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(LUẬN VĂN THẠC SĨ) A study on the causes of the students’ English listening anxiety in University of Languages and International Studies, Vietnam National University, Hanoi

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Cấu trúc

  • 1. Rationale for the study (11)
  • 2. Aims and objectives of the study (12)
  • 3. Research questions (13)
  • 4. Scope of the study (13)
  • 5. Method of the study (13)
  • 6. Significance of the study (14)
  • 7. Design of the study (14)
  • CHAPTER 1: LITERATURE REVIEW (15)
    • 1.1. Review of previous related studies (15)
      • 1.1.1. Previous Studies overseas (15)
      • 1.1.2. Previous studies in Vietnam (16)
    • 1.2. An overview of listening comprehension (18)
      • 1.2.1. Definition of listening comprehension (18)
      • 1.2.2. The significance of listening comprehension (19)
      • 1.2.3. The listening comprehension process (20)
    • 1.3. Overview of anxiety (21)
      • 1.3.1. Definitions of anxiety (21)
      • 1.3.2. Types of anxiety (22)
      • 1.3.3. Foreign language anxiety (23)
    • 1.4. Listening anxiety (24)
      • 1.4.1. Causes of listening anxiety (24)
      • 1.4.2. Instructional approach for listening anxiety alleviation (32)
    • 1.5 Summary (34)
  • CHAPTER 2: METHODOLOGY (35)
    • 2.1. Restatement of research questions (35)
    • 2.2. Setting of the study (35)
    • 2.3. Participants of the study (35)
    • 2.4. Research types (35)
    • 2.5. Data collection instruments (36)
      • 2.5.1. Questionnaire (36)
      • 2.5.2. Interviews (37)
    • 2.6. Data collection procedures (37)
      • 2.6.1. Questionnaire (37)
      • 2.6.2. Interview (38)
    • 2.7. Data analysis methods (38)
    • 2.8. Summary (38)
  • CHAPTER 3: DATA ANALYSIS AND FINDINGS (39)
    • 3.1. Questionnaire (39)
      • 3.1.1. Listening anxiety associated with input factors (39)
      • 3.1.2. Listening anxiety associated with listener factors (41)
      • 3.1.3. Listening anxiety associated with physical setting (43)
      • 3.1.4. Students’ opinions of solutions to listening anxiety (43)
      • 3.1.5. Students’ expectation toward teacher and university (44)
    • 3.2. Interview (47)
      • 3.2.1. Students’ responses about the causes of listening anxiety (47)
      • 3.2.2. Students’ recommendation about solutions (51)
    • 3.3. Discussions and implication of the research (52)
      • 3.3.1. Listening anxiety- provoking causes for VNU- UET Students (52)
      • 3.3.2. Implications of the research (53)
    • 4.3. Summary (0)
    • 1. Recapitulation (58)
    • 2. Conclusion (58)
    • 3. Limitation and suggestions for further study (59)

Nội dung

Rationale for the study

Listening skills are essential for effective communication and language acquisition, serving as a foundation for understanding and interaction Among the four language skills, listening is particularly critical for language learning, as it allows learners to internalize language rules and supports the development of speaking, reading, and writing abilities (Vandergrift, 1997) Additionally, listening provides necessary input for learners, making it impossible to begin learning without comprehending language at an appropriate level (Rost, 1994) In the language classroom, listening is the most frequently utilized skill, and it plays a vital role in students' educational experiences In daily life, individuals spend nearly 60% of their time listening, making it the most significant language skill (Rubin & Thompson, 1994) This receptive skill not only enhances overall language proficiency but also facilitates the development of other skills Despite the growing emphasis on communicative language approaches in recent years, many learners, including students at the University of Engineering and Technology, struggle with effective communication in English, partly due to their listening abilities.

Psychological factors such as apprehension, worry, and dread can negatively impact learners, particularly in the context of foreign language acquisition Foreign language anxiety (FLA) is a significant barrier that hinders learners from attaining high proficiency levels Aida (1994) identified FLA as a widespread issue that obstructs language learning, while Oxford and Shearin (1996) emphasized its detrimental effects on learners' success.

FLA significantly affects students' frequency of using second language learning strategies, their interaction with native speakers, and the amount of input they receive in the target language Additionally, it impacts their performance on curriculum-related achievement tests, their overall proficiency level, and the duration for which they retain second language skills after completing their studies.

Alleviating anxiety is crucial for success in learning foreign languages, particularly in developing listening skills, which are essential for language acquisition Various factors can create tension for learners, negatively impacting their listening performance Young (1992) identified several causes of poor listening ability, including ineffective teaching methods, inadequate listening strategies, and limited vocabulary, with anxiety being a significant contributor Krashen (1985) described listening anxiety as an affective filter that hinders comprehension, creating a cycle that exacerbates the learner's difficulties Despite its detrimental effects, research on listening anxiety remains limited As an English teacher, I have observed that many students experience foreign language anxiety (FLA) and specific anxiety related to listening skills Previous studies suggest the need for more research to uncover the causes of listening anxiety and address these challenges, allowing learners to showcase their true abilities This study aims to investigate the sources of listening anxiety and propose solutions to mitigate its negative impact on students.

Aims and objectives of the study

The aim of the study is to help students to alleviate their state of listening anxiety, thereby improving their listening competence

The objectives of the study are:

- To identify the causes which render GE2 students nervous and confused while listening to English

- To propose some solutions to lessen students’ listening anxiety.

Research questions

This study aims to investigate the causes of English listening anxiety among GE2 students at VNU-UET and to propose potential solutions for improvement Specifically, it addresses two key questions: first, what factors contribute to the anxiety and confusion experienced by these students during English listening activities? Second, what strategies can be implemented to alleviate their listening anxiety?

Scope of the study

This research focuses exclusively on the causes and potential solutions to listening anxiety among non-major pre-intermediate students at VNU-UET, rather than addressing all English non-major students or those at different proficiency levels Notably, the study does not involve teachers, as data regarding listening anxiety is gathered solely from student opinions.

Method of the study

The research is conducted by certain steps as follows:

The survey questionnaire administered to students aimed to identify the causes of anxiety experienced during the listening process and to gather their opinions on potential solutions to alleviate this anxiety.

Next, personal interviews with students were carried out so that the researcher can gain more comprehensive insight into listening anxiety and explore the causes behind them

After that, the data was gathered, stored and analyzed quantitatively and qualitatively to obtain realistic results

To end with, recommendations for the solutions to the students’ English listening anxiety were proposed based on the results discovered from all data collection instruments.

Significance of the study

This study investigates the causes of listening anxiety that significantly affect students' listening comprehension at VNU-UET The findings aim to help students manage their anxiety levels related to listening skills Recommended solutions are designed to motivate students to improve their listening abilities, ultimately enhancing their overall listening performance.

Design of the study

The study is divided into three parts:

Part A: The introduction presents the rationale for the study, the aims and objectives, the research questions, the scope, the methods, the significance, and the design of the study

The development is structured into four chapters: Chapter 1 offers a literature review that outlines the theoretical framework and relevant prior research; Chapter 2 details the methodology, including restated research questions, study setting, participant information, and research methods; and Chapter 3 focuses on data analysis and presents the findings.

Part C: The conclusion mentions recapitulation, briefly summarizes the study and makes some suggestions for further studies.

LITERATURE REVIEW

Review of previous related studies

Numerous studies conducted both in Vietnam and internationally focus on identifying the causes of listening anxiety experienced by learners during the process of developing their listening skills, while also offering potential solutions to address this issue.

In this part, the studies conducted by Vogely (1998), Elkhafafi (2005), and Samaneh (2015) will be presented as follows:

Vogely (1998) identified the sources of listening anxiety among Spanish learners at an American University through a questionnaire The study found that students faced anxiety from four key areas: characteristics of listening comprehension input, such as speech nature and clarity; process-related aspects, including inadequate strategies and insufficient processing time; instructional factors like lack of practice and an uncomfortable environment; and personal attributes, such as fear of failure and instructor personality To mitigate these anxieties, Vogely recommended providing comprehensible input, teaching appropriate strategies, allowing ample processing time, and increasing practical exercises.

Elkhafaifi (2005) conducted an empirical study involving 233 post-secondary students learning Arabic as a foreign language, examining the impact of general foreign language learning anxiety on academic achievement and listening comprehension The findings indicated a correlation between higher levels of foreign language anxiety and increased listening anxiety among students The research highlighted the unique presence of foreign language listening anxiety, distinct from other anxiety types, and its negative influence on student performance in language classes Factors contributing to listening anxiety included overall grades, listening grades, years in school, and duration of Arabic study To mitigate listening anxiety, the study recommended providing learners with more listening practice, teaching effective listening strategies, offering comprehensible input, and creating a less stressful classroom environment.

A study by Samaneh (2015) identified the sources of listening anxiety among language learners in Isfahan, Iran, using surveys and semi-structured interviews The research revealed key factors impacting listening comprehension, such as inappropriate strategies, insufficient processing time, difficulty level, speech characteristics, environmental influences, peer interactions, instructor effectiveness, and lack of practice To address these issues, the study recommends that students be taught strategic listening techniques, provided with diverse practice exercises, and exposed to unfamiliar vocabulary to enhance their listening skills.

While researchers have offered various solutions to enhance listening comprehension skills, my study seeks to identify additional causes of listening anxiety experienced by learners and propose further solutions to address this issue.

Recent research in our country has increasingly focused on listening comprehension, with significant studies conducted by Phạm Lê Phương Anh (2008), Lê Thị Thu Huyền (2010), and Nguyễn Minh Nguyệt (2017).

A study by Phạm Lê Phương Anh (2008) explored the factors contributing to listening anxiety among 10th-grade students at Dong Da High School in Hanoi, utilizing surveys and interviews for data collection The research identified several sources of anxiety, including the characteristics of the listening text, the listener, and the listening process Based on these findings, recommendations were made for both students and teachers; students should engage in more listening practice, improve their English proficiency, build confidence, and collaborate with peers, while teachers are encouraged to enhance their teaching methods and support students in developing their English skills Additionally, the study suggested that further research is needed to investigate the impact of listening anxiety on student performance.

Lê Thị Thu Huyền's research (2010) identified the causes of listening anxiety among first-year English major students at Hong Duc University, utilizing a survey questionnaire and online interviews The study revealed that listening anxiety stems from factors related to the listening text, speaker, listener, and listening environment To address these issues, she recommended providing students with diverse and appropriate listening materials, enhancing background knowledge, and teaching effective listening strategies Additionally, she emphasized the importance of creating a positive learning atmosphere and motivating students to improve information retention Huyền also suggested that further research should investigate the impact of listening anxiety on students' listening proficiency.

In her 2017 exploratory study, Nguyễn Minh Nguyệt examined listening anxiety among 10th-grade students at Thuong Cat High School using a survey questionnaire and interviews The research identified key causes of anxiety related to the listening process, listening texts, and students' learning habits Findings emphasized the need for appropriate listening materials, effective listening strategies, and support to improve students' proficiency Additionally, Nguyệt recommended conducting further studies to uncover more causes of anxiety and to develop solutions aimed at alleviating students' listening anxiety.

Research conducted in Vietnam and internationally indicates that students' listening anxiety is influenced by input factors, listener characteristics, and environmental conditions This thesis aims to explore the underlying causes of listening anxiety and identify effective solutions to mitigate it.

An overview of listening comprehension

Listening comprehension is viewed through two distinct lenses: the traditional and the alternative perspective The traditional view perceives listening, alongside reading, as a passive language skill where learners merely receive information and attempt to extract meaning from individual components of speech In this approach, students predominantly listen and respond to comprehension questions, often described by Elkhafaifi (2005) as “mere bystanders” in the communication process Conversely, the alternative view posits that listening is an active, receptive skill, where learners engage as active model builders According to Anderson and Lynch (1988), listeners play a vital role in the comprehension process by utilizing various types of knowledge, including linguistic skills and contextual understanding, to fully grasp the information being presented.

Listening comprehension is a complex, active process of constructing meaning that involves both linguistic and non-linguistic knowledge (Buck, 2001) Various factors, including the characteristics of the speaker, the context of the situation, and the listener's attributes, can significantly influence how the message is understood.

Rost (2002: 33) aligns with Buck's perspective, defining listening comprehension as an interactive process where listeners actively construct meaning This involves understanding oral input through sound discrimination, leveraging prior knowledge, interpreting grammatical structures, and recognizing stress and intonation, along with various linguistic and non-linguistic cues.

Listening comprehension, as defined by Brown and Yule (1983), involves an individual's understanding of what they have heard, emphasizing that mere repetition of sounds does not equate to true comprehension Listening exercises can be structured around four key levels of comprehension Initially, listeners can repeat the text Next, they should grasp the meanings of specific items within the text Following this, students need to resolve anaphoric references to identify what is being referred to Ultimately, they must discern both the explicit assertions and the implied meanings within the text.

Listening comprehension is an active process where learners interpret the speaker's message and respond using their linguistic skills and background knowledge.

1.2.2 The significance of listening comprehension

The growing recognition of listening's significance, particularly with the rise of the communicative approach, highlights its crucial role in effective communication, language acquisition, and academic achievement Numerous studies underscore the importance of listening comprehension in enhancing learners' overall success.

Listening skills are essential for enhancing students' communication abilities According to River (1966: 196), effective communication requires comprehension; without understanding, true communication cannot occur This highlights that listening is a vital receptive skill in human interaction Ultimately, proficient listening is key to achieving successful communication.

Rost (1994) emphasized the crucial role of listening in language learning, highlighting that it provides essential input for students Without appropriate input, effective learning is hindered, making listening competence a key factor in language proficiency Furthermore, he noted that fostering the right conditions for language development through listening not only enhances enjoyment but also stimulates cultural interest through various media, such as movies and radio Additionally, it contributes to fulfilling social needs by aiding in relationship development and boosting confidence.

In conclusion, listening comprehension skills are essential for effective daily communication and language learning Consequently, there is a growing focus among researchers, scholars, and educators on the teaching and learning of these skills.

The application of linguistic and non-linguistic knowledge to incoming sounds has sparked significant debate, primarily focusing on two dominant perspectives: the bottom-up view and the top-down view These views describe the sequence in which various types of knowledge are utilized during the process of comprehension (Buck, 2001: 2).

In bottom-up processing, the listening process begins with the lowest level of detail, gradually progressing to higher levels Initially, new incoming data is decoded into phonemes, which are then used to identify individual words These words are subsequently linked to form phrases and sentences, ultimately constructing a complete text whose meaning is derived by the listener Students navigate this process by moving from sound to word to sentence to text Conversely, top-down processing involves various types of knowledge that aid in understanding language, applied in a flexible order rather than a fixed sequence.

Top-down processing, as noted by Rost (2002) and Nunan (2002), involves leveraging pre-existing knowledge and experiences to comprehend new information This approach highlights the importance of a learner's background knowledge in interpreting messages, allowing them to connect familiar concepts with new data By utilizing their prior knowledge, students can effectively make sense of the information they encounter.

To develop effective listening skills, learners should balance top-down and bottom-up approaches to enhance comprehension Both strategies are essential for accurately interpreting spoken discourse; neglecting either can hinder understanding This need for a balanced approach highlights the importance of the interactive listening process When faced with unfamiliar content, learners can rely on bottom-up processing to leverage their knowledge of vocabulary and syntax, while familiar material allows them to utilize their background knowledge to derive meaning.

In summary, effective listening involves a complex interplay of both top-down and bottom-up processing An engaged listener must actively participate, utilizing both linguistic and non-linguistic cues, highlighting the dynamic nature of listening comprehension.

Overview of anxiety

General anxiety has been defined in various ways, with Scovel (1978) describing it as a feeling of uneasiness, frustration, self-doubt, apprehension, or worry He emphasized that anxiety is a psychological construct often characterized by a state of apprehension or worry, as noted by psychologists.

Anxiety is described as a subjective experience characterized by feelings of tension, apprehension, and nervousness, often linked to the activation of the autonomic nervous system (Cope, 1986) Additionally, it encompasses a general sense of uneasiness and foreboding, contributing to an overall feeling of tension (Hansan, 2000).

The researcher is more inclined to the view of anxiety as the individual feelings of nervousness, uneasiness, frustration and apprehension

Research has identified three distinct types of anxiety: trait anxiety, state anxiety, and situation-specific anxiety (Lewitt, 1980; Morris, Davis & Hutching, 1981; Spielberger, 1983; Horwitz, Horwitz, & Cope, 1986; MacIntyre & Gardner, 1991; Ellis, 1994; McCroskey, 2001; Brown, 2006).

Trait anxiety is defined as a persistent condition that lacks a specific time frame (Lewitt, 1980) It represents an individual's predisposition to experience anxiety across various situations (MacIntyre & Gardner, 1991) Many individuals exhibit anxiety in multiple contexts, highlighting trait anxiety as a stable characteristic of their personality (Brown, 2006) The assessment of trait anxiety typically involves four response options: almost never, sometimes, often, and almost always.

State anxiety is a temporary feeling of apprehension that occurs in specific situations, such as during an interview, and is not a stable personality trait (Spielberger, 1983) It is characterized by experiences of tension and activation of the autonomic nervous system, as noted by Morris, Davis, and Hutching (1981) The trait anxiety scale includes four options for individuals to describe their level of anxiety: not at all, somewhat, moderately so, and very much so.

Situation-specific anxiety refers to the likelihood of experiencing anxiety in certain scenarios, such as tests, public speaking, or attending classes (Ellis, 1994) According to McCroskey (2001), this form of anxiety reflects an individual's fear or apprehension related to actual or expected interactions with others.

It is widely recognized that there exists foreign language anxiety and its potential for significant interference with language learning MacIntyre & Gardner (1994: 288-

Foreign language anxiety is characterized by feelings of tension and apprehension specifically related to second language contexts, encompassing speaking, listening, reading, and writing According to Horwitz, Horwitz, and Cope (1986), this anxiety is situation-specific and predominantly occurs in classroom settings They describe foreign language anxiety as a unique combination of self-perception, beliefs, feelings, and behaviors that emerge from the distinct challenges associated with language learning.

Students' learning anxiety can stem from various sources, with Horwitz, Horwitz, and Cope (1986) identifying three main factors: communication apprehension, test anxiety, and fear of negative evaluation Communication apprehension, described by McCroskey (2001) as the fear or anxiety associated with real or anticipated communication, often manifests as shyness Additionally, Brown (2006) highlights it as a learner's struggle to express mature thoughts or ideas effectively These elements of communication apprehension significantly contribute to foreign language anxiety, as noted by Horwitz, Horwitz, and Cope.

Test anxiety, as defined by Horwitz, Horwitz, and Cope (1986), is a form of performance anxiety stemming from a fear of failure, where students impose unrealistic expectations on themselves, equating anything less than perfect performance with failure Similarly, Sarason (1978) described it as a tendency to alarmingly perceive the consequences of poor performance in evaluative situations This anxiety often arises after a disappointing exam result, leading to negative stereotypes about testing and irrational beliefs about evaluative contexts Symptoms can include physical manifestations such as stomach issues, tension, shakiness, sweating, and rapid heartbeat during tests.

Fear of negative evaluation, as defined by Horwitz, Horwitz, and Cope (1986), encompasses the anxiety surrounding others' judgments, leading to the avoidance of evaluative situations and the anticipation of adverse assessments This fear extends beyond test-taking scenarios to various social contexts, such as job interviews and foreign language classes Additionally, MacIntyre and Gardner (1991) highlight that evaluation involves students' academic and personal assessments based on their performance and competence in the target language.

Anxiety significantly impacts foreign language learning and is a critical determinant of language acquisition performance Recognized as a major factor in this domain, anxiety, along with misconceptions about language learning, poses substantial barriers to achieving fluency and effective performance in a second language.

Listening anxiety

Listening is often considered the most challenging of the four language skills, and many students struggle with various aspects of listening comprehension Common issues lead to feelings of anxiety and confusion during listening activities.

According to Underwood (1989: 16-19), seven key factors can significantly hinder learners' performance in listening comprehension: rapid speech, lack of opportunity for repetition, limited vocabulary, failure to identify signals, difficulties in interpretation, concentration issues, and entrenched learning habits Many language learners perceive the speed of speech as the primary challenge in listening, as they feel unable to manage how quickly a speaker communicates, leading to frustration.

Rubin (1994) identifies five key factors that hinder listening comprehension: text characteristics, which include elements like speech rate, pauses, perception levels, and syntactic modifications; interlocutor characteristics, such as gender and language proficiency; task characteristics, which involve the type of task being performed; listener characteristics, encompassing language proficiency, memory, attention, age, gender, learning disabilities, and background knowledge; and process characteristics, which involve various listening strategies and the negotiation of comprehensible input.

Listening anxiety can stem from various sources, as highlighted by several researchers Brown and Yule (1983) identified four key factors: the speaker's speech rate and accent, the listener's characteristics, the complexity of the content, and the effectiveness of visual aids Yagang (1994) expanded on this by categorizing the challenges of listening comprehension into four areas: the message itself, the speaker, the listener, and the physical environment Additionally, Samaneh (2015) pointed out three significant influences on listening anxiety: input factors, individual characteristics, and environmental conditions These elements can create feelings of anxiety and confusion among GE2 students at VNU-UET, which will be explored further.

1.4.1.1 Listening anxiety associated with input factors

There have been certain studies conducted to explore the anxiety- provoking factors among learners during listening activities Such factors are presented as below:

Unfamiliar lexis and complex syntax

Vogely's (1998) research highlights that students often feel anxious and frustrated when faced with unfamiliar vocabulary and complex sentence structures during listening activities This anxiety arises as students struggle to manage the challenges posed by listening comprehension, leading to a loss of concentration and increased nervousness Encountering unknown words can trigger stress, which ultimately impairs their ability to absorb the listening input effectively Additionally, the structural complexity of the input can further hinder comprehension, as students may focus on deciphering these structures and miss crucial keywords necessary for understanding This combination of factors contributes to heightened anxiety levels among learners.

According to Underwood (1989: 17), encountering an unfamiliar word can act as an unexpected barrier, causing learners to pause and contemplate its meaning, which may lead them to miss subsequent parts of the speech and heighten their anxiety.

To engage students effectively, it is essential to choose topics that resonate with their diverse interests and age groups Interesting and informative subjects not only enhance enjoyment but also boost motivation, making listening tasks more enjoyable According to Underwood (1989), captivating topics facilitate better concentration among students Conversely, dull topics can hinder focus, which is vital for effective listening Buck (2001) notes that uninteresting subjects can lead to fatigue and discouragement, ultimately contributing to anxiety Therefore, prioritizing engaging topics is crucial for fostering active participation and reducing student fatigue in the classroom.

A significant factor contributing to student anxiety is the absence of visual aids, including pictures, models, posters, diagrams, and videos These resources play a crucial role in enhancing immediate comprehension and enriching contextual understanding.

Concrete and vivid images significantly influence learners' behavior by making topics more accessible and relatable, ultimately reducing anxiety associated with unfamiliar content Visual aids serve as reminders of known ideas or languages, helping students recall information they might otherwise struggle to articulate Consequently, incorporating visuals not only enhances student performance but also alleviates anxiety, fostering a more effective learning environment.

Listening anxiety is significantly influenced by the nature of speech, particularly the fast speech rate, which can induce anxiety in learners and disrupt their listening activities Numerous studies indicate that rapid delivery contributes to listening anxiety, making it difficult for learners to comprehend the audio material Vogely (1998) noted that excessively fast speech generates the highest levels of anxiety, a perspective echoed by Underwood (1989).

16) mentioned that learners encountered the greatest difficulty in following the speakers’ speech They failed to sort a whole chunk all out quickly enough, they missed next part of the speech, which renders them confused and worried The study of Samaneh (2015:4) also expressed that learners experienced anxiety in listening tasks when the speech seemed to be too fast They impossibly keep up with strings of words that strike their ears, therefore, they feel worried In the study of Rubin (1994:

Research indicates that speech rates exceeding 200 words per minute can be challenging for lower-intermediate learners to comprehend, with optimal understanding achieved at around 127 words per minute To alleviate anxiety and enhance comprehension, it is essential to provide texts that align with this ideal speech rate.

Students often experience anxiety due to the diverse accents they encounter in English, including British, Indian, Canadian, Australian, and regional U.S English These variations can hinder their ability to perceive sounds clearly, leading to nervousness and disrupting comprehension According to Buck (2001), listeners typically struggle with unfamiliar accents, especially when exposed to them for the first time Additionally, many students have limited exposure to authentic materials, resulting in an incomplete understanding of linguistic nuances Samaneh (2015) found that learners find it challenging to comprehend listening materials presented in unfamiliar accents Most listening class materials are based on standard English, so when students face different accents or dialects, their anxiety levels tend to increase.

Phonological modification significantly impacts learners' listening comprehension and can induce anxiety (Buck, 2001: 32) Key elements of phonological modification include assimilation and elision Assimilation refers to the alteration in the pronunciation of adjacent sounds, where phrases like "won't you" may be heard as "wonchoo," and "what are you going to do" can be pronounced as "wadjagonnado?"

Elision occurs when sounds are omitted in rapid speech, leading to phrases like "next day" being heard as "nexday." According to Buck (2001:33), phonological modifications also involve infusion and variations between strong and weak forms These pronunciation changes during fast speech can be significant, potentially hindering learners' listening comprehension and inducing anxiety.

Therefore, comprehending the listening materials with fast delivery of speech, varied accents together with phonological modification is a difficult task which contributes to learners’ level of anxiety

1.4.1.2 Listening anxiety associated with listener factors

Summary

This section outlines the relevant previous studies and the theoretical framework that inform the research These foundations guide the researcher in developing the questionnaire and interview questions aimed at exploring the causes and solutions to students' listening anxiety at VNU-UET.

METHODOLOGY

Restatement of research questions

To understand the causes of listening anxiety among GE2 students at VNU-UET and to identify effective solutions for alleviating this anxiety, it is crucial to address two key questions: Firstly, what specific factors contribute to the anxiety and confusion experienced by these students during English listening tasks? Secondly, what strategies can be implemented to reduce their listening anxiety effectively?

Setting of the study

The research was conducted at the University of Engineering and Technology, part of Vietnam National University in Hanoi, established in 2004 To graduate, students must obtain a B1 certificate in English, highlighting its importance in their education The GE2 courses, taught by a team of 15 lecturers from the University of Languages and International Studies, cater to pre-intermediate students with classes averaging 25 participants These courses aim to enhance all four language skills, utilizing the New English File as the primary teaching material, supplemented by additional resources tailored to the students' proficiency levels.

Participants of the study

The study involved a random selection of participants from five classes at VNU-UET, comprising 100 GE2 students studying English as a non-major At the time of data collection, these students were nearing the completion of their second semester and were at a pre-intermediate level This background indicates that they had become familiar with the listening skills integrated into their university curriculum, making them more aware of the psychological challenges they encountered during listening classes.

Research types

This study utilizes survey research to identify the factors contributing to students' listening anxiety and propose effective solutions By combining quantitative and qualitative data, the research objectives are met Initially, quantitative data is collected, followed by qualitative insights through student interviews, which provide a deeper and more comprehensive understanding of the findings.

Data collection instruments

The instruments used in this study were a questionnaire and interviews with the students

The survey questionnaire was developed to investigate the sources of English listening anxiety among students and to gather their perspectives on potential solutions This design was informed by an extensive review of literature, including works by Scovel (1978), McGroskey (1984), and others To ensure clarity, the questionnaire was translated into Vietnamese, minimizing confusion It utilized a frequency scale ranging from "Never" to "Always" to assess the causes and solutions for listening anxiety The questionnaire comprised three sections: Part 1 included 21 closed-ended questions, Part 2 contained 6 closed-ended questions, and Part 3 featured 12 questions, providing a comprehensive overview of students' experiences and insights.

Question 1, 2, 3, 4: Investigate students’ perspectives of the anxiety- provoking causes associated with listening texts

Questions 5, 6, 7: Survey student’s perspectives of the anxiety- provoking causes associated with speakers

Question 8, 9, 10, 11, 12, 13, 14, 15, 16, and 17: Survey student’s perspectives of the anxiety- provoking causes associated with listener

Question 18, 19, and 20: Survey student’s perspectives of the anxiety- provoking causes associated with physical setting

Part 2 Question from 1 to 6: Survey students’ opinions of solutions to listening anxiety Part 3

Question from 1- 12: Survey students’ expectation toward the teacher and the university

A comprehensive list of interview questions was developed based on questionnaire findings to explore the sources and solutions of students' listening anxiety The interviews aimed to uncover additional factors and remedies beyond those identified in the questionnaire Conducted in Vietnamese, the interviews allowed participants to express their views more comfortably and accurately, with recordings made with their consent These interviews took place the week following the analysis of the questionnaire data.

Data collection procedures

A questionnaire was administered to 100 students across five GE2 classes, following a consistent data-gathering procedure Initially, the purpose and implementation of the questionnaire were clearly communicated to the students To prevent misunderstandings, the questions were explained in Vietnamese The students attentively listened to the researchers' instructions while completing the questionnaire After 15 minutes, the researcher collected the completed questionnaires.

To enhance the research findings, interviews were conducted with 10 randomly selected students from five classes, aimed at validating questionnaire results and providing deeper insights into the research questions Based on the questionnaire findings, tailored interview questions were developed These face-to-face interviews took place in the classroom, and the recordings were subsequently transcribed for analysis.

Data analysis methods

The researcher organized and analyzed data collected from questionnaires and interviews to investigate listening anxiety Quantitative analysis of the questionnaire data was performed using Microsoft Excel to calculate percentages, which were then presented in figures and tables In contrast, the qualitative analysis involved recording and transcribing the interviews, followed by identifying key words, phrases, and main ideas to uncover the causes and potential solutions for listening anxiety.

Summary

This chapter outlines the restatement of research questions, the study's setting, participant details, research types, data collection instruments, procedures, and analysis methods It serves as a guideline for researchers to effectively address the research questions presented in the first chapter.

DATA ANALYSIS AND FINDINGS

Questionnaire

3.1.1 Listening anxiety associated with input factors

Listening anxiety associated with listening text factors

As far as the characteristics of the listening text were concerned, causes rendering participant anxious are unfamiliar words, complicated structures, unappealing topics and the absence of visual aids

Figure 1: Listening anxiety associated with listening text factors

The chart highlights the causes of listening anxiety related to text factors, revealing that unfamiliar words are the primary source of anxiety for students, with 69% attributing their discomfort to this issue Additionally, over half of the participants (52%) frequently expressed concern about encountering complex structures, while 43% reported that unappealing topics contribute to their listening anxiety Conversely, only 20% of students indicated that the lack of visual supports causes them anxiety during listening activities.

Listening anxiety associated with speaker factors

Figure 2: Listening anxiety associated with speaker factors

The bar chart illustrates key factors contributing to listening anxiety linked to speaker characteristics Notably, a very fast rate of speech emerges as the most significant anxiety-inducing factor, affecting 66% of students regularly Following this, natural speech patterns cause concern for 62% of students, who often feel anxious about texts featuring assimilation, ellipsis, and linking Additionally, varied accents in listening inputs trigger anxiety for nearly half of the respondents, with 48% reporting consistent nervousness and confusion when encountering different accents.

Learners often struggle with managing the flow of incoming speech and lack experience in understanding natural speech and diverse accents, leading to constant anxiety This anxiety is primarily driven by input-related factors, which hinder students from comprehending the main ideas of the text effectively.

3.1.2 Listening anxiety associated with listener factors

Students' listening anxiety primarily arises from personal limitations, including a restricted vocabulary, inadequate memory, poor pronunciation, and insufficient practice Additionally, negative psychological states, difficulties in making predictions, challenges in recognizing cues, time management issues, and struggles with identifying main ideas contribute to this anxiety.

Figure 3: Listening anxiety associated with listener factors

The chart highlights the factors contributing to listening anxiety among students, with a significant 72% expressing that limited vocabulary knowledge is the primary source of their anxiety In contrast, only 35% reported that their inability to memorize newly heard information contributes to their listening stress, indicating that many students experience minimal confusion regarding their memory retention of recent audio content.

It is noticeable that the same number of the students attributed poor pronunciation and unfamiliar topics to their worry at the time of listening with 68%

Many individuals experience embarrassment when they struggle to recognize familiar words due to inadequate pronunciation skills They often express concerns about their limited background knowledge, particularly when faced with unfamiliar subjects.

A significant percentage of students, 63% and 62%, reported experiencing anxiety during the listening process due to a lack of practice and negative psychological states, respectively Many respondents indicated that they often felt nervous and confused while listening, which led to a loss of concentration and difficulty retaining the information they had just heard This heightened anxiety adversely affects their listening abilities Furthermore, insufficient practice contributes to the students' English listening anxiety.

Ineffective strategy application is a significant source of listening anxiety among students About 60% of respondents reported feeling panic when unable to predict upcoming content, while 58% expressed anxiety over not recognizing transitions in the material Additionally, 53% struggled with time-processing strategies, feeling pressured to respond quickly without adequate question review Furthermore, 51% experienced nervousness when trying to grasp the main idea during their first listening attempt Consequently, the lack of effective strategies and necessary listening skills contributes to heightened anxiety and poor listening performance.

3.1.3 Listening anxiety associated with physical setting

Figure 4: Listening anxiety associated with physical setting

The chart illustrates the anxiety-inducing factors related to physical settings in classrooms Notably, 40% of participants reported that large classroom sizes contribute to their listening anxiety regularly Additionally, 27% of students experience listening anxiety due to teaching equipment, particularly when it produces unclear sound Background noise also significantly impacts listening, with 36% of respondents indicating that it regularly hinders their ability to comprehend recorded materials, while the same percentage occasionally faces similar challenges.

3.1.4 Students’ opinions of solutions to listening anxiety

Below are the findings of students’ measures to listening anxiety

Figure 5: Students’ opinions of solutions to listening anxiety

Students employ various strategies to alleviate listening anxiety, with refining vocabulary and exposure to authentic sources being the most common A significant majority, 61%, believe that expanding their vocabulary enhances their listening skills Additionally, 57% of students actively engage with authentic materials featuring diverse topics and accents Conversely, breathing exercises and meditation are the least favored methods, utilized by only 12% of students to manage their anxiety.

To combat pronunciation-related anxiety, 43% of students practiced by watching listening materials and imitating the pronunciation Additionally, 31% of participants enhanced their listening skills and strategies, while around 24% improved their cultural and social knowledge to help reduce their anxiety.

3.1.5 Students’ expectation toward teacher and university

Listening anxiety in students is influenced by various sources, particularly the expectations they have of their teachers and universities Students seek support and guidance from educators to help them navigate and overcome these challenges effectively.

Solutions to listening anxiety result

1 Present unfamiliar vocabularies and structures before listening, probably through games to help students remember more easily

2 Take advantage of pictures or video related to the listening text to attract students’ attention

Encourage students to collaborate in pairs or small groups to explore the topic and related vocabulary before they listen to the text This approach fosters deeper understanding and prepares them for effective engagement with the material.

4 Introduce rules of pronunciation elements such as linking, intonation assimilation, ellipsis, etc

5 Allocate classrooms if they are close to building under construction

6 Teach students listening strategies before and after listening 70%

7 Provide extra listening texts with interesting topics 65%

8 Offer tasks enabling student to boost memorizing ability 64%

9 Encourage students to practice and imitate pronunciation in pair and group through home assignment

10 Convey listening text in a more relaxing and enjoyable manner to avoid fatigue, boredom and tension

11 Expose students to many sources of authentic materials to familiarize themselves with varied accent and fast delivery of speech

12 Provide good material facilities and high quality equipment 52%

Table 1: Students’ expectation toward teacher and university

To tackle with students’ listening anxiety related to factors of listening inputs, listener and physical settings, teacher’s teaching methods as well as the role of university is extremely crucial

The data reveals that students' expectations regarding their teachers and the university significantly influence their listening anxiety Notably, the demand for instruction on unfamiliar vocabulary and complex structures represents the largest portion of these expectations, while the need for visual aids is the least emphasized.

A significant 85% of respondents indicated a preference for learning unfamiliar words and complex structures through games, which they believe aids in memorization Additionally, over one-third of the students (37%) emphasized the importance of incorporating visuals—such as images and videos—into their listening activities for enhanced understanding.

Interview

Based on the questionnaire findings, the researcher conducted interviews with respondents to thoroughly analyze the underlying sources of students' listening anxiety and identify potential solutions This analysis is divided into two key sections: first, the students' insights regarding the causes of their listening anxiety, and second, their recommendations for effective solutions.

3.2.1 Students’ responses about the causes of listening anxiety

To gain a deeper understanding of the factors affecting students' anxiety and its impact on their listening comprehension skills, the researcher conducted interviews with the students The analysis of the responses revealed key sources of anxiety that influence their listening abilities.

A significant majority of students, approximately 90%, reported experiencing anxiety while listening, with many describing a noticeable increase in heart rate when processing critical information.

A significant source of anxiety for students during listening activities is their limited vocabulary Research indicates that 80% of students express concern about encountering unfamiliar words, while 40% worry about complex sentence structures Additionally, 70% attribute their listening anxiety to their inadequate vocabulary skills, which often hinders their understanding of the text When questioned about their ability to guess the meanings of unknown words, 60% of students admitted they could not, while others mentioned they rely on context clues from surrounding words to infer meanings.

I often struggle to understand texts filled with unfamiliar vocabulary and complex sentence structures This difficulty leaves me feeling stuck and unable to complete tasks, resulting in significant stress.

When I came across unfamiliar words while listening, I often paused to search for their meanings, which caused me to miss subsequent parts of the speech and left me feeling confused and anxious.

Limited vocabulary is a significant source of anxiety for me during the listening process I often struggle to grasp the main ideas of the audio material because I lack the essential vocabulary knowledge needed to understand the content fully.

Students often experience anxiety related to vocabulary due to their inability to recognize familiar words, which can be linked to poor pronunciation and inadequate listening practice A significant 70% of respondents acknowledged their pronunciation difficulties and expressed concern over this issue, noting that pronunciation is often taught in a cursory and unsystematic manner Additionally, some students attributed their struggles to a lack of listening practice, leaving them feeling unprepared for language use.

The speaker's delivery was markedly different from mine, leaving me feeling nervous and struggling to understand their message My concerns about my poor pronunciation only added to my anxiety during the conversation.

- My knowledge of pronunciation is terribly insufficient I frequently misunderstand what the speaker was saying, especially about numbers or quite similarly pronounced words

During my junior and senior school years, I had limited opportunities to develop my speaking and listening skills, which led to a lack of focus on pronunciation Although I am familiar with many words, I struggle to articulate them when listening, making it difficult for me to spell them out correctly.

- I knew I needed to work hard, but I could not find time and mainly because I was too lazy for practicing listening skill I was not motivated

- There is little class time devoted specifically to listening comprehension practice, which left me feeling unprepared and incompetent

A significant barrier affecting students' listening comprehension is their lack of effective listening strategies, which has led to increased anxiety Research indicates that 70% of students feel nervous about not mastering these strategies, hindering their overall listening skills Many students struggle to identify key signals that indicate transitions in the material, with five out of ten expressing fear over their inability to recognize these cues Additionally, three students reported anxiety when they could not grasp the main ideas during their first listening attempt, while another three admitted difficulty in predicting upcoming information This lack of strategy knowledge contributes significantly to their listening-related anxiety.

My listening techniques often fall short, making it difficult for me to grasp key words and main ideas This challenge leads to stress, especially when I struggle to comprehend the general concepts of the text after the tape recorder stops.

- I am terrible at recognizing the signal of moving points I panic when I am unlikely to know when the speakers move to another point

Respondents identified two major issues: difficulty in memorizing recently heard information and experiencing negative psychological states Six participants noted they quickly forget words or phrases they just heard, with four acknowledging poor memorization skills Additionally, 40% of students reported that feelings of tension and worry before and during the listening process hinder their comprehension, leading to increased anxiety.

- Waiting for listening text seem to take my heart away, I actually felt nervous even prior to listening

Fast speech can significantly heighten anxiety levels among students, with 60% reporting persistent nervousness when exposed to rapid speech delivery Additionally, 50% of students expressed confusion when speakers used accents that deviated from the standard accent, further complicating their listening experience.

When the speaker talked too quickly, I struggled to keep up, which caused me to miss many key ideas and hindered my understanding of the material needed to complete the task This left me feeling anxious about my performance.

Discussions and implication of the research

This part aims to summarize and discuss the findings of the sources and solutions of students’ English listening anxiety gained from the questionnaire and interview

3.3.1 Listening anxiety- provoking causes for VNU- UET Students

Vocabulary-related anxiety is a significant issue for students, stemming from two main sources First, incomprehensible listening input filled with unfamiliar words causes stress and anxiety, hindering effective listening comprehension Second, students' limited vocabulary prevents them from grasping the main ideas of the text, leading to difficulties in deducing word meanings This lack of understanding creates tension and worry, ultimately impairing their listening performance.

Students' listening anxiety is significantly influenced by poor pronunciation and a lack of background knowledge on the topic Inadequate pronunciation prevents students from recognizing familiar words, hindering their ability to comprehend spoken text This challenge arises because students often prioritize meaning over pronunciation when learning vocabulary, leading to difficulties in spelling and understanding Consequently, this issue contributes to heightened listening anxiety and negatively impacts their listening proficiency Additionally, insufficient background knowledge creates feelings of embarrassment and tension, further obstructing students' listening comprehension processing.

Ineffective use of listening strategies is the third leading cause of anxiety among students during the listening process Many students struggle to apply effective listening strategies, which hampers their comprehension Their inability to predict incoming information, recognize key signals, and identify main ideas contributes to their anxiety This inefficient application of listening strategies creates confusion and ultimately undermines their listening skills.

Complex structures, limited memory, negative psychological states, and environmental distractions significantly contribute to student tension during the listening process These factors can provoke anxiety, ultimately hindering students' ability to comprehend the content of the text.

Students at VNU-UET encounter various anxiety-inducing factors that impede their listening comprehension skills These factors include input-related issues, listener characteristics, and the physical environment To address these challenges, the article proposes several solutions aimed at students, educators, and the university itself.

3.3.2 Implications of the research 3.3.2.1 Recommendations for students

Students play a crucial role in overcoming listening anxiety, with self-study being essential for alleviating this issue Anxiety during listening often arises from insufficient linguistic and nonlinguistic knowledge, typically due to a lack of practice To enhance their proficiency, students should engage in more listening exercises using textbooks and accessible online resources Practicing pronunciation through reputable channels like BBC and VOA, as well as consuming authentic materials such as TV shows, radio, and music, can be both entertaining and beneficial This consistent practice helps expand vocabulary, improve pronunciation, and familiarize learners with various speech rates and accents, ultimately enhancing their linguistic knowledge Utilizing vocabulary lists, graded readers, and monolingual dictionaries can further enrich their lexis, leading to increased confidence and reduced anxiety.

To enhance non-linguistic knowledge, learners should utilize their free time by reading favorite books, newspapers, or magazines, which can provide valuable background information related to their major or interests Additionally, mastering listening skills requires students to develop effective listening strategies They are encouraged to establish personal rules after listening to improve their techniques Seeking guidance from teachers on English listening strategies can also help alleviate any anxiety related to their listening approach.

3.3.2.2 Recommendations for the teachers and the university

To address students' anxiety, the article suggests implementing targeted solutions for teachers and the university, based on students' perceptions of its causes and potential remedies.

Teachers should provide clear and understandable inputs to help students achieve small successes, which in turn builds their confidence and improves their listening performance It is essential to choose accessible texts that reduce students' anxiety and enhance their listening comprehension.

Selecting appropriate listening materials that match learners' levels is essential The listening texts should not significantly exceed students' abilities, as doing so can create anxiety and hinder their listening comprehension skills.

To enhance student comprehension of listening texts, it is crucial to provide relevant background and linguistic knowledge This includes introducing the topic, situation, and context to make the material more accessible Additionally, essential linguistic elements such as new vocabulary with phonetic symbols, the syntactic structure of the target language, and pronunciation should be presented prior to the listening activity.

Incorporating visual aids is essential as they effectively help students recall familiar concepts and languages, while also encouraging active guessing and imagination.

Make listening purposeful for the students

Teachers should make listening activities purposeful by tailoring input to align with students' interests and needs in the target language While English textbooks may be well-structured, it is essential for teachers to incorporate additional realistic tasks and activities that connect classroom learning to real-life situations To enhance students' listening skills, teachers are encouraged to design targeted listening exercises that allow students to gather information with specific objectives By providing a sense of purpose and achievement in their listening tasks, educators can significantly improve student engagement and learning outcomes.

Expose students to various types of listening materials

Insufficient exposure to native speakers and natural speech patterns significantly impacts students' listening proficiency To enhance listening skills, teachers should utilize a diverse range of authentic materials, including stories, everyday conversations, talk shows, films, and songs, which offer a mix of formal and informal language at varying speeds It is essential to provide students with listening materials covering various topics such as health, food, culture, and society Additionally, incorporating different accents from English-speaking countries—such as British, American, and Australian English—is crucial, as English today is a tool for international and intercultural communication.

Effective listening strategies are essential for enhancing students' listening competence Many students experience anxiety due to their inability to implement appropriate listening techniques, such as prediction, time-processing, and recognizing key signals and main ideas Therefore, it is crucial for teachers to introduce these strategies to students Utilizing a combination of bottom-up and top-down processing techniques is believed to significantly improve students' listening performance.

Recapitulation

Recognizing the importance of listening comprehension in foreign language acquisition and the negative impact of anxiety on students' listening skills at VNU-EUT, the researcher conducted a study aimed at helping students overcome anxiety and improve their listening abilities After reviewing the theoretical framework, a survey questionnaire was designed and distributed to 100 GE2 students across five classes to identify anxiety-provoking factors Following the questionnaire, interviews were conducted with 10 students to delve deeper into the reasons behind their anxiety The findings highlighted the causes of students' anxiety during listening tasks and provided various recommendations for alleviating this anxiety, ultimately enhancing students' listening performance.

Conclusion

Students' anxiety significantly impacts their listening comprehension proficiency, stemming from factors such as unfamiliar vocabulary, complex sentence structures, unengaging topics, and a lack of visual aids Additionally, personal elements like limited vocabulary, inadequate background knowledge, ineffective strategies, negative physical states, and poor pronunciation further heighten students' worries Environmental distractions also contribute to feelings of embarrassment and tension among learners.

To help students alleviate anxiety and enhance their listening skills, several strategies can be implemented Students are encouraged to engage in self-study and practice both in and out of the classroom to improve their vocabulary, pronunciation, and listening techniques Teachers should provide comprehensible input, create purposeful listening activities, expose students to diverse listening materials, introduce effective listening strategies, and help expand learners' vocabulary.

The study aims to reduce students' anxiety during the listening process, ultimately enhancing their listening skills and overall foreign language acquisition.

Limitation and suggestions for further study

This study has notable limitations, primarily focusing on the causes of listening anxiety among pre-intermediate non-major students at the University of Engineering and Technology, rather than exploring potential solutions Additionally, it may overlook other sources of listening anxiety present at different proficiency levels, and the findings may not be applicable to all universities within Hanoi National University, Vietnam Furthermore, the research is limited to listening skills, which may not extend to other language competencies Lastly, the absence of teacher participation means that the data was solely derived from student perspectives.

Further research is essential to investigate the factors contributing to students' listening anxiety across various levels Additionally, studies should examine the correlation between listening anxiety and students' listening performance, as well as the impact of such anxieties on other language skills, including speaking, reading, and writing.

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We are researching the causes of listening anxiety among students and have created this questionnaire to identify what triggers nervousness while listening to English Please answer all questions honestly, as your responses will be kept confidential and used solely for research purposes without any assessment or grading.

Thank you for your cooperation

PART I FREQUENCY OF STUDENTS’ ANXIETY IN LEARNING LISTENING COMPREHENSION

1 Students’ perception of the causes of listening anxiety (Put a tick(√) in the most appropriate column for you )

No Causes of students’ listening anxiety Never Seldom Sometimes Often Always

1 It frightens me when the listening text includes many unfamiliar words

2 The spoken text with complicated structures worries me

3 I am afraid of the text which is not of my interest It makes me fatigued

Listening to the text in the absence of visual aids (pictures, diagrams, video…) bothers me

I get nervous and confused to listen to varied and unfamiliar accents in the listening text

I get worried when listening to the text with full of natural speech such as assimilation, ellipsis, linking, intonation, etc

7 I panic to listen to the listening input at very fast delivery of speech

Due to my limited knowledge of vocabulary, I am often nervous during listening for fear of not catching the idea of the text

9 I often get confused when I fail to memorize what I have just listened

It embarrasses me when I cannot recognize the familiar words because of my poor pronunciation

I panic at the time of listening when meeting unfamiliar topics due to insufficient background knowledge

I feel anxious while listening because of lack of practice at home and at school

When I am tense and confused, I am prone to lose concentration and miss key words

At the time of listening, I panic in case of inability to predict what is coming next

It frightens me when I fail to recognize the signals moving from one point to another

I feel worried as having little time to look over the questions of the listening text

I become nervous when I fail to catch the main ideas from the first time listening to the text

18 Large classroom makes it harder to listen to the recorded materials, which confuses me

19 I feel nervous when poor teaching equipment leads to unclear sounds

It bothers me about background noise resulting in poor sounds and affect quality of my listening

II SOLUTIONS TO STUDENTS’ LISTENING ANXIETY

1 Put a tick(√) in the most appropriate column for you as measure you take to reduce listening anxiety

No Your solutions to alleviate listening anxiety Never Rarely Sometimes Often Always

1 Enrich vocabulary to develop listening abilities

Expose to authentic sources such as movies, video or reality shows in English with various topics and different accent

3 Take breathing exercises or do meditation to reduce listening anxiety

4 Practice pronunciation by listening to spoken text then imitate

Learn more about listening skills and strategies to improve listening performance

6 Refine cultural and social knowledge to improve listening performance

2 Put a tick(√) into the square for which you expect your teacher or university should do to facilitate you to overcome listening anxiety

The students’ expectation toward the teachers and university Your choice

1 Present unfamiliar vocabularies and structures before listening, probably through games to help students remember more easily

2 Take advantage of pictures or video related to the listening text to attract students’ attention

Encourage students to collaborate in pairs or small groups to explore the topic and relevant vocabulary before listening to the text This approach enhances their understanding and prepares them for better comprehension.

4 Introduce rules of pronunciation elements such as linking, intonation assimilation, ellipsis, etc

5 Allocate classrooms if they are close to building under construction

6 Teach students listening strategies before and after listening 

7 Provide extra listening texts with interesting topics 

8 Offer tasks enabling student to boost memorizing ability 

9 Encourage students to practice and imitate pronunciation in pair and group through home assignment

10 Convey listening text in a more relaxing and enjoyable manner to avoid fatigue, boredom and tension

Expose students to many sources of authentic materials to familiarize themselves with varied accent and fast delivery of speech

12 Provide good material facilities and high quality equipment 

APPENDIX 2 BẢNG CÂU HỎI KHẢO SÁT

Các sinh viên thân mến,

Chúng tôi đang nghiên cứu các nguyên nhân gây lo lắng khi nghe của sinh viên Bảng câu hỏi này được thiết kế để thu thập thông tin cho nghiên cứu của tôi về vấn đề này Rất mong nhận được sự hợp tác của các bạn bằng cách trả lời các câu hỏi một cách trung thực và đầy đủ Sự tham gia của các bạn là rất quan trọng cho sự thành công của đề tài.

Những nguyên nhân gây lo lắng Không bao giờ

1 Tôi lo sợ khi gặp bài nghe chứa nhiều từ mới

2 Bài nghe chứa những cấu trúc khó khiến tôi lo lắng

Tôi sợ phải nghe những bài nghe không phải là sở thích của tôi Nó khiến tôi cảm thấy mệt

4 Khi nghe mà không có sự hỗ trợ của hình ảnh khiến tôi bối rối

5 Tôi thấy lo lắng và căng thẳng khi nghe những bài có các giọng nói lạ

6 Tôi lo lắng khi bài nghe có nhiều sự nuốt âm, nối âm, ngữ điệu, v.v

7 Tôi sợ bài nghe với tốc độ rất nhanh

Vì vốn từ vựng của tôi còn kém nên khiến tôi thường cảm thấy lo lắng khi nghe vì sợ không nắm được ý của bài

9 Tôi thường cảm thấy bối rối khi không nhớ được thông tin vừa mới nghe

Tôi thường bấn loạn khi không thể nhận ra ngay cả những từ quen thuộc vì phát âm kém của mình

Khi nghe những chủ đề không quen, tôi thường thấy lo lắng vì không đủ kiến thức nền

Tôi cảm thấy lo sợ trong khi nghe vì không thực hành nghe nhiều ở nhà và cả ở trường

Khi bị căng thẳng, tôi thường mất tập trung và bị lỡ những từ khóa, ý chính của bài

14 Trong khi nghe, tôi sợ nếu mình không thể đoán được cái mình sắp nghe

15 Tôi thường sợ khi không thể nhận ra được dấu hiệu chuyển ý

16 Tôi lo lắng khi không có đủ thời gian nhìn qua các câu hỏi trước khi nghe

17 Tôi sẽ bị căng thẳng nếu không nắm được ý chính ngay lần nghe đầu tiên

18 Phòng học rộng khiến tôi nghe khó Điều này làm tôi bối rối

19 Tôi cảm thấy căng thẳng khi thiết bị nghe kém dẫn đến âm thanh không rõ

Tiếng ồn bên ngoài làm tôi khó chịu, và ảnh hưởng chất lượng bài nghe

21 Các nguyên nhân khác (vui lòng nêu rõ ) ………

II NHỮNG GIẢI PHÁP CHO VẤN ĐỀ LO LẮNG KHI NGHE CỦA SINH VIÊN

1 Đánh dấu () vào cột đúng nhất với bạn mà bạn áp dụng để giảm lo lắng khi nghe

Những biện pháp mà bạn áp dụng để giảm lo lắng khi nghe

1 Trau rồi vốn từ vựng để cải thiện khả năng nghe

2 Nghe nhiều nguốn thực tế như phim ảnh, các chương trình thực tế với nhiều chủ đề và giọng nói khác nhau

3 Tập hít thở, hoặc ngồi thiền để giảm cẳng thẳng

4 Bắt trước cách phát âm bằng việc nghe và nhắc lại theo

5 Học thêm các kĩ năng và chiến lược nghe để cải thiện khả năng nghe hiểu

6 Trau rồi kiến thức văn hóa và xã hội để cải thiện khả năng nghe

7 Các nguyên nhân khác (vui lòng nêu rõ ) ………

2 Đánh dấu () vào những điều đúng nhất với mong muốn của bạn về phía giáo viên và nhà trường để tạo điều kiện cho bạn khắc phục cảm giác lo lắng khi nghe

Kì vọng của sinh viên về phía giáo viên và nhà trường Lựa chọn của bạn

1 Giới thiệu những từ hoặc cấu trúc mới trước khi nghe, có thể thông qua các trò chơi để nhớ dễ hơn

2 Dùng tranh ảnh hoặc video liên quan đến bài học để sinh viên chú ý và tập trung hơn

3 Trước khi nghe, cho sinh viên làm theo nhóm hoặc theo cặp để tìm ra chủ đề hoặc các từ mới liên quan đến bài

4 Giới thiệu các quy tắc phát âm như nối âm, ngữ điệu, nuốt âm…

5 Luân chuyển lớp học nếu gần tòa nhà đang xây dựng 

6 Dạy chiến lược nghe ở giai đoạn trước và sau khi nghe 

7 Cung cấp thêm những bài tập với các chủ đề thú vị 

8 Cung cấp thêm những bài tập giúp phát triển khả năng nhớ thông tin

9 Khuyến khích sinh viên thực hành và bắt chước phát âm theo nhóm hoặc theo cặp thông qua bài tập về nhà

10 Truyền tải bài nghe theo cách thú vị để tránh sự nhàm chán, mệt mỏi và căng thẳng

11 Cho sinh viên tiếp xúc với nhiều nguồn nghe từ thực tế để quen giọng và tốc độ nghe

12 Cung cấp các cơ sở vật chất tốt và thiết bị nghe chất lượng cao

APPENDIX 3 INTERVIEW QUESTIONS FOR STUDENTS

1 Have you ever become anxious and confused in English listening lesson? Can you describe your feeling?

2 Which following listening problems renders you nervous in in English listening lesson, could you please propose your solutions if you encounter that problem

2.1 Listen to unfamiliar words, complicated structures or have limited knowledge of vocabulary You cannot guess their meanings during listening

2.2 Fail to recognize familiar or known words due to the poor pronunciation or insufficient listening practice

2.3 Have no idea of employing appropriate listening strategies/ skills (for example prediction for incoming data, recognition of signal for point change, listening for main ideas, etc.)

……… 2.4 Quickly forget what you have just listened heard

……… 2.5 Have negative psychological states such as tension, fatigue, uneasiness, etc

……… 2.6 Listen to unfamiliar accents or at a very fast rate of speech

……… 2.7 Listen to unfamiliar topics or unappealing topics

……… 2.8 Have no support of visual aids

……… 2.9 Be influenced by environmental factors such as background noise, poor- quality sounds

……… 2.9 Please propose other solutions your implement to overcome state of anxiety (if any)

APPENDIX 4 CÂU HỎI PHỎNG VẤN CHO SINH VIÊN

1 Em có bao giờ cảm thấy căng thẳng hoặc lo lắng trong giờ học nghe không? Em có thể miêu tả cảm giác đó không?

2 Những khó khăn nào sau đây khiến em cảm thấy lo lắng trong giờ học nghe và em hãy nêu giải pháp cho từng khó khắn( nếu em gặp phải khó khăn đó)

2.1 Khi nghe thấy những từ mới mà em không biết nghĩa, những cấu trúc khó hoặc do vốn từ của em còn có hạn Em không đoán được nghĩa của những từ này

2.2 Không thể nhận ra từ mình biết hoặc từ quen thuộc vì phát âm còn kém hoặc do thiếu thực hành nghe

2.3 Không biết áp dụng các kĩ năng/ chiến lược nghe hiệu quả ( ví dụ như kĩ năng đoán trước thông tin, nhận biết dấu hiện chuyển ý, nghe ý chính…)

……… 2.4 Nhanh chóng quên thông tin vừa nghe được

……… 2.5 Tâm lý không tốt như căng thẳng, mệt mỏi, khó chịu …

……… 2.6 Nghe giọng không quen hoặc tốc độ nói rất nhanh

……… 2.7 Nghe chủ đề không quên hoặc không thú vị

……… 2.8 Khi nghe mà không có sự hỗ trợ của hình ảnh

……… 2.8 Bị ảnh hưởng bởi yếu tố môi trường như tiếng ồn, âm thanh chất lượng kém Giải pháp của em

Ngày đăng: 17/12/2023, 02:59