials, rather than trying to grasp every unfamiliar term Since listening materials often include everyday conversations filled with colloquialisms, idioms, and even grammatical errors, fixating on every detail can hinder comprehension To enhance the effectiveness of English learning, listening activities should emphasize meaning-making rather than rote memorization.

The final principle emphasizes that listening is a personal and silent experience Students should engage in extensive listening (EL) at their own pace and according to their priorities regarding time and location By providing the freedom to select listening materials, individual silent listening becomes a valuable tool for integrating foreign language listening into daily life Therefore, it is crucial to empower learners to choose their listening resources and manage their listening time effectively.

Vocabulary and its theoretical issues

Extensive research has long focused on vocabulary acquisition and its significance in education, leading to various definitions of the term According to Hatch and Brown (1995), vocabulary encompasses the set of words utilized by language speakers Benjamin (2013) elaborates that vocabulary consists of words essential for communication, concept access, and understanding the world, emphasizing that a limited vocabulary can hinder students, particularly those with less background knowledge, from expressing their ideas effectively Najili (2018) supports this perspective, stating that vocabulary comprises vital words that facilitate meaningful communication in both formal and international contexts.

Vocabulary is essential for effective communication, as it comprises the key words that language speakers need to express their thoughts and convey messages in daily interactions.

Vocabulary encompasses the words taught in a language, which can include single words or combinations of two or three words (Ur, 1996) It consists of individual words as well as phrases or chunks that convey specific meanings, similar to how single words function (Lessard-Clouston, 2013).

Kamil and Hiebert (2005) define vocabulary as the knowledge of words and their meanings in both spoken and written forms, emphasizing the importance of productive and receptive skills Diamond and Gutlohn (2006) further highlight that vocabulary knowledge can be expanded throughout a person's life Similarly, Rohmatillah (2014) describes vocabulary as a list of words essential for language proficiency, encompassing aspects such as meaning, usage, pronunciation, and spelling These definitions align, suggesting that vocabulary encompasses critical features that learners must grasp, including not only a word's meaning but also its form and appropriate application in real-life contexts.

From the aforementioned definitions, it can be inferred that, while the term

"vocabulary" is defined in many different ways, its focus is on all the words that are taught or learned, and students are expected to comprehend their elements

(meaning, usage, and form) in order to employ and deal with them in contexts

Understanding vocabulary involves comprehending various dimensions of a word According to Nation (2001), vocabulary knowledge encompasses three key aspects essential for fully grasping a word's meaning.

Figure 2.2 Aspects of vocabulary (Nation, 2001, p 27)

Nation highlighted the importance of understanding vocabulary through its form, meaning, and use, each comprising three subcategories The form includes spoken pronunciation, written spelling, and word parts (morphology), while meaning and use involve grasping various meanings, sentence construction, and vocabulary size based on frequency and register Research by Nation and Waring (1997) indicates that proficiency in the most common 2000–3000 words significantly enhances discourse and text comprehension Celce-Murcia (2001) emphasized that accurate pronunciation is essential for mastering L2 vocabulary, as it also improves spelling Furthermore, Webb and Nation (2013) found that knowing 98% of a text's words creates an ideal environment for context-based word guessing Repeated exposure to new words in meaningful contexts fosters vocabulary growth, particularly through extensive reading (ER) and extensive listening (EL) approaches, underscoring the significance of understanding vocabulary meanings and pronunciation for comprehensive development.

This study investigates three key aspects of vocabulary: size, meaning, and pronunciation, focusing on how English language (EL) usage can enhance vocabulary acquisition.

Vocabulary acquisition is the process of learning new words in a language, encompassing various methods to understand and use these words effectively According to González-Fernández and Schmitt (2017), it involves deep learning of lexical items through both intentional and incidental encounters in diverse contexts This study emphasizes English language (EL) learning, highlighting that vocabulary acquisition often occurs incidentally, where words are learned as a by-product of activities not specifically aimed at vocabulary development (Gass, 1999; Loewen, 2015).

Richards and Schmidt (2002) defined incidental learning as the process of

Learning can occur unintentionally, where students may focus on one aspect, such as listening comprehension, while inadvertently acquiring other skills like vocabulary, pronunciation, or language patterns This perspective is supported by Nation, emphasizing the multifaceted nature of language acquisition.

(1998), who contends that learners can acquire vocabulary by paying attention to other things, particularly information passed on by the language, rather than learning vocabulary technically

The study highlights the effectiveness of extensive listening (EL) in enhancing listening skills, while also investigating its role in vocabulary acquisition among first-year English major students The researcher aimed to determine whether students found EL beneficial for improving their vocabulary size, meaning, and pronunciation Although EL is not specifically designed to target vocabulary enhancement, the study suggests that vocabulary acquisition can be viewed as a form of incidental vocabulary learning.

According to Grauberg (1997), the process of vocabulary learning comprises four stages: discrimination, understanding meaning, remembering, consolidation, and extension of meaning a Discrimination

The initial stage of "discrimination" is crucial for recognizing and differentiating sounds and letters in both similar and distinct words during reading and listening This ability is vital for effectively separating these elements when speaking and writing, ultimately aiding in comprehension and meaning retention.

Following the discrimination stage, language learners must grasp the meanings of foreign words and phrases This phase is relatively simple, as learners can directly link words to their meanings based on context or relate them to equivalent terms in their native language.

To ensure that students retain a new word after understanding its meaning, it is crucial to engage with the word frequently Without ongoing interaction, students are likely to forget the word once its definition is grasped Thus, consolidating and extending the meaning through repeated exposure is essential for long-term recollection.

Words and phrases are gradually absorbed into learners' vocabulary through regular and fluent usage This process involves three key sub-stages: first, understanding the core meaning of a word through repeated exposure in various contexts; second, recognizing how a word interacts with others in a sentence to create new meanings; and third, moving from ambiguity to clarity, leading to confident use of words with multiple meanings.

Emphasizing the importance of revision is crucial, as it ensures that newly learned vocabulary is retained and allows for its application in various contexts beyond the original setting, thereby facilitating a broader understanding across different fields.

The relationship between types of extensive listening resources and

In the implementation of English listening (EL) practices, learners can select listening materials that are meaningful, enjoyable, and appropriate for their proficiency level Recent studies indicate that various listening resources, including songs, podcasts, audiobooks, stories, films, talks, vlogs, and captioned videos, are widely utilized outside the classroom to enhance vocabulary acquisition (Holden, 2008; Povey, 2016; Ivone & Renandya, 2019).

Numerous studies have highlighted the effectiveness of songs as valuable resources for enhancing vocabulary acquisition among learners (Templer, 2012; Coyle & Gracia, 2014; Meutia et al., 2014; Wahidah & Luthfiyyah, 2018; Sari et al., 2019) These studies indicate a positive correlation between extensive listening to English songs and improved vocabulary knowledge, as songs are more enjoyable and melodious than standard phrases, aiding students in concentration and retention of new words (Wangi et al., 2017) Additionally, Isnaini and Aminatun (2021) found that students believe English songs significantly enhance their vocabulary and overall English skills, with many reporting that analyzing song lyrics aids in learning unfamiliar vocabulary and improves pronunciation and spelling This aligns with Nurkolip's (2019) assertion that English songs are excellent listening materials that bolster students' core language skills while enhancing their vocabulary, pronunciation, spelling, meaning, and grammar Therefore, it is evident that songs serve as effective resources for learners in the context of English language acquisition.

Second, podcasts are frequently utilized as EL resources (Alm, 2013; Cross,

Numerous studies have highlighted the positive impact of podcasts on vocabulary learning For example, Bamanger and Alhassan (2015) found that participants viewed podcasts as valuable tools for enhancing English vocabulary and grammar, significantly boosting their motivation to learn beyond the classroom Similarly, Abdulrahman et al (2018) demonstrated that podcasts greatly improved students' listening comprehension and engagement in EFL settings, with 90% of students reporting enhanced vocabulary through podcast usage Elekaei et al (2019) further confirmed that individuals with a positive attitude towards audio podcasts experienced better vocabulary learning and retention Additional research (Yeh, 2013; Gonulal, 2020) also supports the effectiveness of podcasts in improving pronunciation skills and expanding knowledge in real-life contexts Therefore, it is evident that learners can greatly benefit from listening to podcasts outside the classroom to enhance their vocabulary acquisition.

Listening to audiobooks has been shown to significantly enhance vocabulary learning among students In a study by Laroui (2015), first-year English students reported that audiobooks served as a motivating and effective learning tool, improving their listening comprehension and vocabulary acquisition through authentic materials This allowed students to understand intended messages and learn word meanings in context Additionally, Chang (2011) conducted a 26-week experiment that revealed students who engaged in reading-while-listening (RWL) to audiobooks outperformed their peers in both vocabulary acquisition and listening fluency Specifically, seven Taiwanese students who listened to audiobooks expanded their vocabulary by nearly 566 words, compared to just 123 words for those who did not.

Research conducted in 2015 highlighted that participants significantly improved their pronunciation skills, particularly with challenging phonemes such as /ε/, /η/, and /n/, simply by listening to audiobooks outside the classroom Additional studies by Kartal & Simsek (2017), Mohamed (2018), and Cárdenas (2020) further corroborated the effectiveness of audiobooks in English language practice, emphasizing their role in enhancing fluency, text comprehension, literary skills, vocabulary understanding, and pronunciation correction These findings suggest that regular audiobook listening is beneficial for vocabulary acquisition.

Stories are an effective resource for enhancing English language (EL) learning, particularly in vocabulary acquisition Research by Kim (2004) demonstrated that beginners engaged in extensive listening (EL) by listening to 40 short stories over 15 weeks significantly outperformed those in the intensive listening (IL) group, who listened to only 5 stories multiple times This study highlights the advantages of EL in improving listening comprehension and vocabulary development among learners.

Engaging with stories enhances participants' ability to recognize and understand words within meaningful, natural contexts By repeatedly encountering the same words in diverse situations, students improve their usage and achieve stronger retention of vocabulary.

Similarly, in a later study, Mason (2005) carried out two experiments with

A study involving 118 first-year students from two colleges revealed that storytelling enhances vocabulary retention more effectively than traditional word lists Students were able to better recall targeted words necessary for test responses, highlighting that listening to stories is not only more enjoyable but also promotes engagement compared to conventional instruction Additionally, previous research indicates that various formats of storytelling, whether short or lengthy, can significantly boost incidental vocabulary learning for English Language learners when practiced outside the classroom, particularly with repeated exposure (Elley, 1989; Brown et al., 2008; Chang, 2009; Chang & Millett).

2014) Thus, learners could boost their vocabulary acquisition as a result of listening to stories

Concerning talks, TED talks have been strongly considered for maximizing

EL activities due to their accessibility, diversity, and abundance in size Takaesu

A study in 2017 revealed that TED talks significantly enhanced Japanese college students' listening skills, leading to improved comprehension and increased motivation The availability of free English transcripts and subtitles in over 40 languages allowed participants to read along while watching, facilitating a deeper understanding of vocabulary and context through repeated exposure This finding aligns with research by Saputra and Fatimah (2018), which indicated that TED talks not only expanded students' vocabulary but also improved their pronunciation Additionally, platforms like YouTube, BBC Learning English, and VOA Learning English were recommended as valuable listening resources, showing similar positive effects on language learning (Kelsen, 2009; Vo, 2013; Ivone & Renandya, 2019).

Movies serve as valuable resources for English language learners, significantly enhancing vocabulary acquisition (Kuppens, 2010; Napikul et al., 2018; Masrai, 2019) Kuppens (2010) found that 374 Flemish primary school students improved their foreign language skills through long-term exposure to subtitled English media, as evidenced by substantial gains in their oral translation test scores (p1 hour to =3 hours o >3 hours

When seeking English resources outside the classroom, many individuals enjoy a variety of options including songs, podcasts, audiobooks, stories, TED Talks, films, vlogs, and captioned videos These diverse mediums not only enhance language skills but also provide engaging ways to immerse oneself in the English language.

C Evaluation on the effectiveness of extensive listening to enhance vocabulary acquisition

7 Extensive listening has beneficial effects on enhancing vocabulary acquisition o

Strongly Disagree o Disagree o Agree o Strongly Agree

8 How do you perceive the effectiveness of extensive listening to enhance vocabulary acquisition in terms of vocabulary size, meaning, and pronunciation?

1 I can incidentally learn more new words through the repetition of words in the listening materials

2 Extensive listening brings good opportunities for me to remember the words that I previously learned, but have not used

3 Thanks to the repeated use of extensive listening through different materials, I can acquire different types of vocabulary, such as slang, academic or specialized words, in a variety of subject areas

4 Because new words are repeatedly utilized in various contexts, I get a much better understanding of their meanings in different situations

5 Extensive listening through self-selected resources aids in the recognition and retention of words in real-life contexts for later use

6 Extensive listening via authentic materials promotes vocabulary acquisition, particularly in deducing intended messages and learning word meanings in isolation

7 Through extensive listening activities, my pronunciation improves as I can mimic the speakers’ voices

8 I am able to rectify my pronunciation mistakes by being exposed to a range of authentic listening sources

9 When extensive listening is used more frequently, my vocabulary acquisition is also enhanced o

10 During the implementation of extensive listening, students can encounter various challenges that cause difficulties in their enhancement of vocabulary acquisition o

11 In your opinion, which challenges of extensive listening may make students difficult to enhance vocabulary acquisition?

Your other opinions: (please specify)

(Fill in this section if you would like to get involved in in-depth interviews on this issue of the research)

Thank you so much for your valuable contribution!

INTERVIEW QUESTIONS (PILOT STUDY)

1 Do you listen to/watch any materials in English out of the classroom? What are your purposes?

2 How much time on average do you spend on extensive listening in a day?

3 What English resources do you often listen to/watch outside of the classroom? Why do you choose to listen to/watch these English resources over others?

4 What do you think about the effectiveness of extensive listening to enhance vocabulary acquisition?

5 Do you think extensive listening can help enhance your vocabulary size, meaning, and pronunciation? Why?

6 Do you think that when extensive listening is used more frequently, the vocabulary acquisition is also enhanced? Why?

7 Are there any challenges on the use of extensive listening to enhance vocabulary acquisition? If yes, what are they?

RESEARCH QUESTIONNAIRE (MAIN STUDY)

This questionnaire aims to gather data for my research titled “First-Year English Major Students’ Perception of the Use of Extensive Listening to Enhance Vocabulary Acquisition.” Your responses are crucial for the study's success, and the information you provide will solely be used for scientific research, ensuring confidentiality and non-commercialization of the data collected.

To provide your answers, please mark √ next to the option that best reflects your choice For any questions requiring information, kindly write your responses in the designated space provided.

3 English proficiency level: o A1 (Beginner) o A2 (Pre-Intermediate) o B1 (Intermediate) o B2 (Upper-Intermediate) o C1 (Advanced) o C2 (Proficiency)

B Extensive Listening Habit and Types of Extensive Listening

4 Do you listen to/watch any materials in English out of the classroom? (or also known as extensive listening)?

Yes o No o (Please skip questions 5&6)

5 How much time on average do you spend on extensive listening in a day? o Never o ≤1 hour o >1 hour to =3 hours o >3 hours

When seeking English resources beyond the classroom, many individuals turn to a variety of engaging options Popular choices include songs, podcasts, and audiobooks, which provide immersive listening experiences Additionally, stories and TED Talks offer insightful content, while films and movies enhance language comprehension through visual context Vlogs and captioned videos further support language learning by combining audio and visual elements Overall, these resources play a crucial role in enhancing English language skills outside of traditional educational settings.