SCOPE OF THE STUDY
This study examines the factors influencing the listening skills of English major sophomores at IUH Due to time constraints and the complexity of the subject, the research does not encompass all the challenges students encounter in listening skills but instead focuses on the most common difficulties faced by these learners.
REVIEW
OVERVIEW OF LISTENING
Listening is a crucial skill that enables effective communication and allows individuals to express their thoughts clearly It serves as a linguistic bridge in conversations, facilitating understanding Many researchers and English learners view listening as a complex and active mental process that encompasses perception, attention, cognition, and memory Consequently, various authors have provided different definitions of the term "listening."
Listening is defined as the ability to recognize and comprehend spoken language, as noted by Howatt and Dakin (1974) This skill encompasses understanding a speaker's accent, pronunciation, grammar, and vocabulary, as well as grasping the intended meaning behind their words.
Listening is a complex skill that encompasses sound discrimination and aural comprehension, as highlighted by Postovsky (1975) Pearson (1983) emphasizes that effective listening requires the integration of phonology, syntax, semantics, and an understanding of text structure, all governed by cognitive processes Therefore, while often underappreciated, the listening skill is crucial for achieving language proficiency.
Listening is a complex process defined by Goss (1982) as understanding and organizing auditory information into meaningful lexical elements Bowen et al (1985) emphasized that listening involves comprehending oral language by segmenting sounds into lexical and syntactic units This active process requires listeners to receive, interpret, and negotiate meaning, as well as engage creatively and empathetically with the speaker Hirsch (1986) further described listening as a skill involving neurological responses, interpretation, and the integration of prior experiences to construct meaning Bentley and Bacon (1996) highlighted that effective listening is crucial in second language acquisition, where listeners actively derive meaning from spoken input Brown (2001) added that listening goes beyond merely receiving sounds; it encompasses a psychomotor process where sound waves are transmitted to the brain Ultimately, listening involves three essential components: the sender, the message, and the listener.
According to Oxford (1993), listening is a multifaceted problem-solving skill that transcends mere sound perception It encompasses the comprehension of essential language skills and serves as a vital medium through which individuals of all ages acquire significant information, develop their understanding of the world, shape their ideals and values, and enhance their appreciation of human affairs.
Effective listening, as defined by Scott Shelton, is a complex and engaging process that requires the ability to navigate various accents, unfamiliar vocabulary, and intricate sentence structures It also involves managing competing background noise and maintaining focus to avoid distractions Successfully mastering these elements is essential for accurately interpreting and understanding the intended message.
Listening comprehension is essential for learning both native and foreign languages, as it involves a complex and often unconscious mental process that develops naturally during language acquisition This skill enables individuals to receive and interpret information from others, playing a crucial role in effective communication and connecting people globally Additionally, listening requires the ability to navigate various accents and determine the meaning behind spoken messages.
2.1.2 The importance of listening skill
Listening plays a crucial role in both daily life and academic settings, accounting for 60% of all communication In everyday interactions, individuals tend to listen more than they speak, whether it's enjoying music, following the news, or participating in conversations As the primary mode of language acquisition, listening lays the foundation for language and cognitive development, influencing communication throughout life According to Nord (1980), listening facilitates language acquisition by allowing learners to gather essential information, which they can later use to develop their speaking skills This observational phase not only aids in acquiring basic knowledge but also supports the development of other skills, such as writing Ultimately, effective listening enables the exchange and reception of information, enriching our understanding of language.
A study by Wilt (1950) reveals that individuals engage in listening 45% of their communication time Coakley & Wolvin (1997) emphasize that listening is a crucial language skill essential for students at all educational levels It serves as the primary means through which individuals acquire education, information, and understanding of the world, shaping their ideals, values, and appreciation In today's era of mass communication, it is imperative that students are trained to listen effectively and critically.
Language input is crucial for language acquisition, with listening being a key skill in this process According to Krashen (1985), effective language acquisition occurs through understanding the linguistic information heard, making listening vital for receiving comprehensible input Oxford (1990) emphasizes the interconnectedness of reading, listening, speaking, and writing in English studies, highlighting that poor listening skills can hinder communication and negatively impact reading, speaking, and writing abilities Therefore, it is essential for educators to focus on enhancing students' listening skills to foster their overall communication proficiency.
Listening is a crucial component of foreign language learning, serving as the primary method for acquiring language skills at all levels It enhances students' comprehension of spoken language and enables them to communicate effectively with others.
2.1.3 Factors affecting the English listening
Listening difficulties can be attributed to four key factors: the message, the speaker, the listener, and the physical environment (Yagang, 1994) Numerous studies have identified specific issues in listening comprehension, often linked to factors such as speech rate, vocabulary, and pronunciation (Higgins).
1995) As Flowerdew & Miller (1996) assumed that the problems of the students were for the speed of delivery, new terminology and concept, difficulty in focusing and the physical environment
Rubin (1994) identifies five key factors that significantly influence listening comprehension: 1) text characteristics, including speech rate, pauses, perception levels, stress patterns, and visual support; 2) interlocutor characteristics, such as gender and language proficiency; 3) task characteristics, which pertain to the type of task; 4) listener characteristics, encompassing language proficiency, memory, attention, age, gender, learning disabilities, and background knowledge; and 5) process characteristics, involving top-down and bottom-up processing, listening strategies, and the negotiation of comprehensible input.
Hamouda (2013) investigates the challenges faced by Saudi students in listening comprehension, identifying seven key factors that align with Underwood's (1989) findings He highlights that unclear pronunciation, the inability to utilize effective listening strategies, insufficient grammar knowledge, unfamiliarity with the topic, and the complexity and length of listening materials significantly impede comprehension.
Quyen and Dan (2018) explore the challenges faced by first-year English major students in the Mekong Delta, highlighting significant difficulties in listening comprehension Key issues identified include inadequate listening materials, linguistic complexities, and factors related to both speakers and listeners The researchers emphasize that unfamiliar vocabulary, speaker pronunciation and accents, tape recorder quality, lack of concentration, and insufficient practice are primary contributors to these listening difficulties.
RESULT OF PREVIOUS STUDIES
Nguyen Thi Xuyen's research, "Perceptions of English-Major Students at HUFI," highlights the critical role of listening comprehension in learning English as a foreign language With a growing interest in English listening skills in Vietnam, this study addresses the limited research on factors affecting listening comprehension among English-major students at HUFI Utilizing questionnaires and focus-group interviews, the study identifies various listening comprehension challenges faced by first-year students Findings reveal that while students recognize the importance of listening comprehension, they find it the most difficult skill to master Key issues include the speaker's fast speech rate, students' limited knowledge of English linguistic features like pronunciation and accents, a lack of effective listening strategies, and distractions from poorly equipped classrooms The study offers recommendations for both teachers and students to enhance learning strategies and improve listening comprehension outcomes.
2.2.2 The research “LISTENING COMPREHENSION: FIRST YEAR ENGLISH-MAJOR
A study conducted by Nguyen Ngoc Quyen and Thai Cong Dan explored first-year English-major students' perceptions of listening skill development and the challenges they face in listening comprehension Involving 115 participants from universities in the Mekong Delta, the research utilized questionnaires, interviews, and observations for data collection The findings revealed that while most students recognized the importance of developing listening skills, they frequently encountered issues such as accent variations, pronunciation difficulties, rapid speech, limited vocabulary, speaker diversity, lack of concentration, anxiety, and poor recording quality.
2.2.3 The research “AN INVESTIGATION INTO THE CAUSES OF DIFFICULTIES
ENGLISH LISTENING SKILLS ENCOUTERED BY FIRST YEAR ENGLISH MAJORS
In her thesis, "At Faculty of English, Thuong Mai University," Nguyen Thi Thuy Linh emphasizes the critical importance of listening skills for effective communication She highlights that listening involves more than just hearing; it requires understanding and appropriate responses The research aims to identify both subjective and objective challenges faced by students in developing their listening skills By employing qualitative and quantitative methods, including questionnaires and interviews, the study seeks to uncover the underlying reasons for these difficulties and propose effective solutions Ultimately, the findings aim to enhance students' listening competence and address the challenges they encounter in this essential skill.
2.2.4 The research “ A STUDY ON SECOND YEAR ENGLISH MAJOR STUDENT’S
The study "Difficulties in Listening Comprehension Skills at HPU," conducted by Bui Thi Thuy Trang, examined the listening challenges faced by thirty second-year English major students at Hai Phong Private University Utilizing questionnaires and interviews for data collection, the research analyzed the results with SPSS Findings indicated that the primary cause of listening difficulties was the listening texts themselves, compounded by a lack of practice and insufficient exposure to diverse listening materials This study provides valuable insights for educators to better understand students' listening issues and offers a foundation for material developers to create effective listening resources tailored for university students.
RESEARCH DESIGN
RESEARCH SITE
The research was conducted at the Faculty of Foreign Languages at the Industrial University of Ho Chi Minh City, where I have been studying for over three years Having completed three courses in listening skills, I am familiar with the curriculum and the challenges students face This experience motivated me to choose this institution as my research site, aiming to identify factors that impact listening skills and to propose effective methods for enhancing students' listening abilities.
PARTICIPANTS
This study involved 85 second-year English major students from K15 at the Faculty of Foreign Languages, Industrial University of Ho Chi Minh City, aged 20 to 21 Conducted at the end of the second semester, the research focused on students who had just completed two listening skills courses, "Listening 1" and "Listening 2." These participants were selected due to their recent experiences with the courses, enabling them to identify the challenges they faced and propose methods for improvement in their listening skills.
RESEARCH METHODOLOGY AND RESEARCH METHODP
In the light of the nature of the research questions,quantitative research was applied in this study and data were collected through the questionnaire.
This research employs a quantitative methodology, which is advantageous for obtaining factual data rather than abstract concepts (Bryman and Bell, 2007) As outlined by Matthews & Ross (2010), quantitative methods focus on structured data collection that can be numerically represented, aligning with a positivist epistemological approach suitable for scientific analysis This dissertation utilizes quantitative research as its primary strategy, generating statistics through large-scale surveys, including questionnaires and structured interviews Examples of this research include street surveys or mailed questionnaires, which allow for broader outreach and quicker data collection compared to qualitative methods.
The research employs a questionnaire to gather insights on the challenges students face in studying FFL listening and to identify methods for enhancing their listening skills at IUH This data collection method is efficient, allowing for the collection of information from a large number of participants with minimal effort, thereby increasing the reliability of the findings The questionnaire includes both closed-ended and open-ended questions, making it suitable for surveying a wide audience This approach enables the collection of valuable information that may not be easily observable, while also allowing participants to respond comfortably and quickly Consequently, the results can be analyzed and presented in a clear and comprehensible manner.
The questionnaire is divided into three sections aligned with the research question The first section gathers general information about students, while the second section focuses on identifying the challenges students face in developing their listening skills Finally, the third section seeks to provide solutions to enhance students' listening abilities.
PROCEDURES
The study focuses on second-year English major students at the Faculty of Foreign Languages, Industrial University of Ho Chi Minh City, to investigate their English listening skill challenges Data collection occurred in two main stages: initially, 85 survey questionnaires were distributed to students Following the completion of data collection, the analysis of the gathered information commenced, culminating in the inclusion of survey results in the final analysis.
DATA ANALYSIS
The data collected through the questionnaire It is organized and analyzed using
Microsoft Excel is a powerful tool for manipulating, managing, and analyzing data, which aids in decision-making and enhances operational efficiency Whether for business or personal use, Excel provides essential features to meet diverse data management needs Its ability to analyze large datasets helps identify trends and patterns that inform decisions Additionally, Excel's graphing capabilities enable effective data summarization, while advanced filtering, sorting, and search tools allow for quick access to relevant information By leveraging tables, pivot tables, and graphs, users can efficiently navigate extensive data sets, even with hundreds of thousands of entries.
The questionnaires were analyzed to determine the means, modes, medians, and standard deviations (SD) to identify the challenges faced by FFL learners at IUH in developing their listening skills The data collected facilitated various statistical calculations, and the software enabled a comprehensive overview by counting participant responses for each option and converting these into percentages.
FINDINGS AND DISCUSSION
RESEARCH FINDINGS
This study involved 85 sophomore English major students at the Industrial University of Ho Chi Minh City, who were randomly selected to complete questionnaires Descriptive statistics were utilized to assess the students' perceptions regarding the factors influencing their listening skills and the challenges they encounter while learning The initial question in the questionnaire focused on the duration of their English studies.
Chart 1: Number of years students have been studying English
According to Chart 1, a significant 57% of students have studied English for over nine years, primarily due to its status as a compulsory subject in schools or through additional classes prior to formal education in Vietnam This extensive exposure has likely fostered a strong proficiency in listening to English among these learners Additionally, 29% of students have also engaged in English studies for shorter durations.
7 years And, there are only 14% of students said that they have learned English for 9 years.
Listening Speaking Reading Wri琀椀ng
Chart 2: Which skills do you focus on most?
According to the chart, 46% of students prioritize listening skills, recognizing their crucial role in enhancing overall communication abilities These students believe that improving their listening proficiency will boost their confidence when interacting with foreigners and contribute to better pronunciation and a richer vocabulary In contrast, only 31% of students focus primarily on speaking skills, while reading and writing are the primary focuses for 16% and 7% of students, respectively.
However, most of students consider listening the most challenging skill to acquire The following pie chart illustrates student’s opinion of listening skill.
A li琀琀le importan Important
Chart 3: Student’s opinion of the importance of listening
According to the pie chart, over 50% of students believe that listening is very important, highlighting its crucial role in both daily life and classroom environments This is particularly significant in language learning, as effective listening provides essential input for learners; without comprehensible input, the learning process cannot commence While 4% of students consider listening to be rather important and 40% view it as important, a small minority of 3% underestimate its value, with 2% rating it as somewhat important and 1% deeming it completely unimportant.
Normal Di昀cult Very di昀cult Easy
Chart 4: The students’ assessment of learning listening skill.
According to the pie chart, only 2% of students find listening skills easy to learn, while a significant 55% believe it is difficult Many students express frustration, citing that spoken words often pass too quickly for them to catch, leading to feelings of headache and depression after repeated attempts to understand They struggle to grasp the overall conversation, only catching a few words, which contributes to their impatience and perception of listening as a challenging skill Additionally, 33% of students rate listening skills as extremely difficult, while 10% consider the learning process to be average.
Chart 5: How much time do you spend listening skill in everyday?
According to a pie chart, nearly 40% of students dedicate an hour each day to practicing their English listening skills, citing that this duration feels manageable and less stressful, allowing for a more relaxed approach Meanwhile, 33% of students reported varying methods for improving their listening abilities, with 20% spending three hours and 10% committing two hours daily When asked about their daily practice methods, most students indicated that they primarily enhance their listening skills through English songs, YouTube channels, or apps, as the melodic nature of these resources makes the learning experience enjoyable rather than tedious, unlike traditional academic listening exercises.
Mul琀椀ple choice Summary comple琀椀on Short answer ques琀椀on
Chart 6: What types of exercises do you usually encounter when learning listening skill?
According to the chart, 46.4% of students identify multiple-choice questions as the most frequently encountered exercise type, particularly noting their presence in part 1 of the IELTS listening test, which is considered the easiest section Additionally, 42.9% of respondents report frequently encountering short answer questions, while 38.1% mention summary completion as a common exercise type Conversely, 33.3% of participants find map exercises to be the most challenging, typically appearing in parts 2 or 3 of the IELTS test.
4.1.2 Factors affecting listening skill by English major sophomore at IUH
This section discusses the findings related to the factors influencing the listening skills of sophomore English majors at IUH A comprehensive comparison is provided, highlighting the discrepancies between students' perceptions and the actual factors impacting their listening abilities.
Linguis琀椀c challenges The inability to concentrate Limited vocabulary Limited cultural and social knowledge
Chart 7: Factors affecting listening skill
Second-year English-major students face several challenges in listening comprehension, with limited vocabulary being the most significant factor at 59.5% Participants indicated that a poor vocabulary hinders their understanding of spoken texts filled with unfamiliar words Linguistic challenges follow closely at 54.8%, as students often encounter formal English in class, making it difficult to comprehend natural spoken language that includes reduced forms and colloquialisms Limited cultural and social knowledge accounts for 33.3% of the issues, while other factors such as noise, poor audio quality, and lengthy materials contribute 21.4% and 17.9%, respectively Students reported difficulties concentrating on long recordings with unfamiliar topics and complex grammatical structures Additionally, external and internal noise in classrooms, which are not sound-insulated, disrupt their focus, while large class sizes further hinder their listening skills Overall, the results highlight that unfamiliar vocabulary, complex grammar, lengthy texts, and environmental distractions are the primary obstacles to effective listening comprehension.
4.1.3 Method and strategies in learning listening skill
This part present about method and strategies in learning listening skill by English major sophomore at IUH.
Lis te n to E ng lis h so ng
Lis te n to n ew in E ng lis h
Lis te n to fo re ig ne rs d ire ct ly
Lis te n to ta pe s or d isk s o f t he s yl la bu s
Chart 8: How do you self- study listening?
According to the chart, listening to English songs is the most popular self-study method for improving listening skills among students, with 66.7% participation Students cite the variety of interesting music genres as a key reason for this preference Watching movies follows closely as the second most common method, utilized by 50% of students The third and fourth methods are listening to news in English at 29.8% and engaging with foreigners directly at 27.4% Additionally, listening to tapes or disks from the syllabus accounts for 11.9% of the responses In summary, a significant number of students prefer listening to English songs, watching movies, and interacting with foreigners to enhance their listening skills.
VOA channel BBC channel CNN channel Testalk channel
Chart 9: Which youtube channel you usually use to listen English?
Spotlight Duolingo Cake Memrise Others
Chart 10: Which application do you usually use to listen English?
Chart 9 and chart 10 demonstrate youtube channel and application that sudents usually learn listening skill through From the chart 8, it is obvious that 56% participants often learning listening English through VOA channel While, only 21.40% of them choose CNN channel.
As presented in chart 10, the participants’ lowest regarding the application that they usually use to practice listening skill to Memrise is 8.30% , while the participants’ highest toDuolingo accounting for 27.4%
Take note key words Read all the content listening Iden琀椀fy genre of words
Do no琀琀hing
Chart 11: What do you usually do before you listening?
The chart reveals that a significant majority of students, 58.3%, prioritize identifying key words before engaging in listening exercises, viewing it as an essential first step that influences the entire listening process This is followed by 45.2% who prefer to read all content related to the listening task beforehand Additionally, 33.3% of students typically identify the genre of words prior to listening, while only 14.3% reported that they do not engage in any preparatory actions before listening.
So while listening, what students should do? The next chart will show this question
Listen to word by word Focus on the new words Listen to key points Other ways 0
Chart 12: What do you do while you are listening?
According to the questionnaire statement chart 12, nearly 70.2% of students believe that focusing on key points enhances their listening skills, indicating a positive approach to effective listening In contrast, over 30% of participants prefer a word-by-word listening strategy, while 20.2% focus on new vocabulary, and 10.7% utilize other methods.
Do not translate into your native language.
Listen for the gist (or general idea) of the conversation.
Don't concentrate on detail until you have understood the main idea(s).
Predicting what the speaker will say.
Teachers must develop students’ micro skills of listening comprehensio n
Table 1: The strategies in learning listening skill
The table highlights the listening strategies employed by second-year English majors at IUH Notably, 30% of students avoid translating into their native language, indicating a neutral stance The largest group, comprising 26%, finds success in guessing meanings, while 25% focus on listening for the gist of conversations before delving into details Additionally, 26% of participants express satisfaction with their ability to predict what the speaker will say Furthermore, 23% believe that teachers should enhance students' micro skills in listening comprehension.
RESEARCH DISCUSSION
The survey reveals the current state of English listening skills among sophomore English majors at IUH, highlighting the factors that influence their proficiency and outlining effective strategies for improving their listening abilities.
4.2.1 The real state of learning listening skill by English major sophomore at Industrial University of Ho Chi Minh City
A study on the listening skills of sophomore English majors at the Industrial University of Ho Chi Minh City reveals that 44% of students have been learning English for over nine years The research indicates that 53% of students recognize the significance of listening skills, which they find to be the most challenging aspect of language acquisition They acknowledge the crucial role of listening in enhancing their communication abilities Students frequently engage in four types of listening exercises: multiple choice, short answer questions, summary completion, and map exercises On a daily basis, they dedicate an hour to listening practice, primarily focusing on songs, news broadcasts, and YouTube channels.
4.2.2 Factors that affected on listening skill
This research identifies key factors impacting listening skills, with limited vocabulary being the most significant at 59.9% Participants reported that a lack of vocabulary sources makes it challenging to comprehend spoken texts filled with unfamiliar words Additionally, linguistic challenges, affecting 54.8% of respondents, arise from the use of reduced forms and colloquial expressions in natural spoken English Other contributing factors include limited cultural and social knowledge, difficulty concentrating, as well as external issues like noise, poor equipment, and health concerns.
4.2.3 The strategies in learning listening skill
Effective listening involves employing specific methods and strategies to enhance comprehension Research indicates that a significant portion of participants (58.3%) take notes on key words before listening, which facilitates their ability to focus on main points and capture essential information Additionally, many individuals practice their listening skills daily through popular YouTube channels, with 56% using VOA, 31% BBC, 22.6% TedTalk, and 21.4% CNN Strategies that contribute to student satisfaction include avoiding translation into their native language, making educated guesses about meaning, listening for the general idea, and postponing detailed focus until the main idea is grasped Furthermore, predicting the speaker's next points and developing micro skills in listening comprehension are crucial for teachers to foster effective listening in students.
Based on the findings, the research would like to propose some suggestions for learning listening skill affectively.
This study highlights that a lack of vocabulary significantly contributes to listening skill challenges among second-year English major students at IUH To address this issue, it is crucial for teachers to prepare students by introducing key vocabulary relevant to the listening material Educators should prompt students to infer the meanings of new words and discuss their prior knowledge about the topic, fostering predictions about the listening content This approach helps students become more familiar with the subject matter, ultimately enhancing their listening comprehension skills.
This study identifies English linguistic knowledge—including pronunciation, connected speech, accents, discourse markers, slang, idiomatic expressions, and grammatical structures—as the most crucial factor in developing listening skills To enhance their learning, students should be regularly exposed to authentic English through native voices in English songs, news, films, plays, and conversations appropriate for their proficiency levels Additionally, teachers must provide students with essential linguistic features, such as transitional phrases, colloquial expressions, and grammatical structures, during listening activities to facilitate effective comprehension.
This concluding chapter summarizes the key findings of the research and offers recommendations for students to enhance their listening skills It also addresses the limitations encountered during the study and proposes suggestions for future research endeavors.
This study is organized into five interconnected chapters aimed at achieving the author's research objectives The first chapter outlines the study's hypotheses, while the second critically analyzes existing literature through summary, classification, and thematic organization The third chapter details the research methodology and methods used, including the testing process and data analysis techniques The fourth chapter presents findings from an online questionnaire, compares them with previous research, and addresses the three research questions posed in the introduction Finally, the last chapter offers suggestions for enhancing English listening skills, discusses the study's limitations, and provides recommendations for future research.
5.2 Suggest solution for improving listening skill
A recent survey identified three key factors affecting English listening skills: limited vocabulary, linguistic challenges, and difficulty concentrating Each of these issues presents unique hurdles for learners, but targeted solutions can effectively address them, enhancing overall listening comprehension.
Vocabulary limitations significantly impact the listening skills of third-year students at IUH Expanding vocabulary is essential for mastering any language, and daily exposure to English through topics of personal interest can enhance listening comprehension Research indicates that engagement with interesting subjects leads to more effective absorption of information Additionally, reading extensively in English contributes to vocabulary growth; focusing on unfamiliar words and attempting to deduce their meanings from context before consulting a dictionary can further aid this process Regular practice of both listening and reading is crucial for vocabulary development.
Linguistic challenges in learning English encompass grammar, vocabulary, accents, discourse markers, slang, idiomatic phrases, and grammatical structures To address these challenges, students should engage with authentic English through various media, including songs, news, films, and conversations appropriate for their proficiency level Although complete comprehension may not be possible initially, exposure to these resources enhances understanding of conversational dynamics, tone, and intonation Furthermore, educators should introduce students to linguistic features like transition phrases and colloquial expressions during listening activities to facilitate better language acquisition.
5.2.3 Factors related the failure to concentrate
The inability to concentrate significantly impacts the understanding of spoken texts, as students often lose focus when encountering new words or phrases Many learners admit that their desire to decipher unfamiliar terms distracts them from the main content To enhance listening skills, it's essential to focus on keywords and predict necessary answers Motivation plays a crucial role in learning English, especially in listening comprehension, as students struggle to maintain attention when faced with unknown vocabulary or uninteresting topics To combat this, students should broaden their knowledge across various subjects and dedicate at least an hour daily to listening practice Incorporating English listening into daily routines—such as during commutes or while exercising—can make the process enjoyable and help expand vocabulary, ultimately improving their listening abilities.