INTRODUCTION
Introduction
English is widely recognized as a global language and is the most frequently taught language across many countries Recent advancements in English language teaching methods focus on enabling learners to use English for effective communication To achieve this, it is essential for students to develop their communicative competence and enhance their skills in listening, speaking, reading, and writing.
Listening is an essential skill for effective communication, encompassing five key steps: receive, understand, evaluate, remember, and respond Daily interactions rely heavily on both speaking and listening, with Nadig (2013) emphasizing that "Speaking is only half of the communication process," highlighting the importance of understanding others Additionally, listening plays a crucial role in language learning, with studies indicating that individuals spend an average of 45% of their time listening, compared to 30% speaking, 16% reading, and 9% writing (Adler et al., 2001) This underscores the significant impact of listening in our society.
Many students and teachers often overlook the importance of listening skills, leading students to perceive listening as the most challenging skill to master Recognizing the difficulties students face and improving their listening comprehension is crucial Effective listening enables individuals to process and convey information accurately, whether in written or oral form Furthermore, strong listening skills are essential for understanding, communicating, and responding appropriately To achieve effective communication, learners must develop their listening abilities, as communication cannot be successful without strong listening support.
To develop effective English listening skills, it is essential for learners to enhance their foundational language abilities, including vocabulary, grammar, and pronunciation According to Buck (2001), listening comprehension relies on both linguistic and non-linguistic knowledge Linguistic knowledge encompasses understanding phonology, syntax, vocabulary, semantics, and discursive structures, while non-linguistic knowledge involves familiarity with topics, contexts, and general information Both types of knowledge are crucial for effectively processing audio information, highlighting the complexity of the listening process.
Despite numerous studies on university students' listening activities, there is a lack of research specifically addressing the listening comprehension challenges faced by first-year English students This gap highlights the urgent need for a study focused on the listening comprehension problems encountered by ATC first-year students at the Banking Academy, aiming to explore their unique academic obstacles.
First-year English majors at Banking Academy face significant listening challenges due to their confusion with the university's format and teaching methods, which differ greatly from high school This discouragement impacts their ability to listen effectively Therefore, it is crucial to study both the objective and subjective aspects of their listening comprehension problems, identify the various issues they encounter, and propose targeted solutions Such an approach will benefit both ATC teachers and students, fostering improved teaching and learning outcomes in listening comprehension at Banking Academy.
Background of the study
English has long served as a vital language in everyday life and education worldwide, both in native and non-native English-speaking countries As reported by the British Council (2013), approximately 25% of the global population uses English, making it an essential tool for accessing a wealth of knowledge and new ideas.
The increasing use of English as a second language surpasses that of native speakers, highlighting its global significance A 2013 study by Nunan emphasizes that English proficiency is essential for employment and career growth, particularly in the Asia-Pacific region In Vietnam's developing economy, English skills provide young job seekers with a competitive edge, especially as foreign investors expand their presence in the country.
Mastering English involves various skills, with listening comprehension being particularly challenging yet essential for understanding lectures and foreign language acquisition Unfortunately, listening skills have often been neglected in education, especially within the Vietnamese educational system, which prioritizes test preparation focused on grammar, reading, and vocabulary This neglect leads to significant difficulties for Vietnamese learners, who often struggle to understand native speakers due to limited listening practice Consequently, many, including first-year ATC students at the Banking Academy, hesitate to engage in listening activities, as opportunities for direct communication with native speakers are scarce.
Despite prior exposure to Listening skills from primary school to university, first-year students at Banking Academy encounter significant challenges in English comprehension Variations in English proficiency stem from differing regional teaching methods, complicating the understanding of individual student needs Effective teaching strategies tailored to students' abilities are essential for improvement While high schools provide quality English instruction, they often lack an immersive environment for active listening practice Helgesen (2003) emphasizes that "Listening is an active, purposeful processing of making sense of what we hear." To enhance listening comprehension, students must engage with their surroundings rather than merely focusing on classroom exercises and test scores Unfortunately, the Faculty of Foreign Languages tends to overlook these critical factors, relying primarily on assessments, which hinders the development of comprehensive listening skills in English Therefore, prioritizing listening improvement is crucial for student success.
This research aims to enhance students' listening comprehension both at home and in school, offering valuable insights into effective teaching and learning methods for educators and learners at the Faculty of Foreign Languages at Banking Academy By examining the listening challenges faced by students, the study seeks to provide a clearer understanding of these issues, ultimately benefiting both teachers and the institution in addressing the real difficulties encountered in the learning process.
Objectives of the study
Listening comprehension poses a significant challenge for ATC English majors, particularly those from remote and rural areas Many first-year students struggle to master this skill, prompting an increased responsibility for teachers to implement effective teaching methods that enhance listening proficiency Typically, students' listening abilities are assessed through written tests, which may not fully capture their comprehension skills, as the gap between listening and answering can disrupt their focus By identifying the common difficulties faced by ATC students, this research aims to offer valuable recommendations for the Banking Academy's school, teachers, and students.
With the strong inspiration to help ATC first-year students, the objectives of this study are:
1 To identify subjective problems including self-practice, vocabulary master, pronunciation, psychological characteristics, and concentration
2 To identify objective problems including listening materials, the speaker, and physical setting
3 To propose some recommendations that students, teachers, and school can apply so as to develop students' listening comprehension.
Significance of the study
This investigation focuses on the challenges of listening comprehension in foreign language learning, particularly within the context of Vietnamese students, including those at ATC The study identifies both subjective and objective issues affecting students' listening skills and provides a detailed evaluation of these factors By shedding light on the difficulties faced, the research aims to enhance English listening comprehension among students and offers practical recommendations for overcoming these challenges Readers interested in this field will find valuable insights into the findings and methodology, gaining a comprehensive understanding of students' listening difficulties.
This study aims to identify the listening comprehension challenges faced by English-major students at Banking Academy, enabling the institution to implement effective strategies for enhancing students' skills in this area.
This study aims to equip teachers with a comprehensive understanding of the listening comprehension challenges faced by students, along with actionable recommendations to enhance their learning experience in this crucial skill.
This thesis emphasizes the significance of listening skills for students, offering foundational insights into listening comprehension It identifies both subjective and objective challenges that students face in this area Consequently, it is essential to present various listening strategies to help students enhance their listening abilities.
Scope and limitation of the study
This study, conducted at the Faculty of Foreign Languages at Banking Academy, aims to identify the challenges faced by first-year English students in developing listening comprehension skills It specifically examines the listening comprehension difficulties encountered by students who have completed the Listening 1 course.
Despite the fact that this research paper has been carefully planned and investigated, it will inevitably have several following restrictions:
The research is limited to English majors at the Banking Academy, excluding students from other faculties and narrowing the participant pool.
This study focuses exclusively on the academic listening challenges faced by first-year English majors at Banking Academy, due to time constraints As a result, other skills such as speaking, writing, and reading will not be addressed or assessed.
Third, if the research provided additional variables, such as gender and level of language proficiency, the thesis would be more credible.
Definitions of Terms
Assimilation is the phenomenon where the pronunciation of a phoneme changes due to the influence of surrounding sounds, effectively making two speech sounds more similar An example of this can be seen in the phrase "eleven minutes," where the sounds blend to create a smoother pronunciation.
Regressive assimilation occurs when a preceding phoneme is influenced by a following phoneme, while progressive assimilation involves a preceding phoneme influencing a subsequent one Understanding these two processes is essential in phonetics and linguistics.
ATC students refer to learners who study in the Faculty of Foreign Languages at
Banking Academy refers to a public university administered by the State Bank of
Vietnam and the Ministry of Education and Training in Vietnam (Wikipedia)
Colloquial words are informal expressions commonly used in everyday communication, representing a functional style of language that thrives in conversations and casual contexts.
Discourse markers, often referred to as filler words, are terms and phrases used in conversation to fill pauses or silence While they typically do not contribute significant information to a sentence, they play a crucial role in the flow of speech.
Educational environment refers to diverse physical locations, knowledge, and peers.
Faculty of Foreign Languages refers to the educational place that students will receive intensive training in English It is located in Baking Academy.
Freshmen refer to students in the first year of high school, college, or university
Idiom refers to a collection of words in a specific order that have a distinct meaning from the original meanings of the words (Cambridge Dictionary).
Intonation is the variation in pitch while speaking, where the rise and fall of the voice can significantly influence the meaning of spoken words.
Jagorns refer to special terms and phrases used by specific groups of people, especially in their work (Cambridge Dictionary).
Junior refers to a student in the third year of a course that lasts for four years at a school or college (Cambridge Dictionary).
Listening comprehension refers to the multiple processes involved in understanding and making sense of spoken language (SpringerLink) Operationally, it is the main topic of the research.
Listening materials can be categorized into authentic and coursebook materials Authentic materials include unscripted content such as live lectures and English spoken in real-life contexts, as well as recordings from television and radio On the other hand, coursebook materials consist of scripted listening tasks that simulate specific speeds and contexts, designed for classroom use.
Objective problems refer to situations, persons, or things that need attention and need to be dealt with or solved but not influenced by personal beliefs or feelings
Primary data is information collected directly from original sources, including interviews, surveys, and experiments This type of data is obtained firsthand from its origin, making it the most reliable form of data for research purposes.
Psychological characteristics refer to psychological traits (represented by personality traits) and state (represented by mental health state) (Gao et al., 2015)
Quantitative methods involve the objective measurement and statistical analysis of data collected through polls, questionnaires, and surveys This approach also includes the manipulation of existing statistical data using various calculation tools (Labaree, 2018).
Senior refers to a student in their final year of high school or university
Sophomore refers to a student studying in the second year of a course (Cambridge
Subjective problems refer to some issues influenced by or based on personal beliefs or feelings rather than based on facts
Chapter one emphasizes the crucial role of listening in contemporary life, outlining the fundamentals of listening comprehension and the study's significance It presents three clear objectives to guide the research effectively By detailing the necessity of this study, this chapter lays the groundwork for the information that will be explored throughout The subsequent chapters aim to address any limitations identified, providing thorough observations and explanations.
REVIEW OF RELATED LITERATURE
Literature review
This chapter reviews relevant studies on listening comprehension problems, highlighting various authors' perspectives, research methods, and survey questionnaire designs It also includes several recommendations aimed at helping students overcome listening difficulties, providing a theoretical foundation for this research.
This chapter will review previous researches regarding the Listening comprehension topic Also, theoretical concept for the research is taken from the works of Penny Ur
(1984), Ms Tanawan Julamonthol (2015), Ms Nguyen Thi Thu Thao (2013) and Mary Underwood (1989) They also lay a foundation to complete all the aspects of this study
In her 1984 book "Teaching Listening Comprehension," Penny Ur examines effective teaching methods for listening skills, outlining three main objectives: understanding real-life listening activities, identifying challenges learners face, and determining how teachers can assist students in overcoming these difficulties Ur provides a comprehensive perspective on listening comprehension, particularly from a teacher's viewpoint The book is divided into two parts, with the first focusing on the characteristics of real-life listening, the challenges faced by language learners, and the preparation of effective classroom listening practices The second part presents a variety of exercises catering to different skill levels for both adults and children However, the applicability of real-life listening scenarios, such as visibility of the speaker and environmental cues, is questionable in the Vietnamese educational context, where audio recordings may be more effective Additionally, Ur’s insights on teacher strategies may not be directly applicable, as they do not align with the study's context Nevertheless, the book highlights common listening comprehension issues, including accents, intonation, and stress, which will be utilized in survey questions for further analysis in this study.
Ms Tanawan Julamonthol from Thammasat University conducted an independent study in 2015 titled "English Listening Comprehension Problems of Employees at an International Automotive Company in Thailand," focusing on employees at the THAI-SWEDISH Assembly Company Her research outlines the scope and participants while presenting listening comprehension theories without extensive commentary She identifies common issues in listening comprehension, such as vocabulary deficits, speaker speech speed, and accents, based on four relevant studies This current study will adopt the survey design from Julamonthol's work, utilizing demographic data and a five-point Likert scale, while analyzing data differently due to the distinct participant group It aims to explore the previously identified problems by categorizing them into objective and subjective issues.
A study conducted by Ms Nguyen Thi Thu Thao explores the challenges first-year English majors at ULIS, VNU face in developing listening skills, providing valuable insights for both students and educators Utilizing a mixed-methods approach, the research employs semi-structured interviews and survey questionnaires to gather data from students who are new to university life and lack experience The identified difficulties are categorized into four main areas: speaker-related issues, content-related challenges, learner-related factors, and physical setting problems Speaker-related difficulties include accents, speech speed, and colloquialisms, while content-related issues encompass information density and complex texts Learner-related challenges involve vocabulary knowledge and pronunciation, and physical setting problems pertain to inadequate equipment and audio quality This study not only highlights these specific challenges but also offers recommendations that can aid in addressing listening comprehension difficulties, making it a significant resource for future research.
In "Teaching Listening" (1989), Underwood identifies seven obstacles that hinder listening comprehension among students First, the rapid pace of speech often leaves students unable to keep up, as they lack control over the speaker's speed Second, the inability to replay recordings in classroom settings complicates teachers' assessments of students' understanding Third, limited vocabulary can prevent listeners from grasping the meaning of unfamiliar words, causing them to miss subsequent information Fourth, students may overlook cues that signal transitions or repetitions in the speaker's points Fifth, a lack of socio-cultural and contextual knowledge can hinder comprehension, even when surface meanings are understood Sixth, listening in a foreign language requires intense concentration, and even minor distractions can impair proficiency, making it particularly exhausting despite interest in the topic Lastly, students often develop habits of trying to understand every single word, leading to anxiety about missing specific terms and affecting their overall comprehension.
In addressing the challenges faced by students, this study emphasizes the urgent need to identify specific problems and provide tailored solutions Drawing on Underwood's (1989) seven identified causes, the research categorizes listening comprehension issues encountered by ATC students into two main groups: subjective and objective problems Underwood also offers valuable recommendations for teachers to enhance students' listening skills through three distinct phases: pre-listening, while-listening, and post-listening Recognizing the significant influence teachers have on their students, it is essential for educators to foster a supportive and friendly classroom environment to facilitate effective learning.
In the initial stage, Underwood emphasized the importance of teachers completing essential tasks to enhance listening practice First, educators should ensure that all technical equipment is functioning properly prior to the session, as this is crucial for effective listening activities Additionally, effective time management is vital; teachers must clearly outline the duration for listening exercises to maintain a smooth flow of the lesson Finally, the seating arrangements for students should be thoughtfully considered to minimize distractions during the listening process.
In the second stage, teachers can enhance student motivation in the educational environment by offering assistance and grading listening activities Encouraging students to modify their answers and take notes on useful information can further engage them It is advisable to skip one or two tasks to prevent overwhelming students and causing stress Promoting collaboration through pair or group work allows students to compare answers, alleviating pressure from listening activities Additionally, providing timely feedback is crucial, as delayed responses may render the feedback ineffective due to students forgetting the content of the listening text.
In the last stage, Underwood gave several tasks that teachers should consider:
When planning post-listening activities, teachers should consider the available time, the extent of language work desired in relation to the listening text, and the preferred modes of engagement—whether through speaking, reading, or writing Additionally, it's important to decide if these activities will be conducted individually or through pair/group work, and whether they can be assigned as homework Lastly, assessing students' motivation levels and identifying opportunities to enhance their engagement is crucial for effective learning outcomes.
This study, grounded in Underwood's (1989) three-phase model, offers targeted recommendations for Faculty of Foreign Languages teachers to enhance student listening skills The suggestions are organized into three distinct stages: pre-listening, while-listening, and post-listening, aiming to effectively support students throughout the listening process.
Four studies provide valuable insights into listening capacity from various perspectives The first study focuses on listening comprehension through the lens of teachers, offering practical information for educators and learners alike The second study highlights listening awareness in an office setting, while the third presents a comprehensive approach to conducting surveys and evaluating findings on the same topic Lastly, the final study identifies common listening challenges faced by students and proposes recommendations for teachers to assist their students Additionally, there are further studies available on this subject that are worth exploring, as addressing more issues leads to a deeper understanding and better support for students.
Theoretical and Conceptual Framework
Listening is a crucial skill that impacts our relationships, work tasks, and academic success It goes beyond merely hearing words; effective listening involves detecting speech sounds, understanding their meanings, analyzing messages, remembering what was communicated, and responding appropriately Historically, listening was viewed as a passive ability, akin to reading, where listeners were likened to tape recorders that processed sounds without fully engaging with the context or nuances of a conversation However, contemporary perspectives, such as those by Anderson and Lynch (1988), emphasize that listeners are active participants who construct meaning from what they hear.
(self-practice, vocabulary master, pronunciation, psychological characteristic, and concentration)
Objective problems (listening materials, the speaker, and physical settings)
An effective listener actively interprets and integrates new information with their existing knowledge and experiences, leading to a comprehensive understanding of what they have heard This process highlights the importance of connecting incoming data with prior insights for enhanced comprehension.
O "Malley and Chamot (1989, p 420) produced the statement that
Listening comprehension is an active process where the listener actively constructs meaning by utilizing contextual cues and prior knowledge This involves employing various strategic resources to effectively meet task requirements.
Listening is an intricate and active process that requires the listener to differentiate sounds, comprehend vocabulary and grammar, interpret stress and intonation, and retain the information gathered Additionally, it involves interpreting this information within both the immediate and broader socio-cultural context of the conversation.
Hence, it is believed that listening is an active and cognitive process where people can convey meaning by using linguistics and non-linguistics knowledge
A study on the challenges faced by first-year students in learning listening skills at the Faculty of English Language Teacher Education, ULIS, VNU, identifies key issues categorized into subjective and objective problems Subjective problems stem from the learners themselves, including self-practice, vocabulary mastery, concentration, and psychological factors Objective problems arise from external factors such as listening materials, the speaker, and physical environments The research highlights common listening comprehension difficulties and offers tailored suggestions for addressing each issue While it acknowledges other challenges like reduced forms, elision, assimilation, noise, redundancy, and discourse markers, these are not extensively analyzed due to their infrequent occurrence among students.
This study employs a quantitative research method to efficiently conduct a survey within a short timeframe, enabling effective data collection and analysis Crafting relevant survey questions is crucial, as it addresses common challenges faced by students The use of statistical tools significantly streamlines the process of gathering responses and calculating results However, the most complex aspect of the research lies in analyzing the collected data to gain a comprehensive understanding of student issues The findings section primarily focuses on the analysis of 15 Likert-scale questions, which provide valuable subjective insights into the students' experiences.
• Primary data (4 multiple choice questions and
• Calculating and analyzing the results
This article presents targeted recommendations for three key stakeholders—Banking Academy, educators, and students—to address specific challenges faced by students By analyzing the identified issues, actionable strategies are proposed to enhance student performance and engagement, ultimately fostering a more effective learning environment.
The previous researches on listening comprehension are examined in this chapter
This study synthesizes extensive academic research to gain a comprehensive understanding of the subject, facilitating analysis and recommendations However, it highlights that most existing literature is based on contexts from other countries, making it less applicable to the Vietnamese education system.
RESEARCH METHODOLOGY
Locale of the study
This research was conducted at Banking Academy, mainly in the Faculty of Foreign Languages, located at 12 Chua Boc Street, Quang Trung, Dong Da, Ha Noi.
Research design
A questionnaire is divided into two parts:
The first section attempts to collect student's perspective about subjective listening problems.
In the second part, students' perceptions of listening comprehension problems are used to formulate objective problems
This study is conducted with a quantitative method of data collection in order to achieve all the mentioned objectives The quantitative method has two major benefits:
The assessment process is straightforward and efficient, allowing for easy administration and evaluation Responses can be quickly collected using Google Forms, eliminating the need for in-person data gathering at school.
The data gathered through this method enables the assessment of the level of consensus or dissent among participants, providing precise figures for analysis (Yauch and Steudel, 2003) The advantage of valid quantitative data lies in its careful collection, adherence to accepted procedures, and thorough analysis, which contribute to its reliability (ACAPS, 2012).
In light of the Covid-19 resurgence, traditional data collection methods are hindered, making remote techniques essential Leveraging the internet, particularly social media platforms like Facebook, Messenger, and Zalo, facilitates efficient survey distribution This approach not only reduces costs significantly but also minimizes the risk of Covid-19 transmission.
Data gathering procedure
In this phase, a tailored questionnaire is created for each participant, addressing two main categories of problems: subjective and objective By analyzing listening theory and the challenges faced by freshmen in developing this skill, various issues are identified These problems arise from the learners themselves as well as factors related to listening materials, the speaker, and the physical environment.
The questionnaire was distributed to various respondents and the supervisor to identify unclear areas that needed adjustments After reviewing all items, their feedback and suggestions were collected, leading to the successful completion of the necessary adaptations.
Step 3: Sending survey via Messenger
To effectively gather accurate survey results, students will access the questionnaire via the popular Messenger application Participants are encouraged to respond honestly to all questions after receiving the Google Form link.
1, Designing questionnairethe 2, Piloting 3, Sending survey via Messenger
Data collected through Google Forms can be effortlessly exported to Microsoft Excel, where various functions can be utilized to calculate response percentages efficiently.
Population and Sample description
The research focuses on English students at Banking Academy who are currently enrolled in or have completed the "Listening 1" course, comprising 730 students aged 19-22 from the Faculty of Foreign Languages This study, conducted from early March to mid-May 2021 during their second term, highlights that these students have been engaged with the "Listening 1" textbook, designed to enhance their listening skills, for nearly a year Despite this, many students struggle with effective listening due to their isolated learning environment, lacking exposure to English-speaking contexts Additionally, insufficient learning techniques further hinder their listening comprehension, leading to significant challenges for first-year English majors at the Banking Academy.
The study engaged 148 students from various academic years, including freshmen, sophomores, juniors, and seniors, out of a total population of 730 This sample size is considered sufficient for achieving accurate results, as larger samples generally enhance the reliability of findings Among the participants, there were 82 freshmen, 18 sophomores, 13 juniors, and 35 seniors, with a focus on first-year students, which explains the higher number of responses from this group The survey was primarily distributed through social media to freshmen, ensuring that all participants had completed "Listening 1," making them capable of responding Additionally, the ease of access to these participants, who are all enrolled in the Faculty of Foreign Languages, contributed to the study's effectiveness, allowing for a comprehensive evaluation of the current issues at hand.
Table 3.1 Fundamental anthropological information of participants
Research instrument
Questionnaires are a widely used data collection method in research due to their efficiency and ability to comprehensively address various aspects of a topic through logically structured questions Given these advantages, they were selected as the primary tool for data collection in this study The research involved gathering primary data using four pre-arranged questions to assess students' background information in the first part, followed by 15 Likert-scale questions designed to explore both subjective and objective issues in the second part for each participant.
A Likert scale is a five-point scale ranging from Strongly Agree to Strongly Disagree, allowing survey makers to gain a comprehensive understanding of student opinions This study utilizes a 5-point Likert scale due to its numerous advantages: it is user-friendly for both administrators and respondents, requires less time to complete compared to higher-point scales, and is ideal for larger questionnaires with multiple items Additionally, it generates easily evaluable quantitative data, while scales with more than five points can lead to respondent confusion and lower response rates The 5-point Likert scale also offers a neutral option, accommodating those who are indifferent Developed by social psychologist Rensis Likert in 1932, this scale is effective for creating survey questionnaires.
This study employs a quantitative approach, utilizing Google Forms and Microsoft Excel as key research instruments for data analysis Google Forms serves as a web-based application ideal for creating surveys, allowing for easy sharing via links, emails, or embedding on websites Its versatility makes it particularly popular in education, as it supports various question types and offers robust data management options Once data is collected through Google Forms, it can be visualized in charts and exported to Microsoft Excel, where numerical analysis can be performed to accurately calculate the percentage of each response.
Statistical treatment
The study utilized a quantitative research method to analyze data collected from questionnaires, focusing on students' perceptions and challenges in listening comprehension while learning English as a foreign language at Banking Academy The quantitative data were coded and processed using Microsoft Excel, allowing for percentage-based analysis This approach facilitated the construction of information tables to measure relevant indices, ultimately resulting in filtered tables that present the findings clearly.
Statistical analysis was conducted to generate specific statistics, which were then organized into tables using Excel functions for enhanced clarity and description, thereby making the analysis more concise and scientifically rigorous.
Analyze the findings and draw conclusions
Creating tables Conducting the analysis Classifying the data Filtering the data
To enhance the accuracy of the collected data, a thorough review of the transcription process was conducted, ensuring that any errors or incomplete entries were eliminated After distributing the survey, a total of 148 complete responses were obtained, resulting in a reliable dataset.
The primary data is categorized into seven subjective listening comprehension challenges, including self-practice, vocabulary mastery, pronunciation, psychological characteristics, and concentration Additionally, it encompasses nine objective listening comprehension issues, such as the quality of listening materials, the speaker, and the physical environment.
To determine suitable statistical analysis methods, responses collected from Google Forms are exported to Microsoft Excel A specific function is then employed to calculate the percentage of the results.
Insert the results in the tables to facilitate observing and analyzing
Step 5: Analyze the findings and draw conclusions:
This step needs to relate the findings to the study's objectives In other words, it requires the study to evaluate and give some discussion about the problems.
Reliability and validity
This study builds upon the successes of previous research by evaluating the aspects investigated in earlier studies, allowing for a comprehensive exploration of the challenges faced by first-year ATC students The survey questions are thoughtfully designed based on factors highlighted by prior authors, ensuring a logical framework for data collection.
Second, because the results are made automatically through Microsoft Excel, there is no subjective involvement of another individual
With the support of the supervisor and colleagues, a pilot test was conducted to gather valuable feedback on the clarity and simplicity of the questionnaire items As a result, this study aims to formulate relevant questions that address students' listening comprehension challenges at the Banking Academy, allowing for necessary adjustments based on their feedback.
This chapter outlines the research methodology employed in the study, detailing the specific steps taken to analyze survey data It also clearly identifies the research instruments used, ensuring that the analysis is both accurate and reliable.
FINDINGS AND DISCUSSION
Subjective problems during Listening comprehension process
4.1.1 Problem related to self-practice
Table 4.1 Problem related to self-practice
Item Strongly agree Agree Neutral Disagree Strongly disagree
The findings indicate that students infrequently develop habits for self-practice in enhancing their listening skills at home, with a majority expressing disagreement Specifically, 14.19% strongly agree and 22.30% agree that self-practice is crucial for improving listening abilities Engaging with English learners and professionals in educational or international settings can significantly boost students' listening skills Self-practice not only enriches their learning experience but also encourages deeper discussions on topics of interest, leading to improved research skills However, many students resist the idea of self-practice due to various factors, such as time constraints from other university subjects or distractions like social media and part-time work Even proficient listeners may neglect practice in favor of developing other skills, yet daily practice remains essential for continuous improvement and gaining valuable social knowledge and information.
4.1.2 Problems related to vocabulary master
Table 4.2 Problem related to listening topic
Item Strongly agree Agree Neutral Disagree Strongly disagree
#2, Listening topic at university is wider than that of high school, so that I am worried about my English vocabulary.
A significant majority of students, 64.19%, believe that university listening topics are more diverse than those in high school, with 21.62% strongly agreeing and 42.57% agreeing This indicates that university listening materials are broader and more contextually rich compared to the simpler and more grammar-focused high school curriculum While listening remains a compulsory subject in high school, it often lacks depth and new vocabulary, leading to challenges in comprehension at the university level The necessity for an expanded vocabulary becomes evident, as students face difficulties understanding content despite having good pronunciation skills Additionally, a portion of students, 10.81%, disagrees with the notion of increased diversity in listening topics, suggesting that perceptions may vary due to different teaching methods or prior exposure to English Those from international schools or with effective vocabulary learning strategies may find it easier to adapt to new topics, highlighting the importance of tailored approaches in vocabulary acquisition for listening comprehension.
Table 4.3 Problem related to searching for socio-cultural, factual, and contextual information
Item Strongly agree Agree Neutral Disagree Strongly disagree
#3, I often search for socio-cultural, factual, and contextual information to enhance my vocabulary
Searching for socio-cultural, factual, and contextual information is essential for learning new words, as it enhances comprehension of messages through key vocabulary A broader experience enables students to grasp concepts more easily; however, unfamiliar topics can lead to frustration and disengagement Data indicates that 29.05% of students rarely engage with English news, highlighting a lack of exposure Underwood (1989) suggests that shared cultural knowledge facilitates easier listening Respondents recognize that social and contextual awareness is crucial for understanding and interpreting information With extensive knowledge in areas like culture and society, students can better infer meanings Therefore, it is vital for students to allocate time effectively to read more English materials to expand their vocabulary Additionally, around 40% of students acknowledge the positive impact of social knowledge on vocabulary improvement, demonstrating their commitment to enriching their language skills.
Table 4.4 Problem related to pronunciation
Agree Neutral Disagree Strongly disagree
Many students acknowledge their pronunciation difficulties, with 37.16% agreeing and 13.51% strongly agreeing that their pronunciation is often incorrect This suggests that poor pronunciation is a common issue, often influenced by local dialects and listening habits To improve, learners should develop strategies such as seeking assistance from their English teacher, who can provide corrective feedback, or engaging with various audio resources to practice their pronunciation regularly Interestingly, 31.76% of participants expressed a neutral stance, indicating they may have some pronunciation skills but do not consistently apply them correctly A smaller percentage, 14.19% disagreed and 4.73% strongly disagreed, suggesting that these students possess a good command of pronunciation.
4.1.4 Problem related to psychological characteristic
Table 4.5 Problem related to psychological characteristic
Item Strongly agree Agree Neutral Disagree Strongly disagree
#5, I feel depressed when doing listening exercises
A significant issue highlighted in the study is the psychological characteristics of students, particularly their tendency to experience nervousness and depression during exercises The data presented in the findings indicates a precise percentage of respondents affected by these emotional challenges, underscoring the need for addressing mental health in educational settings.
A significant 12.84% of learners "strongly agree" and 39.86% "agree" that they feel emotionally overwhelmed during listening lessons due to inadequate vocabulary and listening skills Mental factors such as fatigue, daily assignments, and exam stress contribute to this issue, with depression stemming from workload, grade pressure, or underlying mental health conditions Symptoms like sadness and disinterest can hinder a student's academic performance and overall functioning Therefore, addressing depression is crucial for students to improve their mood and performance in exercises Conversely, nearly half of the responses (47.3%) reflect varying viewpoints, including 25.68% expressing a "neutral" opinion, 12.84% "disagreeing," and 8.78% "strongly disagreeing," highlighting the influence of individual psychological characteristics on these perceptions.
Table 4.6 Problem related to concentration
Item Strongly agree Agree Neutral Disagree Strongly disagree
#6, I always lose concentration while doing listening exercises
In terms of concentration (item #6), students admit that they often pay no attention during listening comprehension process by more than half of participants selected
"strongly agree" and "agree" with the item #6 To be more specific, 20.27% of
The data reveals that 33.11% of listeners "strongly agree" and another 33.11% "agree" with the challenges faced during listening comprehension Factors contributing to these difficulties include lengthy recordings, dense information, fast pace, and unfamiliar vocabulary Additionally, the university environment can lead to distractions, as students may focus on their phones, personal tasks, or social interactions instead of listening Psychological issues, such as depression, can also hinder concentration, making it difficult for students to engage with the material Research by Yagang (1993) indicates that listening is a complex psychological process; as comprehension exercises progress, students often experience a decline in understanding due to fatigue and loss of enthusiasm Anxiety or nervousness further exacerbates these challenges, preventing effective focus during lessons.
Objective problems during the Listening comprehension process
4.2.1 Problems related to Listening materials
Table 4.7 Problem related to the speed of listening materials
Item Strongly agree Agree Neutral Disagree
#7, The speed of listening materials is fast 22.30% 40.54% 24.32% 8.78% 4.05%
Students perceive the speed of listening materials as a significant challenge, with 40.54% indicating that it is too fast Unlike reading tasks, they cannot control the pace of native speakers, leading to difficulties in comprehension as they cannot re-listen to the material This inability to regulate speed often results in missing keywords, which undermines their confidence and can lead to frustration when they cannot provide correct answers Additionally, challenges such as struggling to keep up with fast delivery, lacking effective listening techniques, and difficulties in maintaining focus further exacerbate their listening comprehension issues.
Table 4.8 Problem related to the density of information
Item Strongly agree Agree Neutral Disagree
#8, The density of information in the recording gives me a hard to memorize
The density of information in listening materials significantly impacts students' memory retention during tasks, with 43.24% of respondents indicating they struggle with this issue This percentage represents the highest level of agreement in the survey, suggesting that many students find the speed of listening materials overwhelming, making it difficult to comprehend and extract key ideas Additionally, a lack of concentration may hinder their ability to remember information during independent work Students often listen word by word, leading to cognitive overload when encountering unfamiliar vocabulary, which results in information loss To address these challenges, students should develop personalized listening strategies, such as focusing on understanding the overall context before identifying specific answers Conversely, only 14.87% of students disagreed with this issue, highlighting a minority perspective.
"disagree." They might have a great capacity for memorizing information as well as logical thought for completing listening tasks without forgetting the information
Table 4.9 Problem related to the appearance of unfamiliar words or jargon or idioms in the recording
Item Strongly agree Agree Neutral Disagree Strongly disagree
#9, Many unfamiliar words or jargons or idioms appear in the recording that makes me confused
The presence of unfamiliar words, jargon, and idioms in audio recordings can confuse listeners, particularly students with limited vocabulary and practice A survey revealed that 41.89% of respondents identified confusion stemming from these unfamiliar terms To address this issue, students should focus on expanding their vocabulary and developing effective listening skills Conversely, 10.81% of students disagreed, and 3.38% strongly disagreed, suggesting they may employ strategies such as grasping the overall context, skipping challenging words, or making predictions based on existing knowledge to navigate the content without needing to understand every unfamiliar term.
Table 4.10 Problem related to complex grammatical structure
Item Strongly agree Agree Neutral Disagree Strongly disagree
#10, Complex grammatical structure is a problem that affects my listening process
In the analysis of complex grammatical structures, 43.24% of participants maintained a neutral perspective, while 25.68% expressed agreement This neutrality may stem from the significance of grammar education in Vietnam, where individuals with strong grammatical backgrounds or listening skills may find that complex grammar has minimal impact on their listening comprehension Many listeners tend to concentrate on the spoken content to answer questions rather than on intricate grammatical details However, over 20% of participants disagreed, indicating that some prioritize grammar, particularly during pre-listening activities where they prepare by noting correct word forms to enhance their performance on listening tasks This approach is especially beneficial for students with a solid grammar foundation.
Table 4.11 Problem related to the signals
Items Strongly agree Agree Neutral Disagree
#11, The signals in which the speaker shifts from one point to another, provide an example, or repeat a point are difficult to identify
Students find it challenging to identify signals from speakers, such as shifts in topics or examples, with 39.19% expressing agreement This difficulty may stem from a lack of focus during listening or confusion due to rapid delivery Notably, a quarter of respondents remain neutral, suggesting they might rely on keywords and main ideas to answer questions correctly Over 20% of students disagree, indicating they possess strong listening skills and extensive vocabulary, allowing them to quickly recognize keywords and transitional signals, such as linking words or breaks, used by speakers when changing topics.
4.2.2 Problems related to the speaker
Table 4.12 Problem related to the native speakers’ accent
Item Strongly agree Agree Neutral Disagree Strongly disagree
#12, The native speakers’ accent is easy to understand
Research indicates that acquiring the accents of native speakers significantly enhances listener receptivity However, data reveals that 31.76% of respondents disagree, suggesting that native accents can be challenging to comprehend Listening tests demonstrate that the intonation and pronunciation of native speakers often create confusion for learners, complicating their listening experience.
The listening process can be disrupted by unfamiliar accents, leading to misidentification and frustration among students who are used to their teachers' voices Many students struggle to understand speakers from non-native English countries, despite their familiarity with native accents like American and British English A survey indicates that 31.08% of respondents feel that accents moderately affect their listening comprehension, a figure similar to those who disagree Conversely, only 10.81% strongly agree and 17.57% agree that they can effectively process information despite accent challenges For some students, native speakers remain their preferred choice for better understanding during listening activities.
Table 4.13 Problem related to the speaker’s stress or intonation
Item Strongly agree Agree Neutral Disagree Strongly disagree
#13, The speaker’s stress or intonation always confuses me
A significant 37.16% of respondents agree that the stress and intonation used by native speakers can confuse students This highlights the necessity for learners to engage with diverse listening inputs to enhance their understanding of these vocal elements Stress and intonation are crucial features of English, serving to emphasize content words and convey meaning Many students are unaware that words in continuous speech may not receive the same emphasis as isolated words, leading to confusion Interestingly, 27.03% of participants hold neutral views, suggesting that they believe stress and intonation are less critical for grasping context in conversations Only 20.91% oppose the notion that stress is helpful, yet it can assist listeners in predicting a speaker's intent, even when they cannot fully hear a sentence.
4.2.3 Problems related to the physical setting
Table 4.14 Problem related to poor quality equipment and facilities
Item Strongly agree Agree Neutral Disagree
#14, The school provides students with poor quality equipment and facilities
The quality of equipment and facilities significantly impacts student performance, with 42.57% of students indicating that their school lacks modern resources Banking Academy fails to provide essential tools such as earphones or headphones, which are crucial for effective listening during international exams This deficiency hampers students' ability to comprehend audio recordings, as they cannot see the speakers' gestures and facial expressions, which are vital for understanding context According to Hemei (1997, cited in Akir, 2006), video serves as a powerful educational resource that enhances comprehension beyond what words can convey Additionally, 29.72% of students express moderate satisfaction with the equipment, while only 5.41% report dissatisfaction Those who strongly disagree may be more adaptable to varying environments or less focused on their learning Ultimately, inadequate facilities hinder both teaching quality and the learning experience, emphasizing the need for state-of-the-art resources in educational settings.
Table 4.15 Problem related background noises, the large and crowded classroom
Item Strongly agree Agree Neutral Disagree Strongly disagree
#15, Background noises, the large and crowded classroom can affect my listening comprehension process
Ambient noise and overcrowded classrooms significantly hinder students' listening abilities, as highlighted in item #15 Research shows that over half of the students, with 39.19% agreeing and 22.97% strongly agreeing, recognize these factors' negative impact on their concentration and learning The school environment contributes not only to dust but also to excessive noise, which disrupts focus In large classrooms, the dilution of sound makes listening comprehension challenging, while seating arrangements allow distractions from friends, further impeding concentration on recordings Notably, the responses for "strongly agree" and "neutral" are closely aligned at 22.97% and 22.30%, indicating a shared concern among students regarding these issues.
"neutral" opinion, maybe noise pollution hardly affects their learning process much
A minority of students, specifically 8.78% and 6.77%, expressed disagreement with this concept, indicating that they either strongly disagree or disagree These students demonstrate a strong ability to adapt to their environment or have honed their skills to maintain focus on their tasks.
This chapter explores two key research objectives through data collected from survey questionnaires, presented in tables and discussed in detail It identifies specific listening comprehension challenges, including issues with self-practice, vocabulary mastery, pronunciation, psychological factors, concentration, listening materials, and physical environments Addressing these difficulties is crucial, and recommendations will be provided in the following chapter.
CONCLUSION AND RECOMMENDATION
Summary of Findings
The study revealed a mix of reasonable and inconsistent responses among students regarding their learning experiences The highest levels of disagreement were noted in three areas: frequency of self-practice, exploration of English knowledge, and native accent comprehension Additionally, a peak in neutral responses was observed when students were asked about complex grammatical structures Many students expressed agreement on various issues, particularly highlighting that the dense information in recordings hampers their memorization efforts, which received the most votes in the survey.
A recent survey highlights that first-year English students at the Faculty of Foreign Languages face various listening comprehension challenges, such as difficulties with self-practice, vocabulary mastery, pronunciation, psychological factors, concentration, diverse listening materials, and physical environments These issues significantly hinder their listening performance Therefore, providing targeted recommendations is crucial to enhance their listening skills and overall learning experience.
Conclusion
The study reveals that first-year ATC students struggle primarily with listening comprehension, facing various challenges in this area It aims to identify the underlying factors contributing to these issues and propose strategies for schools, teachers, and students to enhance listening skills Although the survey results indicate some overlapping assessment rates, making it challenging to fully understand the problem, the research focuses on students who have completed "Listening 1," ensuring reliable feedback from sophomores, juniors, and seniors With a majority of participants being freshmen, the study's readability and validity are supported by their honest responses regarding their learning difficulties in the Faculty of Foreign Languages The students' willingness to confront their listening challenges is a significant achievement, as it fosters motivation for self-improvement Ultimately, the survey successfully highlights the prevalent listening comprehension problems faced by students.
To enhance students' listening comprehension, it is essential to address the challenges they face by implementing targeted recommendations for three key stakeholders: the Banking Academy, teachers, and students By fostering improvements within these areas, we can significantly elevate the quality of the listening process for students.
Recommendations
To enhance language learning, the school should establish soundproof private classrooms dedicated to improving students' listening and speaking skills These rooms would facilitate individual and group interactions, allowing teachers to monitor and engage with students effectively Research indicates that students in a typical class speak for less than one minute per hour, highlighting the need for more practice opportunities Investing in essential resources such as headsets, servers, and language lab software is crucial Headsets with noise-canceling features can help students focus, while a server will manage multimedia assignments and feedback A reliable network, either wired or wireless, is necessary for seamless communication Language lab software will enable interaction between teachers and students, housing course materials and facilitating feedback Alternatively, the school could opt for new headphones to improve listening quality without incurring high costs.
To enhance students' listening skills, classrooms should be arranged with individual desks separated by partitions, fostering maximum concentration Traditional classroom layouts, often consisting of rows with the teacher at the front, can lead to distractions, particularly for students seated in the back Research by Ryan Hannah highlights that the classroom environment significantly impacts student success By adopting a grid layout with single desks and utilizing headphones, teachers can create an optimal setting for individual work and testing, ultimately improving students' focus and listening quality.
( Source: 19 Classroom seating arrangements fit for your teaching, Lucie Renard,
The arrangement of students' schedules plays a crucial role in their ability to focus and learn effectively Many listening timetables are poorly structured, leading to increased drowsiness and distraction among students, particularly around 7 am and 1 pm when fatigue peaks due to late-night studying or internet use Without a midday nap, students often resort to sleeping in crowded lecture halls, with some even missing multiple classes while relying on friends to alert them for attendance This widespread issue can lead to feelings of drowsiness and depression, especially during lengthy and challenging lessons scheduled early in the morning or afternoon To enhance student engagement and learning, the Banking Academy could consider rescheduling listening classes to start at 9:35 am and 3:20 pm.
In order to improve students' problems, teachers might use the following techniques:
To enhance students' curiosity and engagement with spoken texts, it's crucial to connect listening topics to their everyday lives, increasing their likelihood of attentive listening Teachers play a vital role in creating a listening-friendly environment and promoting effective listening habits, which are essential life skills By fostering a desire for learning, educators can significantly improve students' concentration and overall engagement in the classroom.
Equipping or reinforcing students' previous linguistic and topical awareness:
To enhance listening comprehension, educators should encourage students to reflect on their prior knowledge related to the listening text, activating relevant concepts Providing essential contextual information can aid students in focusing on key listening elements, ultimately improving their understanding and response accuracy However, it's crucial for teachers to share only selective information, fostering student independence and encouraging them to draw their own inferences.
Incorporating images and visual aids is a powerful strategy for enhancing student engagement and comprehension Teachers utilize visual cues, drawings, and diagrams related to listening topics to capture learners' attention and boost their enthusiasm for the subject matter This approach not only helps students connect with the spoken content but also aids them in overcoming challenges like unfamiliar vocabulary and understanding broader perspectives.
Collecting student feedback strengthens the bond between students and teachers, enabling educators to identify and address student challenges effectively This open communication fosters a supportive environment where students feel comfortable sharing their concerns Additionally, a comprehensive evaluation of teachers is essential for institutions like Banking Academy and the Faculty of Foreign Languages, as it helps educators understand student psychology, aspirations, and needs By respecting and acknowledging these student rights and desires, teachers can adapt their teaching methods to better meet student needs Ultimately, when teachers actively listen and adjust their approaches, students are more likely to show appreciation and respect for their educators.
Encouraging students to utilize the prediction method enhances their listening skills by engaging them in both pre-listening and while-listening activities Instructors can prompt students to anticipate the content of the listening text or the speaker's next statements, fostering visualization and prediction Additionally, students can predict potential grammar structures and compile relevant vocabulary and phrases related to the topic This preparatory approach familiarizes students with key concepts and terminology, boosting their confidence and readiness to listen effectively.
First-year ATC students frequently face challenges in listening comprehension, such as difficulties with self-practice, pronunciation, vocabulary mastery, and concentration, as well as issues related to various listening materials To address these subjective listening problems effectively, the following strategies are recommended to help students enhance their listening skills and overcome these obstacles.
Listening to foreign songs in your spare time is an effective way to improve your listening skills while enjoying entertainment and relaxation Music plays a vital role in our lives and can positively influence both mental health and cognitive abilities Utilizing music as a learning tool can significantly enhance your listening, pronunciation, and speaking skills.
Watching foreign movies on platforms that combine entertainment with English language learning is an effective way to relax while improving listening skills and vocabulary Platforms like Studymovie, Toomva, Ororo.tv, and Popcorn-time.to offer bilingual subtitles in English and Vietnamese, enhancing the learning experience Additionally, these platforms feature voice recognition systems for pronunciation practice and recording tools that allow users to embody movie characters, making the learning process engaging and enjoyable Viewing positive and fun films before tackling tasks can also help alleviate stress.
In addition, unique features support to store of the sentences that the user wants
Studying with friends can enhance learning by fostering group collaboration and motivation When solo listening practice becomes tedious, incorporating friends into the study routine can make the experience more engaging Many students thrive in social settings, finding that interaction with peers not only motivates them but also encourages accountability in their studies Being part of a study group allows for lively discussions and a shared commitment to learning, ultimately leading to improved academic performance.
Listening to engaging topics in English enhances students' focus and motivation during their studies This excitement fosters a positive learning environment, essential for effective learning experiences By cultivating a daily habit of listening to English content, students can significantly expand their vocabulary and comprehension skills.
Utilizing unconventional objects to associate with new vocabulary is an effective technique for enhancing long-term retention of words Additionally, encouraging students to create vivid illustrations related to their target words not only boosts their artistic inspiration but also increases their enthusiasm for learning.
Expanding vocabulary through synonyms is essential for students Instead of memorizing standardized lists, learners can create personalized synonym lists for frequently used terms, which enhances retention and understanding Utilizing a digital file or a notebook with alphabetical tabs can effectively help students organize and track their synonyms, making vocabulary building both practical and engaging.