Statement of the problem and rationale for the study 1
English proficiency tests such as TOEIC, TOEFL, and IELTS are increasingly popular in workplaces and universities, particularly the TOEIC Many colleges grant credits for English courses based on test scores, and companies are using these scores for recruitment and promotions In Haiphong, major universities like Vietnam Maritime University, Haiphong University, and HaiPhong Private University require students to achieve a minimum TOEIC score of 450 for graduation, with HPU setting a target of over 700 for English teachers Additionally, companies like the Vietnam Register of Shipping and the Internal Relations Office require employees to have at least a TOEIC score of 380 However, many students struggle with the listening component of these tests, which is often a significant barrier to achieving overall language proficiency.
Haiphong Foreign Language Centre has built a strong reputation for offering reliable English courses, attracting thousands of learners to its TOEIC programs since their launch in 2010 To address the specific needs of TOEIC students in Haiphong, a study titled “Common Errors Made by Pre-Intermediate Students in the TOEIC Listening Test and Suggested Solutions” was conducted This research aims to identify the challenges students face during TOEIC listening practice tests and seeks to enhance the quality of TOEIC instruction at Haiphong Foreign Language Centre and other educational institutions.
The purpose of the study is to explore the following objectives:
To explore the students’ perceptions of the TOEIC listening test
To investigate the errors that pre-intermediate students at Haiphong Foreign Language Center often make when taking the TOEIC listening test
To suggest solutions to avoid errors based on the results of the study The research questions, therefore, are addressed as below:
1 What are pre-intermediate students’ perceptions of the TOEIC listening test?
2 What strategies do these students often apply when doing TOEIC listening test?
3 What are the common errors when taking the TOEIC listening test made by pre-intermediate students?
This study aims to provide valuable insights into the errors made by pre-intermediate students in TOEIC listening, highlighting their challenges and strategies The findings are expected to benefit both teachers and learners in enhancing their TOEIC preparation.
This research primarily analyzes data collected from students' TOEIC listening test papers and survey questionnaires distributed to TOEIC students at the Haiphong Foreign Language Centre.
The study employs both quantitative and qualitative methods, primarily focusing on quantitative analysis, to gather data through various means, including a survey questionnaire, students' TOEIC listening test papers, and semi-structured interviews Initially, the research analyzes students' TOEIC listening test papers to identify common errors and assess the current state of their listening skills Additionally, data is collected through survey questionnaires, informal interviews, and discussions with TOEIC learners to gain further insights.
Part A- Introduction describes the study’s rationale, aims, objectives, research questions, scope, methods and significance
Part B- Theoretical Background lays the theoretical foundation for the research
Part C- Methodology details the research methods that have been used and the procedures of conducting the study
Part D - Results and Discussion outlines the findings of the research on pre-intermediate students' errors during the TOEIC listening test, identifying the underlying causes of these mistakes This analysis will provide insights into the potential implications of the findings.
Part E- Conclusions ends the study by summarizing its main points, implications, limitations and suggestions for further studies
Moreover, the thesis includes Appendices where the study’s bibliography, sample questionnaires and interview transcription are attached for reference
This part attempts to provide the framework within which the research is carried out
Listening is defined in various ways by linguists, reflecting its importance as a vital component of communication in both native and second languages According to Rost (2002, p 279), listening involves a mental process where individuals construct meaning from spoken input This highlights the critical role of listening in effective interaction and understanding.
Listening is an active and purposeful process that involves making sense of auditory information, rather than just decoding sounds This understanding highlights the listener's role in engaging deeply with the content they hear.
To effectively learn a second or foreign language, individuals must enhance four fundamental language skills that are essential for native speakers According to Harmer (1998), these skills are categorized into two groups: productive skills, which include speaking and writing, and receptive skills, which encompass listening and reading.
Listening is a crucial receptive skill that involves active comprehension, driven by a specific purpose in every listening scenario Effective listeners must consider not only auditory stimuli but also visual cues such as facial expressions, posture, and overall appearance For instance, in the TOEIC Listening Part 1, visual stimuli are incorporated through photographs to enhance understanding.
Listening is intrinsically linked to comprehension, as understanding is often viewed as the primary objective of listening According to Rost (2002), comprehension is not only the highest priority for listeners but can also be seen as the sole purpose of the listening process.
Especially for the L2 learners who are acquiring a new language, the term
Listening comprehension encompasses all facets of listening, serving as a fundamental skill for learners to effectively process a new language Research in second language (L2) listening has primarily concentrated on the comprehensive aspect of academic listening Nonetheless, Rost (2002) emphasized the necessity of using the term "comprehension" with greater specificity in the context of listening studies.
Listening comprehension is an active process of constructing meaning by applying both linguistic and non-linguistic knowledge to incoming sounds (Buck, G., 2001) Developing strong listening skills is essential not only for its intrinsic value but also for enhancing other language abilities, including reading and speaking.
Listening comprehension is shaped by a listener's world knowledge, linguistic knowledge, text structure knowledge, and metacognitive knowledge The comprehension process relies on two primary sources of information: systematic linguistic knowledge, which includes phonological, syntactic, and semantic components, and schematic non-linguistic information This interplay makes it challenging to distinguish between the actual spoken words and the interpretations formed by integrating them with the listener's own knowledge and experiences.
- how language is used in discourse
Knowledge of co-text context
- what has been/ will be said (written)
Knowledge of the language system
Figure 1 Information sources in comprehension (Anne Anderson & Tony Lynch, 1988, p.13)
Like reading comprehension, listening comprehension involves two stages: (1) apprehending linguistic information (text-based: low level) and
(2) relating that information to a wider communities context ( knowledge- based: high level) and there are two processing models for comprehension:
(1) bottom-up and (2) top down
1.3 Factors affecting learners’ listening comprehension
Dunkel (1991: 434) identifies five primary research areas on listening, with two particularly relevant to the challenges learners face during listening activities.
Significance of the study 2
This study provides valuable insights into the errors made by pre-intermediate students in TOEIC listening, highlighting their challenges and strategies The findings are expected to benefit both teachers and learners in the TOEIC context, enhancing pedagogical approaches and improving student outcomes.
Scope of the study 2
This research primarily analyzes data gathered from TOEIC listening test papers and survey questionnaires distributed to students at Haiphong Foreign Language Centre.
Methods of the study 3
The study employs both quantitative and qualitative methods, primarily focusing on quantitative analysis Data is collected through students' TOEIC listening test papers to identify common errors and assess the current state of listening skill acquisition Additionally, a survey questionnaire and informal interviews are utilized to gather insights from TOEIC learners.
Organization 3
Part A- Introduction describes the study’s rationale, aims, objectives, research questions, scope, methods and significance
Part B- Theoretical Background lays the theoretical foundation for the research
Part C- Methodology details the research methods that have been used and the procedures of conducting the study
Part D - Results and Discussion outlines the findings of the research on pre-intermediate students' errors during the TOEIC listening test, followed by an analysis of the underlying causes of these errors This analysis provides insights into the potential implications stemming from the findings.
Part E- Conclusions ends the study by summarizing its main points, implications, limitations and suggestions for further studies
Moreover, the thesis includes Appendices where the study’s bibliography, sample questionnaires and interview transcription are attached for reference
This part attempts to provide the framework within which the research is carried out.
Listening 4
Listening Definition 4
Listening is a crucial component of communication, both in native and second languages Linguists offer various definitions of listening, highlighting its importance in interaction According to Rost (2002, p 279), listening is described as a mental process that involves constructing meaning from spoken input Helgesen also emphasizes the significance of listening in effective communication.
Listening is an active and intentional process that involves interpreting and understanding auditory information This definition highlights that listeners engage in more than just decoding sounds; they actively make sense of what they hear.
To effectively learn a second or foreign language, individuals must enhance four fundamental skills that native speakers possess According to Harmer (1998), these skills are categorized into productive skills—speaking and writing, which focus on language production—and receptive skills—listening and reading, which involve comprehending messages.
Listening is a crucial receptive skill that involves active comprehension, where listeners engage with the material purposefully Beyond just auditory input, effective listening also requires attention to visual cues such as facial expressions, posture, and overall appearance This holistic approach to listening is exemplified in the TOEIC Listening Part 1, which incorporates visual stimuli through photographs to enhance understanding.
Listening is inherently linked to comprehension, as it is often viewed as the primary goal and highest priority of the listener According to Rost (2002), understanding the content being heard is frequently regarded as the main purpose of listening.
Especially for the L2 learners who are acquiring a new language, the term
Listening comprehension encompasses all facets of listening, serving as a fundamental skill for learners to effectively process a new language Research in second language (L2) listening has predominantly concentrated on the comprehensive aspects of academic listening However, Rost (2002) emphasized that the term "comprehension" should be defined more precisely within the context of listening studies.
According to Buck (2001), listening comprehension is an active process that involves constructing meaning by applying both linguistic and non-linguistic knowledge to incoming sounds Developing strong listening skills is essential, not only for its intrinsic value but also for enhancing other language abilities, including reading and speaking.
Listening comprehension is shaped by a listener's world knowledge, linguistic knowledge, text structure knowledge, and metacognitive knowledge The listening comprehension process relies on the interplay between linguistic knowledge, which encompasses phonological, syntactic, and semantic components, and schematic or non-linguistic information This integration makes it challenging to separate the actual spoken words from the interpretations formed by the listener's personal knowledge and experiences.
- how language is used in discourse
Knowledge of co-text context
- what has been/ will be said (written)
Knowledge of the language system
Figure 1 Information sources in comprehension (Anne Anderson & Tony Lynch, 1988, p.13)
Like reading comprehension, listening comprehension involves two stages: (1) apprehending linguistic information (text-based: low level) and
(2) relating that information to a wider communities context ( knowledge- based: high level) and there are two processing models for comprehension:
(1) bottom-up and (2) top down
1.3 Factors affecting learners’ listening comprehension
According to Dunkel (1991: 434), two of the five primary lines of research on listening are relevant to understanding the listening difficulties faced by learners These studies focus on identifying the specific challenges encountered during the listening process, which can significantly impact language acquisition and comprehension skills.
The components of listening, also known as sub-skills, play a crucial role in second language (SL) acquisition Understanding these sub-skills can significantly enhance the effectiveness of listening activities Additionally, various factors, both internal and external, influence the comprehension of input in second language learning Research indicates that cognitive processes, motivation, and environmental context are key elements that can either facilitate or hinder the listening comprehension in SL learners.
Listening comprehension is a complex, active process where learners decode and construct meaning by utilizing their prior knowledge and linguistic skills Various factors influence this process, which can be categorized in different ways Boyle (1984) identified lack of practice as a critical factor affecting listening comprehension after interviewing thirty teachers and sixty students at Hong Kong University He emphasized the importance of linguistic understanding and general background knowledge, noting that attitude and motivation have a significant impact on listening skills Additionally, students highlighted "memory" as a factor affecting comprehension, which was not mentioned by the teachers.
Attention and concentration are influenced by four key categories: listener factors, speaker factors, stimulus factors, and context factors Teng (1993) further elaborated on these influences by categorizing them into a detailed list, as shown in Table 1.
1 Language facility, including phonological, lexical, syntactic, semantic, pragmatic knowledge
1 Language ability: native speaker vs nonnative speaker
4 Degree of pauses and redundancies
4 Presentation mode; audio only vs audio and visual
3 Interval between listening and testing
Table 1: Factors influencing Listening Comprehension Teng (1993)
The factors characterize listeners are the language facility, knowledge of the world, intelligence, physical conditions, metacognitve strategies and motivation (Boyle)
Language acquisition necessitates that learners grasp phonological, lexical, syntactic, semantic, and pragmatic knowledge This can be particularly challenging for low-level students and those not specializing in the language.
The physical health of listeners significantly impacts their ability to engage effectively, enjoy leisure activities, and handle emergencies Key components of physical fitness encompass health-related aspects such as body composition, cardiovascular fitness, flexibility, muscular endurance, and muscle strength, alongside skill-related factors like agility, balance, coordination, power, reaction time, and speed Consequently, educators should prioritize the health and well-being of their students to enhance their overall learning experience.
Engagement with a topic enhances a listener's understanding, while disinterest can lead to disengagement This heightened interest fosters motivation, encouraging listeners to pay attention and improve their study habits.
During listening process, learners sometimes have difficulty to distinguish different voices of the speaker as well as the speech
Error 11
Different approaches towards the study of error 13
The study of error can be categorized into two main approaches: Linguistic and Non-Linguistic Linguistic Approaches encompass Contrastive Analysis and Error Analysis, while Non-Linguistic Approaches include Sociological and Psychological perspectives This study will focus specifically on the Linguistic Approaches to error analysis.
The Contrastive Analysis Approach, influenced by learning psychology principles such as imitation and reinforcement, views language development as the acquisition of habits, where first language interference leads to errors in second language learning This approach emphasizes the importance of recognizing differences between the mother tongue and the target language However, it has been criticized for providing an incomplete understanding of second-language acquisition, as it overlooks the role of the learner and fails to predict many common errors, such as rule simplification and overgeneralization, which resemble first language acquisition errors Consequently, the approach has become less popular due to these significant shortcomings.
The Error Analysis Approach is deemed more reliable than the Contrastive Analysis Approach, as it recognizes that linguistic interference stems not only from the learner's mother tongue but also from other sources Analysts have noted similarities in the types of errors made by second language learners and those made by native speakers during first language acquisition, suggesting that the processes of acquiring both languages are fundamentally alike (Corder 1967, Dulay and Burt 1972, Richards 1973) This approach focuses on describing the interlanguage's development stages through error evidence, allowing insights into second language acquisition The writer favors the Error Analysis Approach for its accurate reflection of foreign language learning and its acknowledgment that errors arise from both mother tongue interference and additional intralingual factors.
The TOEIC test 14
3.1 Overview of the TOEIC test
The Test of English for International Communication (TOEIC), developed by Educational Testing Service (ETS) in Japan in 1979, is a standardized test that assesses listening and reading skills specifically in a business context This focus on practical application rather than academic proficiency has made TOEIC the preferred choice for corporations, government agencies, and educational institutions to evaluate English language capabilities Many individuals take the TOEIC to track their English improvement, while others aim to meet specific requirements for school or work.
The TOEIC test, a widely recognized assessment of English proficiency, traditionally consists of two sections: listening and reading comprehension, each containing 100 multiple-choice questions Candidates receive separate scaled scores for each section, ranging from 5 to 495, with a total score scale from 10 to 990 This format effectively evaluates and indicates the English language abilities of test-takers.
These are some examples of the topics examiners may find in TOEIC test questions, according to “TOEIC Examinees Handbook- Listening & Reading” (2008: 3)
Corporate Development — research, product development
Dining Out — business lunches, banquets, receptions, reservations
Entertainment — cinema, theater, music, art, exhibitions, museums, media
Finance and Budgeting — banking, investments, taxes, accounting, billing
General Business — contracts, negotiations, mergers, marketing, sales, …
Health Care — medical insurance, visits to doctors, dentists, …
Housing/Corporate Property — construction, specifications, buying and renting, electric and gas services
Human Resources — recruiting, hiring, retiring, promoting, job applications, job advertisements, salaries, pensions, awards………
Manufacturing — assembly lines, plant management, quality control
The Office — procedures, board meetings, committees, letters, memos, telephone, fax and e-mail messages, equipment
Purchasing — shopping, ordering supplies, shipping, invoicing
Technical Areas — electronics, technology, computers, laboratories and related equipment, technical specifications
Travel — trains, airplanes, taxis, buses, ships, ferries, tickets, schedules, station and airport announcements, car rentals, hotels, reservations,
3.2 Overview of the TOEIC listening test
Needless to say, TOEIC listening is a kind of listening comprehension The TOEIC listening test includes 100 questions with a time limit of 45 minutes It is divided into 4 sections, namely: picture description
This article presents a comprehensive assessment tool consisting of 10 questions, 30 question-response pairs, 30 short conversations, and 30 short talks, each designed to evaluate listeners' comprehension skills The material encompasses various scenarios typical in a business environment, challenging listeners to understand details, make inferences, and grasp main ideas By engaging with these diverse stimuli, individuals can enhance their ability to process and respond to spoken information effectively.
Part one : Pictures description (10 questions)
(Example taken from Tactics for the TOEIC® Listening and Reading Test, © Oxford University Press, 2007)
In this section, test takers view a photograph accompanied by four descriptive statements They must choose the statement that most accurately reflects the image The photographs depict individuals in common workplace environments as well as in everyday scenarios.
There are four question types in this part They are:
* Action Questions: can be in either the active or the passive form
* Situation Questions: the condition of things in the pictures
The incorrect answers may have:
words that sounds similar but are in fact different
the right words used in a confusing manner/ inaccurately
answers that are only partially true
To effectively analyze images that contain contextually relevant words, thoroughly examine the picture and assess the scene as a journalist or investigator would Consider the fundamental questions of who, what, where, and why to gain insights Pay attention to emphasized words, as they can provide crucial hints about the surrounding context.
The man is sitting on a couch
The man is coaching the woman
Words that have little sound difference
For example: The man is selling watches vs The man is sailing
The man is waiting for a train vs The man is weighing a train
Part two: Questions and Responses (30 questions)
In this section, test takers will listen to a brief dialogue between two speakers, followed by a question and three potential responses They are required to select the response that most accurately answers the question, which may pertain to various aspects such as people, location, time, activities, events, emotions, reasons, or opinions, reflecting everyday conversational English Part 2 features different types of information questions, including those with interrogatives (Who, What, Where, When, Why, How), questions without interrogatives (using Be/Do or auxiliary verbs), and other formats like indirect, tag, negative, alternative questions, and suggestions It's crucial to pay attention to these nuances to choose the correct answer.
words that sound similar but have different meanings
Wh- questions - who what, when, where, why, what - that need logical answers
yes / no questions which may have no direct yes / no answers
To do well, keep the question clearly in mind when scanning the possible answers Choose the one that makes the greatest sense If in doubt, guess
Part Three : Short conversations (30 questions)
In this section, examinees listen to a brief dialogue and then answer three questions related to the conversation The questions typically focus on the overall theme rather than specific details, requiring students to identify activities, emotions, relationships, or the speakers' locations Occasionally, minor calculations based on measurements mentioned in the dialogues may be necessary Additionally, examinees will need to utilize their short-term memory for effective comprehension.
Similar to Part 2, Part 3 includes Who, When, Where, What, How, Why, and Which question types The best strategies are to beware of:
words that change the meaning
negative words (hardly, not, etc.)
words associated with time (always, never, etc.)
To enhance comprehension, students should read the questions and possible answers before listening to the dialogue It's important to review all options carefully and avoid making hasty choices Visualizing the speakers and their environment can also aid in understanding the context.
Part Four : Short talks (30 questions)
In Part 3, students listen to a passage delivered by a single speaker, which may include formats such as news reports, advertisements, or acceptance speeches Following the listening, they will answer three questions related to the content presented.
This section includes four types of questions: Main Idea Questions, Fact and Detail Questions, Inference Questions, and Cause and Effect Questions The strategies used in Part 3 are also applicable here.
Related studies of listening comprehension and TOEIC listening errors 20
Questionnaires 23
Well-structured questionnaires can provide data economically and effectively for research purposes (Verma and Mallick, 1999) The inclusion of both open-ended and close-ended questions enhances the reliability of the data and captures respondents' true sentiments more accurately (Nunan, 1992) Consequently, the researcher selected questionnaires as a primary tool for data collection.
A comprehensive questionnaire was distributed to gather feedback from a diverse group of participants at various times It is structured into four key sections: the first collects personal information, the second explores students' perceptions of the TOEIC listening test, the third examines the challenges students face in listening to TOEIC, and the final section identifies the strategies employed by students to overcome these difficulties.
Semi-structured interviews 23
According to Nunan (1992), interviews offer "incredibly rich" interactions, providing "extraordinary evidence about life" that cannot be captured through questionnaires Therefore, it is essential to seek in-depth information on the topic.
Researchers conducted semi-structured interviews averaging 10 minutes in length, with the setting—formal or informal—tailored to each interviewee's preference These interviews not only validated the data collected from questionnaires but also provided deeper insights into the participants' responses.
The interviewees were allowed to express their opinions freely while being gently guided towards key topics when needed All interviews were recorded for later transcription.
All in all, for a collection of sufficient reliable and valid data for the study, students’ listening test papers, questionnaire and interviews were fully employed.
Research methods 24
Generally speaking, to collect the necessary data, the researcher combined qualitative and quantitative method of analysis
The quantitative data collected from the questionnaire and students' listening tests will be analyzed using charts and tables to compare figures, such as the percentage of participants with similar opinions or average ratings Additionally, qualitative data from open-ended questionnaire responses, interviews, and document analysis will be summarized and categorized, employing a color-coding system to emphasize key information Notable quotations from the interviews will further enhance the data analysis.
Procedures of data analysis 24
The research process begins with the classification of data gathered from questionnaires, interviews, and students' TOEIC listening test papers, aligned with four key research questions This initial phase emphasizes the preparation for data collection, which includes designing the questionnaire, listening test papers, and interview questions Subsequently, the researcher analyzes the students' TOEIC listening test papers and categorizes the frequency of various types of errors identified.
Based on an analysis of students' listening test papers, the researcher created a questionnaire to investigate the causes of errors This questionnaire was administered to seven relevant respondents to gather feedback on the clarity and potential ambiguities of specific questions or expressions Subsequently, adjustments were made to enhance the effectiveness of the test.
A questionnaire was randomly distributed to 50 students from three TOEIC classes at Haiphong Foreign Language Center Following the collection of the questionnaires, interviews were conducted based on the preferences of the participants, which were recorded for accuracy Finally, the recorded interviews were reviewed to ensure there were no technical issues related to sound quality or volume, allowing for any necessary retakes.
In conclusion, this section has validated the methodology used in this paper by detailing the two participant groups involved in data collection It also outlined the triangulation method for data collection and described the four-phase process of both data collection and analysis.
This part aims to present and discuss the study’s finding with regard to the following research questions:
1 What are pre-intermediate students’ perceptions of the TOEIC listening test?
2 What strategies do these students often apply when doing TOEIC listening test?
3 What are the common errors when taking the TOEIC listening test made by pre-intermediate students?
Moreover, the implications of this survey results will be discussed Additional explanations as well as the introduction of the cultural linguistic characteristics are also made.
Findings from the Questionnaires and Interviews 26
General information of the participants 26
Male Female Student Employed Unemployed
Table 3: Learners by age, gender and occupation
The data reveals that 56% of participants are female and 44% are male, with the majority aged between 18 and 35 Specifically, 32% fall within the 23 to 35 age range, while only 4% are over 35 Additionally, 70% of the participants are students, and 24% are employed in various roles such as officers and assistants A small portion, 6%, are enrolled in a TOEIC course while seeking employment For the purposes of this study, these individuals will be referred to as English learners, representing a diverse range of backgrounds.
Years Learners’ experience of learning English
Table 4: Learners’ experience of learning English in years
The table illustrates the English learning experiences of participants, all of whom have studied the language for a minimum of 7 years at schools, universities, or Foreign Language Centers Specifically, 56% of the learners have dedicated 8 to 10 years to English, while 28% have been learning for 7 years Additionally, 16% of the participants possess over 10 years of English learning experience.
The information presented in table 5 is about learners’ purposes of learning TOEIC
Purposes of learning TOEIC Number of learners Percentage
To fulfill the requirement of a training course
To fulfill my company’s requirement 10 20%
To be prepared for the future 6 12%
Table 5: Learners’ purposes of taking TOEIC preparation course
The data reveals that a significant majority of learners have specific goals for attending TOEIC preparation courses Notably, 50% pursue TOEIC to meet training course requirements, such as university graduation, while 20% do so to satisfy their company's criteria Additionally, 12% are preparing for future opportunities, with smaller groups aiming to secure a job (8%), enhance their English proficiency (6%), or achieve a promotion (4%) Overall, these findings indicate that learners are driven by distinct motivations, contributing to a positive attitude towards their studies.
1.2 Learners’ perceptions of TOEIC listening test
Question 1 and 2 aims at asking learners about their opinions of the TOEIC listening test, the answers are presented in the charts below:
Learners’ evaluation of the level of difficulty of TOEIC listening test
Table 6: Learners’ evaluation of the level of difficulty of TOEIC listening test Learners’ evaluation of the most difficult part of TOEIC listening test
Table 7: Learners’ evaluation of the most difficult part of TOEIC listening test
According to Table 6, 58% of learners believe the TOEIC listening test aligns with their English proficiency, while 42% find it challenging, with no participants considering it easy Table 7 reveals that 64% of learners identify Part 4 (Short talks) as the most difficult section, compared to 36% who find Part 3 (Short conversations) more challenging Interviews with some learners indicated that their concentration diminishes the more they listen, contributing to their perception of difficulty.
The following table provides the information about how learners feel when listening
Others: ((Un) comfortable, Nervous, Confident, Motivated… 0%
Table 8: Learners’ feelings when doing TOEIC listening test
Many learners struggle with the TOEIC listening test, with 96% reporting difficulties in concentration and 94% expressing confusion during the test Additionally, 12% of participants felt demotivated, primarily due to the lengthy listening sections.
1.3 Learners’ perceptions of the causes of common errors when listening TOEIC test
Question 4 is to find out the causes of the common listening mistakes that learners often make in TOEIC listening test from their own perceptions and table 9 below presents the collected information
Causes of errors in TOEIC listening test Percentage
Different accents, stress and intonation 100%
Physical noises in or outside the examination room 14%
Lack of test-taking strategies 0%
Table 9: Causes of TOEIC listening errors
Learners frequently encounter various errors in their language studies, primarily attributing these mistakes to pronunciation distractors According to the data in Table 7, the main culprits include similar-sounding words, unrelated terms, and variations in accents, stress, and intonation, all of which significantly contribute to their difficulties.
Yagang (1994) highlights that listeners tend to become accustomed to the accents they frequently hear, which can hinder their understanding of other accents Students interviewed expressed difficulties in comprehension due to their inability to distinguish sounds, despite recognizing words in written texts For example, one interviewee noted challenges in differentiating between weak and strong pronunciations, illustrating the impact of accent exposure on listening skills.
“Sometimes consonants and syllables get lost or become almost inaudible”
Or “When I listen to native speakers, I feel that sounds change or blend with each other.”
The feedback indicates that students struggled to recognize words in continuous speech, while some believed they were taught incorrect pronunciations.
In high school, I struggled with understanding spoken language due to my teachers' incorrect pronunciation of words, which ultimately impacted my ability to grasp proper pronunciation.
A significant 88% of participants indicated that limitations in vocabulary or background knowledge hinder their understanding, while 40% attributed challenges to the speed of the speaker Students generally found it easier to comprehend slower speakers, with many expressing difficulty in understanding native speakers due to their rapid speech One interviewee remarked, “Native speakers speak too fast.” Conversely, another participant noted that their perception of speech rate was influenced by prior experiences, stating, “Most of my friends think that native speakers speak too fast To be honest, I don’t think they speak too fast The main reason is that we don’t have enough experience.”
Natural speech can be challenging for non-native learners due to its rapid pace However, during listening exercises, students may notice moments when speakers articulate their words more slowly and clearly, providing an opportunity to grasp essential information Speakers often emphasize key ideas, making it crucial for students to focus on both the speed and intonation to identify important points According to Berman in his book “Advanced Listening Strategies” (2003), the pace of speech varies, with less significant details spoken quickly, while main ideas are articulated more slowly and clearly.
A significant 30% of students reported making mistakes due to listening only once or being exposed to lengthy audio materials Prolonged listening can lead to pressure and fatigue, negatively impacting comprehension According to Hasan (2000), extended listening durations may result in memory issues and distract attention, causing learners to miss critical information when their concentration wanes, which is often linked to the limited memory capacity for a new language.
In a recent interview, students expressed varying levels of comprehension regarding English vocabulary, with topic familiarity playing a crucial role in their understanding Notably, 16% of participants reported difficulties with unfamiliar subjects, highlighting that listening materials often encompass diverse fields such as business, daily conversations, or political issues, which can lead to confusion These discussions frequently feature unfamiliar words and phrases, making it challenging for listeners to grasp the intended message Analysis of the interview data revealed a connection between topic familiarity and word knowledge, as illustrated by Interviewee 3's comment: “Sometimes there are dialogs about different topics that I don’t know any of the words related to those.”
Fourteen percent of students reported that sudden physical noises in or outside the examination room distract them while listening Such distractions significantly hinder their ability to perform well on listening tasks, as the surrounding noise competes with the audio recording, creating a complex sound environment Consequently, students struggle to concentrate and fully engage with the listening material, leading to poorer outcomes.
Learners’ perceptions of the causes of common errors when
Question 4 is to find out the causes of the common listening mistakes that learners often make in TOEIC listening test from their own perceptions and table 9 below presents the collected information
Causes of errors in TOEIC listening test Percentage
Different accents, stress and intonation 100%
Physical noises in or outside the examination room 14%
Lack of test-taking strategies 0%
Table 9: Causes of TOEIC listening errors
Learners frequently make various errors in language acquisition, often attributing these mistakes to pronunciation distractors According to the data in Table 7, common culprits include similar-sounding words, unrelated terms, and differences in accents, stress, and intonation, which are identified as the primary causes of these errors.
Yagang (1994) highlights that listeners tend to become accustomed to the accents they frequently hear, which can lead to difficulties in understanding other accents, particularly if they are primarily exposed to standard British or American accents During interviews, many students expressed challenges in comprehension, stating that they struggled to make sense of spoken language due to their inability to distinguish sounds Although they could recognize words in written texts, they found it challenging to understand spoken language One interviewee specifically noted difficulties with differentiating between weak and strong pronunciation, illustrating the complexities involved in auditory comprehension.
“Sometimes consonants and syllables get lost or become almost inaudible”
Or “When I listen to native speakers, I feel that sounds change or blend with each other.”
Students faced challenges in recognizing words during continuous speech, with some expressing concerns about having been taught incorrect pronunciations.
During high school, I struggled with understanding spoken language due to my teachers' incorrect pronunciation of words, which has impacted my ability to comprehend what I hear today.
A significant 88% of participants indicated that limitations in vocabulary and background knowledge hinder their understanding, while 40% attributed difficulties to the speed of the speaker Students reported that they found it easier to comprehend speakers who spoke slowly, in contrast to those with a rapid speech rate Many expressed challenges in understanding native speakers, with one interviewee stating, “Native speakers speak too fast.” However, some participants linked their perceptions of speech rate to their prior experiences, with one noting, “Most of my friends think that native speakers speak too fast To be honest, I don’t think they speak too fast The main reason is that we don’t have enough experience.”
Natural speech can be challenging for non-native learners due to its fast pace However, students may notice that speakers occasionally slow down and articulate more clearly, providing an opportunity to grasp essential information Emphasis is also used by speakers to highlight key ideas To improve comprehension, students should focus on the speaker's speed and intonation to identify important points According to Berman in "Advance Listening Strategies" (2003), important ideas are typically expressed more slowly and clearly, while less significant details are spoken more quickly.
A significant 30% of students reported making errors due to listening only once or engaging with lengthy audio materials Prolonged listening can induce pressure, leading to memory issues and fatigue, which distracts from understanding the content This distraction can result in missed information, particularly when concentration lapses, highlighting the challenges posed by the limited memory span for the target language (Hasan, 2000: 143).
In a recent interview, students expressed varying levels of understanding English words, significantly influenced by the topic of discussion Notably, 16% of learners reported difficulties with unfamiliar subjects, highlighting that listening materials often encompass diverse themes, such as business reports, everyday conversations, or political issues This variety can lead to confusion, especially when the content includes unfamiliar vocabulary and terminology As one interviewee noted, “Sometimes there are dialogs about different topics that I don’t know any of the words related to those,” illustrating the challenge of comprehending messages laden with unknown terms This issue is closely linked to their overall word knowledge.
A significant 14% of students reported that sudden physical noises, whether inside or outside the examination room, distract them from effectively listening When listening tasks are performed amidst these distractions, achieving favorable results becomes challenging The pervasive noise diverts attention, regardless of the effort to concentrate, creating a chaotic sound environment that disrupts the clarity of the audio being played Consequently, this interference hinders students' ability to hear and focus on the task at hand.
Participants expressed satisfaction with the quality of their CDs, attributing any listening challenges to their own abilities rather than poor equipment Additionally, they felt well-equipped with test-taking strategies, thanks to the comprehensive guidance provided by their teachers.
1.4 Test-taking strategies applied by learners in TOEIC listening
Table 10 reveals the strategies that students often employ when listening TOEIC test
Use pictures to predict what you will hear 100%
Identify the types of questions in Part 2 100%
Make sensible guess when you cannot answer the questions 100%
Recognize linking sounds, stressed words, intonation, and so on especially in Part 1 & 2
Guess the topic in Part 3 and 4 80%
Guess the meaning of vocabulary in context 60%
Table 10: Strategies used by learners when taking TOEIC listening test
Table 10 indicates that students often predict what they will hear based on accompanying images and identify question types to select the correct answers in Part 2, or make educated guesses when unsure This predictive skill significantly enhances their listening comprehension Hasan (2000) notes that difficulties arise from a tendency to listen word by word, causing students to overlook cues essential for anticipating content Effective listening tasks provide indirect cues that skilled listeners can easily recognize, such as task titles that hint at upcoming points Additionally, visual aids like photos, maps, and charts, along with posing questions related to the listening topic, can further engage students and enhance their understanding.
A significant majority of students utilize effective listening strategies, with 84% paraphrasing questions and recognizing linking sounds and stressed words Additionally, 82% focus on understanding general ideas, while 80% employ techniques such as listening for details and making inferences in Parts 3 and 4 This approach is logical, as students read the questions and understand their tasks However, 60% of students also attempt to deduce the meanings of unfamiliar words or phrases from the context.
2 Findings from the analysis of students’ TOEIC listening test papers
The listening test administered to students was carefully chosen from the practice tests in "Tactics for TOEIC: Listening and Reading Test" by Grant Trew (2007) After a focused 45-minute session, the responses of 50 participants were collected and analyzed to identify common listening errors.
The TOEIC listening test comprises distinct sections, each exhibiting unique characteristics that contribute to varying causes and types of errors As illustrated in Table 11, the percentage of errors differs across these listening parts, highlighting the specific challenges faced by test-takers.
Part Part 1 Part 2 Part 3 Part 4
Table 11: The percentage of wrong answers in each TOEIC listening part
The table shows that the wrong answers in Part 1 accounts for 30% its
Limitations of the study 47
Though this research has been conducted to the best of the researcher’s efforts, there remain several shortcomings for a number of reasons
Firstly, the researcher only involved 50 participants, thus these respondents’ comments cannot represent all the TOEIC learners’ errors or perceptions
Additionally, the writer admits that minor mistakes are inevitable Therefore, any constructive comments, suggestions and recommendations would be highly appreciated.
Suggestions for further study 48 REFERENCES
This study serves as a foundation for future research, encouraging scholars to build upon its findings, particularly in the realm of the TOEIC test While this research primarily concentrates on the listening section, it opens avenues for further exploration into strategies for the Reading section and the various factors influencing students' performance on the TOEIC test.
The findings of these studies, together with those of this research, would be useful references for those who are learning or teaching for TOEIC certificate
Anderson, Anne & Tony Lynch (1988) Listening Oxford: Oxford
University Press Berman, M (2003) Listening strategy guide Dyed international Inc Boyle, J.P (1984) Factors Affecting Listening Comprehension ELT Journal
Buck, G 2001 Assessing Listening Cambridge Cambridge University
In "Teaching Writing Skills" (2nd ed.), Burnes (1989) emphasizes the importance of developing effective writing techniques for learners Chen (2005) discusses the challenges EFL learners face in acquiring listening strategies, highlighting the need for pedagogical approaches that address these barriers The insights from both sources underline the significance of targeted instruction in enhancing language skills for English as a Foreign Language students.
Corder, S.P (1967) The significance of Learners Errors Vol 9 No 2
International Review of Applied Linguistics Dunkel, P (1991b) Listening in the Native and Second/ Foreign Language:
Toward an integration of Research and Practice TESOL Quarterly
Forster, D & Karn, R (1998) Teaching TOEIC/TOEFL test-taking strategies Available at: http://eric.ed.gov/ERICWebPortal/custom/portlets/recordDetails detailmini jsp
Harmer, J 1998 How to teach English: An introduction to the practice of English teaching Longman
Harmer, J 2001 The Practice of English Language Teaching Longman Hasan, A (2000) Learners’ perceptions of listening comprehension problems.Language, Culture and Curriculum, 13, 137-153
Helgesen, M (2003) Listening in Practical Language Teaching, edited by David Nunan McGraw-Hill
James (1998) Errors in language learning and use: Exploring error analysis Harlow, UK: Addison Wesley Longman
Nunan D (1992) Research methods in language learning Cambridge:
CPU Richards, L.C (1984) Listening comprehension: Approach, design, procedure TESOL Quarterly
Rixon, S 1986 Developing Listening Skills London and Basingstoke:
Macmillan Rost, M (2002) Listening London: Longman
Snow, C (1977) Mother’s Speech Research: from insight to interaction
Teng, H C (1993) An investigation of EFL listening strategies by Taiwanese college students Proceedings of the Sixth International
Symposium on English Teaching Vol.6, pp.509-520 Taipei, Taiwan: The
TOEIC Examinees Handbook-Listening & Reading (2008) ETS Trew, G (2007) Tactics for TOEIC Listening and Reading Test Oxford:
Willis, J (1981) Teaching English through English London: Longman Underwood, M (1989) Teaching Listening London: Longman
Vandergrift, L (1999) Facilitating second language listening comprehension: acquiring successful strategies ELT Journal, 53(3), 168-
Verma, G.K and Marllick, K (1999) Research Education: Perspectives and techniques London: Falmer Press
Yagang, F 1994 Listening: Problems and Solutions English Teaching
APPENDIX 1 TOEIC Listening Research Survey
My name is Nhu Ha Phuong, a teacher of English at the Haiphong Foreign Language– Haiphong University I am now conducting a research on
Pre-intermediate students often encounter common errors in the TOEIC listening test, which can significantly impact their scores To address these challenges, a questionnaire has been developed to gather insights and experiences from students Your participation in this survey is crucial, as it will provide valuable data for a thesis focused on identifying these errors and proposing effective solutions Rest assured, all responses will be treated with strict confidentiality Thank you for your cooperation in enhancing our understanding of this issue.
In this section, I would like you to answer the questions by putting a tick and fill in where appropriate
● Length of time studying English:………
C To fulfill my company’s requirements
D To fulfill the requirements of a training course
E To be prepared for the future F: To improve English skills G: Others (please specify):………
Section II: Students’ perceptions of TOEIC listening test
In this section, I would like you to answer the questions by putting a tick in the box that best indicates your ideas
1 In your opinion, the TOEIC listening test is………:
2 In your opinion, the most difficult part in the TOEIC listening comprehension is ………
3 How do you often feel when listening TOEIC? (more than one answer)
4 In your opinion, the errors you often make when listening TOEIC test are mainly due to…………(more than one answer)
□ Physical noise in or outside the examination room
□ Different accents, stress and intonation
□ Lack of test-taking strategies
If you have any other difficulties, please specify them:
Section III: Strategies applied by students in TOEIC listening test
In the following section, you can put more than one tick for each statement Please put a tick at any response that you find suitable
Which strategies do you often employ when listening TOEIC test?
□ Use pictures to predict what you will hear
□ Identify the types of Questions in Part 2
□ Guess the topic in Part 3, 4
□ Guess the meaning of vocabulary in context
□ Recognize linking sounds, stressed words, intonation, and so on especially in Part 1 & 2
□ Make sensible guess when you cannot answer the questions
Thank you for your cooperation