Trang 1 FACULTY OF FOREIGN LANGUAGES --- GRADUATION PAPER FIELD: ENGLISH LINGUISTICS A STUDY ON DIFFICULTIS AND SOLUTIONS TO IMPROVE IELTS LISTENING SKILL FOR THE THIRD- YEAR ENGLISH MA
INTROCUTION
Rationale of the study
English has increasingly emerged as a vital global means of communication across various sectors, including aviation, business, service, culture, education, and the economy Consequently, mastering English has become an essential prerequisite for academic and professional success.
Vietnam is increasingly prioritizing English language learning, particularly in education and various fields Listening skills are crucial in mastering a language, serving as the foundation for effective communication in real-life situations In the context of learning English as a foreign language in Vietnam, significant emphasis is placed on listening, as it provides learners with comprehensible input, an essential element of the overall language acquisition process.
Listening comprehension is often regarded as the most challenging skill in English, especially when compared to speaking, reading, and writing This difficulty arises from the intricate and nuanced nature of listening Many learners may have limited experience with listening practice after secondary school or college, leading to increased anxiety when faced with the IELTS listening section Consequently, this lack of familiarity can heighten their concerns about performing well in the listening components of the IELTS examination.
The English proficiency of Vietnamese university students is often inadequate, primarily because English is taught as a separate subject rather than as a means of communication Students have limited opportunities to practice English outside the classroom, particularly in developing their listening skills, including those required for the IELTS exam Additionally, listening programs tend to focus on understanding questions that demand background knowledge, a wide range of vocabulary, and the ability to predict content Consequently, students rarely experience completing a full IELTS listening test due to the lengthy spoken texts, extensive messages, and time constraints they face.
At Hung Yen University of Technology and Education (UTEHY), third-year English major students face challenges in IELTS listening skills, which are crucial for both the test format and various academic programs To achieve fluency in English, it is vital for these students to enhance their listening abilities However, learning IELTS listening skills at UTEHY is hindered by a lack of engaging and effective teaching methods Consequently, identifying and implementing effective strategies for improving IELTS listening skills is essential for all English major students.
This article presents a study titled "A Study on Difficulties and Solutions to Improve IELTS Listening Skills for Third-Year English Major Students at Hung Yen University of Technology and Education." The research aims to identify effective methods and techniques to enhance IELTS listening skills among students.
Aims of the study
The primary objective of this study is to explore the challenges faced by third-year English major students at Hung Yen University of Technology and Education in enhancing their IELTS listening skills, along with identifying effective solutions to overcome these difficulties.
The objectives of this study are:
- Investigate the current situation of learning IELTS listening skill
- Find out the difficulties of the third- year English major students in learning IELTS listening skill
- Give some suggestions to improve IELTS listening for the third- year English majors.
Research question
In order to achieve the aims of the study, the following research questions were given:
1 What is the current situation of learning IELTS listening at Hung Yen University of Technology and Education?
2 What are the difficulties of the third-year English major students in learning IELTS listening?
3 What techniques should be used to improve IELTS listening skill for the third-year English major students at UTEHY?
Scope of the study
This study examines the IELTS listening skills of third-year English major students at UTEHY, acknowledging constraints such as limited time, knowledge, and reference materials It specifically targets the common challenges faced by students and aims to identify effective solutions to enhance their IELTS listening proficiency.
Moreover, the study could not touch upon all the students at UTEHY It is confined to the third year English major students at Faculty of Foreign Language, UTEHY only.
Methods of the study
To gather data for the research, the author employed both quantitative and qualitative methods, utilizing survey questionnaires consisting of 10 questions and interview questions with 5 prompts for students These tools were specifically designed to align with the primary objectives of the study Following data collection, the author plans to present the findings using tables and charts for clarity.
Questionnaire (including 10 question) for 45 students but only 40 students of K16 at
UTEHY participated in the survey to find out some new techniques for research:
Part 1: The current situation of learning IELTS listening skill (3 questions)
Part 2: The difficulties of learning IELTS listening skill for the third- year English majors at UTEHY (3 questions)
Part 3: Techniques for improving IELTS listening for the third- year English majors at UTEHY (4 questions)
An interview was conducted with five K16 students from the Faculty of Foreign Languages at Hung Yen University of Technology and Education, utilizing five open-ended questions tailored to meet the objectives of the study.
1 How would you rate your IELTS listening skill?
2 What type of IELTS listening questions are the most difficult?
3 What are your difficulties in learning IELTS listening?
4 What do you often do to improve your IELTS listening skill?
5 How often do you practice IELTS listening skill?
Following the interview, the researcher will analyze the data derived from the interview results This analysis will be integrated with the data collected from the questionnaire, presenting a comprehensive overview in each section.
Organization of the study
The study consists of four chapters below:
Chapter 1: Introduction – Give information about the rationale of the study, the aims of the study, the scope of the study, the methods of the study and the organization of the study
Chapter 2: Literature review – Discusses the relevant theories related to IELTS listening: definitions, stages of listening, type of questions, difficulties and techniques
Chapter 3: The study – Consist of parts: The participants of the study, methodology, data analysis, main findings, recommendations
Chapter 4: Conclusion – Provides some brief information about the limitations of the study and suggestions for the study.
LITERATURE REVIEW
An overview of listening skill
Listening is considered a crucial aspect of developing both native and foreign language skills Numerous definitions of listening have been provided by experts such as Thomlison, Bentley & Bacon (1996), Grey Buck (2001), and Rost, highlighting its importance in language acquisition.
2002), Woven and Coakley (1985) which hold different views towards the concept
Listening, as defined by Thomlison (1984), is the skill of recognizing and comprehending spoken language This intricate process includes interpreting a speaker's accent and pronunciation, grasping their grammar and vocabulary, and understanding the intended meaning A proficient listener can effectively perform all these tasks at the same time.
According to Bentley & Bacon (1996), listening is a crucial component of second language acquisition, characterized as an active process where the listener actively constructs meaning from spoken language input.
According to Grey Buck (2001: 31), listening comprehension is an active process that involves constructing meaning by applying various types of knowledge to incoming sounds, including both linguistic and non-linguistic knowledge.
Listening comprehension is a complex and interactive process where listeners actively construct meaning This involves understanding oral input through sound discrimination, vocabulary knowledge, grammatical structures, and the nuances of stress and intonation Additionally, listeners utilize linguistic, paralinguistic, and non-linguistic cues within the context of the utterance (Rost, 2002).
Woven and Coakley (1985) define listening as "the process of receiving, attending to, and assigning meaning to aural stimuli," highlighting its complexity and the challenges students face Listening involves not only the perception of sound but also the comprehension of meaning, aligning with second language theory that views it as an active process In this context, listeners focus on various aspects of aural input, generate meaning, and connect what they hear to their existing knowledge (O'Malley & Chabot, 1989; Byrnes, 1984; Richards, 1985; Howard, 1983).
Effective listening is a challenging process that requires individuals to navigate various accents, unfamiliar vocabulary, and complex sentence structures According to Scott Shelton (2008), listeners must also contend with background noise and consciously avoid distractions to fully comprehend the intended message Mastering these skills is essential for accurately interpreting communication in real-time.
In conclusion, the debate over the best perspective on listening remains contentious Nonetheless, the definition provided by Wolvin and Coakley (1985) is highly regarded, as it describes listening as the process of receiving, attending to, and assigning meaning to auditory stimuli, emphasizing the importance of messages conveyed through sound.
There are many listening processes of a lot of researchers but from my experience as the forth-year English major student, I agree with five listening stages below:
The initial stage of the listening process is the receiving stage, which encompasses both hearing and attending Hearing refers to the physical response triggered by sound waves stimulating the ear's sensory receptors In contrast, attending involves the brain filtering stimuli, allowing only a select few to come into focus; this selective perception is known as attention, which is essential for effective listening.
The understanding stage is the stage during which the listener determines the context and meanings of the words that are heard
Effective listening is crucial as it involves not just receiving and interpreting a message, but also storing it in our memory However, just as our attention can be selective, our memory can also be selective, meaning that what we remember may differ significantly from what we originally perceived.
Active listening involves engaging with the content, allowing listeners to evaluate evidence, distinguish between fact and opinion, and identify any bias or prejudice present in the message.
Effective communication relies on the receiver providing verbal or nonverbal feedback, as it allows the speaker to assess whether their message has been understood This feedback is crucial, as it serves as the primary method for the sender to gauge the success of their communication.
Listening has become increasingly vital in foreign language learning, shifting the focus from traditional skills like writing This trend is evident in the rise of commercial listening courses Rost (1994) effectively highlights the significance of listening in second and foreign language acquisition, underscoring its essential role in comprehensive language development.
'Listening is vital in the language classroom because it provides input for the learners Without understanding input at the right level, any learning simply cannot begin'
Listening is a crucial language skill that plays a significant role in the language acquisition process (Brett, 1997) Research indicates that individuals typically listen twice as much as they speak, four times more than they read, and five times more than they write (Morley).
2001) More importantly, there are more and more studies indicating the sheer importance of listening in communication and language learning (Anderson and Lynch, 1988; Dunkel,
Listening is a crucial skill for effective communication and serves as the primary medium for input in the language learning process By enhancing students' ability to perceive speech, listening increases the amount of input they receive, ultimately facilitating their language acquisition.
An overview of IELTS listening
The Listening Sub-test lasts 30 minutes, divided into 20 minutes for listening to the audio and answering questions, followed by 10 minutes to transfer your answers to the provided Answer Sheet Comprising four sections, the test features a total of 40 questions, and the audio will be played only once.
Section 1 explores various social and life scenarios, such as planning travel, exploring a new city, or organizing outings, typically featuring dialogues between two or more individuals.
Section 2 is also based on social or life situations; for example, a news broadcast, or a description of college facilities This is usually a passage with only one person speaking
Section 3 typically focuses on educational and training scenarios, such as a group of students collaborating on a project or a tutor advising a student on career choices This section often features conversations involving up to four participants.
Section 4 is also based on education and training; for example, a lecture or a talk of general academic interest
In the Listening Sub-test, spelling is only crucial when words are spelled out on the tape; otherwise, it is not a primary concern However, it is essential that your answers are legible, ensuring that letters, numbers, and phrases can be easily read Remember to write your answers directly on the question paper while completing the Listening section.
After completing the sub-test, you have a crucial 10 minutes to carefully transfer your answers onto the Answer Sheet It is essential to ensure that each response is accurately recorded and clearly legible.
The IELTS multiple choice questions involve listening to spoken English, such as conversations or lectures, and selecting the correct answer from four options Candidates face a 25% chance of answering correctly, highlighting the challenge of these questions The answer choices can be correct if supported by the passage, incorrect if contradicted, or also incorrect if not mentioned at all (Adams and Austen Press, 2000, p 27).
In this question format, you need to align a set of items from the audio recording with corresponding options provided on the question paper After identifying the matches, write the correct letter on your answer sheet.
This question assesses your skill in listening for detailed information, such as understanding the specifics of hotel or guest house accommodations during casual conversations It also evaluates your ability to follow dialogues between two individuals and recognize the connections between various facts presented in the recording.
In this question type, you complete labels on visuals such as diagrams, pictures, plans, or maps Answers may be selected from a provided list, which you then write on the answer sheet Additionally, you might need to fill in gaps using words from an audio recording, adhering to the specified word limit without altering the original words.
This question assesses your comprehension of a location's description and its connection to visual elements It also evaluates your ability to interpret explanations regarding the positioning of objects and your capability to follow directions effectively.
4 – Form/note/table/flow chart/summary completion
Summary completion tasks cover four forms of information presentation
- Form: It is typically used to record facts (e.g., names, dates, etc.)
- Notes: Usually presented in a set, they are used to summarize information and highlight the different items’ connections
- Table: It is used to summarize information by categorizing them
- Flow-Chart: It is used to summarize a process
Candidates must complete an outline based on the listening text, emphasizing the main ideas Except for the summary, note form is allowed for filling gaps, enabling the omission of unnecessary articles and auxiliary verbs The summary, however, should consist of grammatically correct, connected sentences This question type targets the key points that a listener would typically jot down.
According to Adams and Austen Press, short-answer questions in the IELTS listening test appear later, featuring longer and more complex passages These tasks require you to listen to spoken English, typically a dialogue between two individuals, and select words or phrases that accurately answer the provided questions This question format emphasizes your ability to identify factual information, such as locations, prices, or times, mentioned in the recording It is advisable to wait for the speaker's summary before responding with your short answer.
Sentence completion exercises involve filling in gaps within sentences that summarize key information from an audio clip Participants must listen carefully to extract relevant details, ensuring that each completed sentence accurately reflects the content of the listening material This activity tests comprehension and attention to detail, highlighting the importance of understanding the main ideas presented.
Paul Davey emphasizes that IELTS listening questions may be phrased differently than expected, often utilizing synonyms and paraphrasing, such as "type" for "kind" and "focus on" for "specialize in." However, it is crucial to write down the exact words you hear during the test.
2.2.3 Difficulties and techniques for each type of questions in IELTS listening skill
Common difficulties in multiple choice
Simon highlights key challenges in the IELTS listening section's multiple choice questions, including the abundance of information in the answer options, which requires careful consideration while listening Additionally, many choices may appear similar, and all options might be referenced in some form during the audio Furthermore, synonyms or paraphrased terms may replace the words presented in the answer choices, adding to the complexity of the task.
Techniques in multiple choice questions of the IELTS listening
Difficulties in IELTS listening
Buck (2001) highlights several challenges encountered in listening tasks, including unfamiliar vocabulary, lack of knowledge about the text topics, rapid speech rates, and the overall length of the spoken material.
Familiarity with a topic significantly enhances listening comprehension, as indicated by Van Duzer (1997) and Schmidt-Rinehart (1994) Schmidt-Rinehart's research demonstrates that students perform notably better when engaging with familiar subjects compared to unfamiliar ones This highlights the crucial role of background knowledge in improving listening skills.
Related to the difficulties of vocabulary, Muhammad Naeem Butt, 2010; and Hanoi,
2010 reported that the major problem hindering listening comprehension was that the students’ vocabulary was too limited to understand the message Furthermore, Underwood
(1989) also claims that lack of vocabulary is a big obstacle to most students in listening skill
The length of spoken texts significantly impacts learners' listening comprehension, as highlighted by Ur (1984), who suggests that lengthy audio materials can bore listeners and disrupt their focus Consequently, extended listening passages may hinder learners' ability to understand and retain information effectively.
The difficulty of IELTS listening question tasks is influenced by several factors, including language-related challenges, the complexity of specific question types, and the similarity of answer choices for a single question.
According to Buck (1991), if the language used in questions is more complex than the spoken text, listeners face additional challenges Complicated instructions or unfamiliar vocabulary can significantly increase the difficulty of answering questions In the IELTS listening test, various question types present different levels of difficulty For instance, short-answer questions, which appear later in the test, often correspond to longer and more complex listening passages Similarly, multiple-choice questions present a 25% chance of selecting the correct answer due to the presence of four options (Adam and Austen).
One challenge in answering questions is the similarity among the provided options, where only a single word distinguishes the four choices Additionally, the rapid succession of questions can lead to missing critical information in subsequent queries.
A speeded test, as defined by Bejar (1985), is one where test-takers cannot complete all items within the given time This time constraint can lead to memory issues and fatigue, distracting students from understanding the text, which may result in missing critical information due to lapses in concentration, particularly given the short memory span for the target language (Hasan, 2000: 143) Additionally, speeded tests tend to be more challenging than untimed tests, as time pressure negatively impacts working memory capacity (Siemer & Reisenzen, 1998) Consequently, any assessment of cognitive skills, including the IELTS listening test, is influenced by time pressure, as students only hear the audio once, which can further diminish their listening efficiency.
Research by Munro and Derwing (1999) highlights that excessive exposure to accented speech significantly hampers comprehension Goh (1999) found that 66% of learners identified a speaker's accent as a crucial factor impacting listener understanding Both native and non-native unfamiliar accents can severely hinder listening comprehension, while familiarity with an accent enhances it Buck (2001) noted that listeners encountering an unfamiliar accent, such as Indian English, after only being exposed to American English face substantial challenges in comprehension, disrupting the overall listening process and often rendering understanding impossible.
According to Azmi Bingol et al (2014), students find it easier to comprehend listening texts that contain familiar words, as this familiarity enhances their interest and motivation, positively impacting their listening comprehension However, many words have multiple meanings, and using them out of context can lead to confusion Additionally, when listeners encounter unfamiliar words, they may pause to decipher their meanings, causing them to miss subsequent parts of the speech.
Losing your focus while Listening
Listeners often struggle to maintain focus on audio texts, as even brief lapses in attention can hinder comprehension Engaging listening passages can enhance concentration Factors such as limited vocabulary, inadequate grammar, and misunderstandings of tasks can further complicate listening comprehension (Graham, 2006) Additionally, the type of listening materials used plays a significant role in comprehension challenges, with researchers like Seferoglu and Uzakgoren (2004) noting that listening is often undervalued in education, leading to a lack of instruction on effective listening strategies.
One significant challenge in listening comprehension, as noted by researchers in 2010 and 2014, is the discrepancy between word pronunciation and their written forms The variations between spoken and written language can lead to difficulties for students in recognizing words during oral communication.
Length and Speed of Listening
According to Azmi Bingol, Celik, Yidliz, and Tugrul Mart (2014), students' proficiency levels significantly influence their ability to retain information while listening to lengthy audio segments.
Lower-level students often struggle to listen for more than three minutes and complete listening tasks, making short passages more effective for comprehension and reducing fatigue According to Underwood (1989), the speed of speech significantly impacts listening comprehension; if speakers talk too quickly, students may struggle to understand L2 vocabulary Listeners face several barriers, including the inability to control speech speed, which hinders comprehension Additionally, students cannot request repetitions of words or phrases, leading to further challenges, as teachers may not know when to repeat material for clarity Lastly, limited vocabulary knowledge can impede understanding when speakers use unfamiliar terms.
Incorrect spelling will result in lost marks, including misspellings of place names, cities, countries, or addresses mentioned in the audio Therefore, it is essential to listen carefully to the audio before submitting your response.
Grammar mistakes can significantly impact your score, as incorrect usage of singular and plural forms, such as omitting 's', will result in lost marks Additionally, improper use of countable and uncountable nouns can also affect your performance Therefore, it is essential to pay close attention to grammar in your writing.
Techniques to improve IELTS listening skill
While some challenges in communication are unavoidable, teachers can still take proactive steps to enhance students' listening skills By providing appropriate listening materials, background knowledge, and linguistic support, educators can equip students with the necessary tools to develop effective listening strategies Implementing targeted exercises and resources can significantly improve comprehension and engagement in the learning process.
To effectively address vocabulary challenges, create a blank dictionary to track new words you encounter Using a notebook or an address book is ideal for noting these words For each new term, write it down and use it in a sentence to reinforce your learning Studying vocabulary lists is less effective, as retention occurs when words are applied in real-life contexts Additionally, always utilize an English dictionary to enhance your understanding of new vocabulary.
Before the listening passage begins, take advantage of the brief time available to review the questions Predicting potential answers involves thoughtful consideration of the information needed, rather than mere guessing This strategy allows you to concentrate on the key details within the questions According to Buck (1991), providing test questions in advance can enhance listeners' understanding of their listening purpose and motivate them to gather the essential information required to respond effectively.
To enhance your listening comprehension, focus on identifying 'anchor' words such as names and technical terms, while also predicting potential paraphrases for other parts of the message Effective listeners do not process every word; instead, they concentrate on key ideas and their connections, as highlighted by Brown (1992), who noted that in our first language, we tend to skim over less relevant sections of a message By honing in on these essential elements, you can improve your understanding and retention of the listening material.
Targeted listening is essential for success in the IELTS Listening test, as it involves concentrating on the specific ten pieces of information needed to answer the ten questions in each section This approach allows you to identify the required information without needing to understand every detail of the conversation In contrast, open listening focuses on gathering general information to comprehend the overall context, which is useful in casual conversations but not as effective for IELTS preparation For optimal results, prioritize targeted listening strategies when preparing for the test.
To cultivate effective active listening skills, focus on fully concentrating on the audio content, ensuring that your ears and brain work in harmony to comprehend and retain key information When you can successfully paraphrase what you've heard, it demonstrates your understanding of the material To enhance this skill, regularly practice by listening to different audio recordings at your convenience and summarizing them, which will further improve your comprehension and retention abilities.
Using shorthand for speedy writing
In the listening test, you must listen for the next answer while recording the previous one, showcasing your effective listening skills This dual-task approach helps examiners assess your comprehension, particularly in fast-paced spoken texts To enhance your response time, use shorthand by writing the first two or three letters of the answers you hear This technique is especially useful in gap-fill tasks, where answers may come quickly, allowing you to fill in the details during the brief pause after the passage Remembering the letters is easier since they correspond to the initial sounds of words heard in context.
This technique allows you to swiftly refocus on actively listening for the next response, though it necessitates some practice While it's not suitable for memorizing numbers, it is effective for recalling word-based answers Ultimately, you just need to apply the correct grammatical structure to these responses.
Note-taking is an essential skill that involves systematically recording information you hear, making it invaluable for lectures, meetings, and tests like the IELTS Listening exam Mastering this skill enhances your focus and efficiency, ensuring you capture key details effectively Contrary to popular belief, note-taking is not simply writing down what you hear; it requires practice and strategy to do it well.
Instructions are crucial for success in the IELTS exam, as each module provides specific guidelines outlining what is expected from candidates It is essential to read these instructions thoroughly and adhere to them closely While listening to the audio, maintain focus on relevant information, as there may be distractions Additionally, reviewing the questions prior to listening will help you identify key details to listen for.
THE STUDY
The participants
The study involved 40 third-year students from the Faculty of Foreign Languages, aged 20 to 22, who were part of a larger group of 45 students from the K16 cohort during the second semester of the 2020-2021 academic year at UTEHY Many of these students had been learning English for a decade—three years in primary school, four in secondary school, and three in high school Despite their extensive learning background, their English proficiency was similar due to their rural origins in the North and the limitations of the high school English curriculum, which offered few opportunities for practical language use Consequently, upon entering UTEHY, these students faced significant challenges in their English studies.
Methodology
The author employed both quantitative and qualitative methods, utilizing survey questionnaires and interview questions directed at students, as well as questionnaires for teachers, to gather data for the study These methods are advantageous due to their ease of summarization, analysis, and reporting of the collected information The design of the questionnaires and interview questions was aligned with the primary objectives of the study Upon obtaining the results, the author plans to present and analyze the data using tables and charts, while also meticulously recording the interview outcomes.
The researcher developed questionnaires specifically for students to facilitate the summarization and analysis of the collected data These questionnaires contain 13 targeted questions aligned with the research objectives.
Part I: (including 3 questions) is the student’s general information
Part II: (including 10 questions) consists of three parts: current situation, difficulties and techniques in IELTS listening
The interview comprises five open-ended questions designed to gather insights from third-year students regarding their perspectives on the IELTS listening skill It aims to identify the challenges they face while learning this component of the IELTS exam, the amount of time they dedicate to studying it, and their suggestions for enhancing their listening skills.
Following the interview, the researcher will meticulously analyze the data derived from the interview results This analysis will be presented alongside the collected questionnaire data for each section.
Data analysis
In a study involving 45 third-year English major students at UTEHY, 40 participated in the survey The majority of participants were female, with 38 females and only 2 males, aged between 20 to 22 years Additionally, these students have accumulated 9 to 10 years of experience in learning English.
3.3.1.1 The current situation in learning IELTS listening of third-year English major students at UTEHY
Question 1: What do you think about the importance of IELTS listening skill?
Important Normal Not very important
Chart 1: The importance of IELTS listening skill
Chart 1 shows that approximately 80% of students agree that IELTS listening skills are important For third-year English major students, 55% of them admit that IELTS listening is important, and 25% believe that IELTS listening is extremely important On the other hand, there are still some students with the percent (20%) think that it is normal and none of them say IELTS listening is unimportant In conclusion, most of students think that IELTS listening skill play an important role in learning English and many other fields as well
Question 2: What do you think of IELTS listening skill?
Chart 2: Students’ assessment on the difficulty of IELTS listening
A recent survey revealed that 65% of third-year English major students at UTEHY find IELTS listening to be a challenging skill, with an additional 25% labeling it as very difficult Notably, only 10% of students perceive IELTS listening as a normal skill, and none consider it easy or very easy This indicates a consensus among students regarding the difficulty of the IELTS listening test, suggesting that while they view it as challenging, it is not overwhelmingly difficult Overall, the findings highlight the complexities students face when preparing for IELTS listening assessments.
Question 3: How would you rate your IELTS listening skill?
Very difficult Difficult Normal Easy Very easy 25%
Chart 3: Students' self- assessment of their IELTS listening skill
The bar graph illustrates the IELTS listening skill levels among third-year English major students at UTEHY, revealing that approximately 55% of students possess a normal proficiency, while around 30% report a below-average ability Only about 10% of students consider their listening skills to be good, and a mere 5% rate their abilities as very good Overall, the data indicates that the majority of students have a normal level of IELTS listening skills, highlighting the need for significant improvement and dedicated study to achieve higher scores on the IELTS Listening test.
3.3.1.2 Students’ difficulties in learning IELTS listening for the third- year English majors at UTEHY
Question 1 : How often do you have difficulties in learning IELTS listening skill?
Very good Good Normal Not good
Chart 4: Frequency of students’ difficulty in learning IELTS listening skill
A recent analysis reveals that a significant majority of third-year English majors experience challenges with IELTS listening skills, with 75% reporting frequent difficulties Additionally, 20% of students encounter these challenges occasionally, while only about 5% claim to face difficulties consistently Notably, there are no students who report rarely or never experiencing issues with IELTS listening comprehension.
Question 2: What are the difficulties you face in IELTS listening?
Losing your focus while listening
AlwaysUsuallySometimesRarelyNever
Length and speed of listening
Table 1: The difficulties third-year English major students in IELTS listening
Third-year English major students at UTEHY face significant challenges with IELTS listening skills, primarily due to text difficulty, which 70% of students identify as a major issue This difficulty leads to struggles in speaking, as many encounter unfamiliar vocabulary and new words Additionally, 30% to 45% of students find the questions challenging, often due to a lack of understanding or difficulty in identifying keywords Other notable obstacles include time pressure (65%), length and speed of listening (50%), and unfamiliar vocabulary (67.5%) Conversely, factors such as accent, loss of focus, spelling mistakes, and grammatical errors are considered less significant, with only 20% to 15% of students attributing their difficulties to these issues In summary, the key challenges in the IELTS listening test for these students are limited vocabulary, unfamiliar terms, time constraints, and the speed and length of audio materials.
Question 3: How often do you have these difficulties in IELTS listening task?
Type of listening task Always
Form/note/table/flow chart/summary completion
Table 2: Student’s difficulties in certain IELTS listening tasks
The data indicates that 37.5% of students frequently struggle with multiple-choice and matching questions in listening tasks, while only 2.5% report rarely facing such difficulties Additionally, half of the students (50%) encounter challenges with plan, map, or diagram labeling tasks Furthermore, 42.5% of learners often find it problematic to complete forms, notes, tables, flow charts, and summaries.
In addition, learners admitted that they often have problem with short-answer questions and sentence completion, about 37.5% and 45% respectively
3.3.1.3 Techniques used in IELTS listening for the third- year English majors at UTEHY
Question 1: Do you practice IELTS listening at home?
Chart 5: Percentage of students practice IELTS listening skill at home
This pie chart shows data collected by third-year English majors who practice IELTS listening at home to improve their IELTS listening skill According to the chart, most
A significant 70% of students reported that they do not consistently practice IELTS listening at home, indicating a lack of focus on developing this essential skill Only 30% of students engage in regular practice, highlighting the need for increased awareness and dedication to improving IELTS listening proficiency outside of classroom settings.
Question 2: How much time do you spend on learning IELTS listening skill at home every day?
Chart 6: Time students spend on learning IELTS listening skill at home every day
The chart illustrates the time students spend practicing IELTS listening at home
According to the data presented in charts 5 and 6, approximately 70% of students reported that they do not practice IELTS listening skills at home Among the 30% who do engage in regular practice, 20% dedicate between 30 minutes to 1 hour daily to their studies Additionally, around 7.5% of students spend less than 30 minutes on listening practice, while only 2.5% practice for more than one hour.
Question 3: What skills and knowledge are the most important to perform well in an IELTS listening?
Familiarity with the topic and the test format
Using listening strategies such as predicting and identifying keywords
Good pronunciation to catch words
Table 3: Student’s opinions on skills and knowledge perform in an IELTS listening
A significant 75% of students believe that vocabulary knowledge is crucial for excelling in IELTS listening, while 72.5% emphasize the importance of listening strategies like predicting keywords and note-taking skills However, 20% of students feel that familiarity with the topic and test format lacks effectiveness, and 5% consider good pronunciation unimportant for understanding spoken words.
A majority of participants expressed strong agreement on the importance of vocabulary knowledge and the effectiveness of listening strategies like predicting and identifying keywords In conclusion, vocabulary remains the primary challenge in listening comprehension, making it a crucial focus for improving overall listening skills and specifically for success in IELTS listening tasks.
Question 4: What do you think about the usefulness of the following IELTS listening techniques?
Not useful at all (%) Building a strong vocabulary
Using shorthand for speedy writing
Table 4: Students’ opinions about the usefulness of techniques to improve IELTS listening skill
A survey of students' opinions on techniques to enhance their IELTS listening skills revealed that a significant majority find specific strategies beneficial Notably, 82.5% of students emphasized the importance of building a strong vocabulary, while 70% highlighted active listening as crucial Additionally, 65% identified keyword recognition, 55% favored information prediction, and 50% valued note-taking skills Furthermore, 37.5% of students acknowledged the usefulness of shorthand for quick writing Conversely, a small percentage considered some techniques ineffective, with only 5% and 12.5% deeming targeted listening and reading instructions as completely useless Overall, the data indicates that most students believe these techniques are essential in overcoming challenges related to IELTS listening.
3.3.2 An analysis of interview questions
The interview consists of 5 questions for 5 students in UTEHY Because of the Sars- covid-2 pandemic, the researcher interviewed by calling phone to them
Question 1: How would you rate your IELTS listening skill?
A recent interview with five students revealed that most self-assessed their IELTS listening skills as average or below Three participants expressed frustration with the difficulty of IELTS listening tasks, leading to boredom and limited improvement in their skills One student noted, “I feel my IELTS listening level is normal, because with common words I can understand, but in the test, I often have difficulty because there are many words I don't know about it.” This highlights a common challenge faced by students in preparing for the IELTS listening section.
Two students reported their IELTS listening skills as average, indicating they can comprehend everyday conversations However, during the listening test, they struggle to articulate answers and often miss key words, leading to difficulties in fully grasping the content.
Question 2: What types of IELTS listening questions are the most difficult?
To research more clearly about third year English major students at UTEHY, the first interview question is designed to investigate the students’ assessment on IELTS listening questions tasks
The interview results revealed that many students face challenges in various IELTS listening test tasks One student reported difficulties with sentence completion, while another found labeling plans, maps, and diagrams to be challenging Additionally, one student frequently struggles with completing forms, notes, tables, flow charts, and summaries Two students also mentioned difficulties with short-answer questions This indicates that a significant number of students struggle with exercises requiring responses of "No more than three words or a number," as these tasks share the common requirement of filling in blanks with words or numbers.
Question 3: What are your difficulties in learning IELTS listening?
Main findings
This chapter discusses the findings of the study in order to answer 3 research questions which mentioned in introduction part
3.4.1 The current situation of the third- year English major students towards learning IELTS listening at UTEHY
Surveys indicate that the majority of third-year English major students at UTEHY recognize the significance of listening skills in their studies Notably, none of the students considered listening to be unimportant Additionally, as illustrated in Chart 2, most students acknowledged that IELTS listening poses a considerable challenge, with no participants deeming it easy or very easy.
The overall proficiency of students in IELTS listening skills is average, making it challenging for them to achieve high scores on the test Despite this, there is a low percentage of individuals who excel in IELTS listening, highlighting the need for focused improvement and dedicated study to succeed in this component of the exam.
3.4.2 The difficulties that the third- year English major students at UTEHY face when learning IELTS listening
Third-year English major students frequently encounter challenges with IELTS listening, primarily due to difficulties with text complexity, unfamiliar vocabulary, and the speed and length of audio materials To overcome these obstacles, regular practice is essential Students should focus on familiarizing themselves with common IELTS listening topics, including economics, current events, educational contexts, and various social situations.
Students often struggle with labeling plans, maps, and diagrams, as well as with multiple-choice and matching questions in the IELTS listening section Common challenges include exceeding the word limit in form, note, table, flowchart, and summary completion tasks, along with spelling errors and incorrect word forms Furthermore, multiple-choice questions can be difficult due to the abundance of information in the options, where some choices may appear quite similar.
Students frequently struggle with matching questions on the IELTS listening test due to a lack of understanding of the various symbols and arrows in flow charts This confusion often leads to exceeding the required word count and an inability to identify key vocabulary related to objects, processes, and cycles presented in the questions Consequently, these challenges contribute to lower scores Additionally, English majors at UTEHY tend to neglect practicing IELTS listening tests at home, further hindering their performance.
3 4.3 Techniques should be used to improve IELTS listening skill listening for the third year English major students at UTEHY
To enhance their IELTS listening skills, students should develop a daily practice routine of at least 30 minutes to 1 hour at home Engaging in both active and passive listening will help establish effective habits for improvement Furthermore, students recognize that a strong vocabulary, along with listening strategies like predicting and identifying keywords, as well as effective note-taking, are crucial for excelling in the IELTS listening section.
To enhance listening skills, students should focus on building a robust vocabulary and familiarizing themselves with common topics in lessons Learning vocabulary by topic aids in better retention Active listening is crucial; students should practice listening anytime and anywhere to develop good habits and improve their skills During listening exercises, identifying keywords and employing note-taking techniques will help target specific information, enabling students to clearly discern the necessary details These strategies are widely recognized as effective solutions by students.
Recommendations for improving IELTS listening skill
Many third-year English majors at FFL, UTEHY report facing significant challenges in mastering IELTS listening skills, primarily due to limited vocabulary, misconceptions about text topics, and the fast pace of spoken English These difficulties often stem from a lack of listening practice, as students typically engage with listening exercises only when required by their teachers To enhance IELTS listening skills, students should adopt effective techniques and practice regularly to build their proficiency.
One of the biggest challenges students face when learning listening skills, especially for the IELTS exam, is a limited vocabulary To enhance their vocabulary effectively, students should focus on specific word groups and utilize engaging methods such as listening to English songs, watching movies with English subtitles, and reading news articles from reputable sources like BBC and CNN Additionally, maintaining a dedicated booklet to record new words and phrases can aid in regular review and retention.
Students should be familiar with the topic and the test format
The challenges faced by students in IELTS listening often stem from their unfamiliarity with specific topics and the associated vocabulary Each IELTS listening topic features unique vocabulary, and many students may not be familiar with all the terms or may only recognize a few To improve their performance, learners should focus on understanding the common topics covered in the IELTS listening test and study vocabulary in context Additionally, being familiar with the test format is crucial for enhancing comprehension and overall success.
Students should dedicate more time to listening practice across various topics to become familiar with different content and test formats Consistent daily practice, ideally over two hours, is essential for improving listening skills and pronunciation Utilizing standard phonetic dictionaries, such as the Longman Dictionary of Contemporary English and the Longman Advanced American Dictionary, can aid in mastering word emphasis This focus on pronunciation not only enhances listening comprehension but also enriches overall background knowledge and skills.
Students should regularly practice listening to English news from reputable websites like BBC and VOA, which offer a variety of short news segments across different topics These platforms also provide exercises to enhance listening skills Engaging with English news helps students improve their listening abilities, expand their vocabulary on diverse subjects, and become familiar with the topics commonly encountered in the IELTS listening test.
Effective note-taking in IELTS Listening is crucial for capturing accurate information while minimizing distractions from irrelevant details To enhance this skill, focus on summarizing the meaning of what you hear rather than using sporadic vocabulary, which can lead to misunderstandings It's important to only take notes on the information directly related to the questions, allowing for better preparation for subsequent content Skimming the questions beforehand can help you stay focused Finally, after completing your notes, compare them with the provided answers to select the one that aligns most closely with your notes.
Using shorthand for speedy writing
In the IELTS listening test, fast speaking speeds can pose challenges for learners, making effective listening strategies essential One effective method is to quickly jot down the first two or three letters of the answers you hear, particularly in fill-in-the-blank sections where responses may come in rapid succession This shorthand technique allows you to complete the words after the passage ends, enhancing your ability to recall the meanings of the letters associated with the context By focusing on initial letters, you can significantly improve your word recall during the test.
CONCLUSION
Summary of the study
This study aims to highlight the significant challenges faced by third-year English majors at UTEHY in developing their IELTS listening skills, while also providing effective techniques to enhance their listening proficiency for the IELTS exam.
The study is structured into four distinct chapters, each serving a specific purpose The first chapter introduces the rationale, objectives, research questions, scope, and methodology The second chapter reviews the literature, covering theoretical foundations, definitions, stages, significance, types, challenges, and techniques The third chapter details the research methodology, data analysis, and findings from questionnaires and interviews, addressing the three key research questions The final chapter summarizes the study, discusses its limitations, and offers suggestions for future research Through the analysis of data collected from surveys and interviews, the author identifies key findings that illuminate the research questions.
Research conducted at UTEHY highlights the challenges faced by third-year English majors in mastering IELTS listening skills The study indicates that while students recognize the importance of listening, they find it to be a particularly difficult skill to develop The overall proficiency in IELTS listening among students is average, leading to significant learning obstacles Key issues identified include difficulties with the complexity of texts, unfamiliar vocabulary, and the length and speed of listening materials Although students employ some study techniques, their usage remains infrequent and insufficient for effective learning.
To enhance IELTS listening skills, it is crucial to develop a robust vocabulary, consistently practice with IELTS listening tests, and employ effective listening strategies such as predicting content and identifying key terms.
Limitations of the study
The study utilizes effective data collection methods, including interviews and survey questionnaires for students However, due to time constraints and the author's limited expertise, certain unavoidable limitations are present.
This study primarily focuses on students' perceptions regarding the usefulness of various activities, while it does not extensively evaluate their effectiveness Due to time constraints and limited experience, the research is confined to understanding how students view these activities rather than assessing their overall impact.
The study faced limitations in its scope and sampling population, as questionnaires were distributed to 45 K16 students at FFL, UTEHY, but only 40 participated This small sample size restricts the ability to generalize the findings of the research.
In spite of the mentioned limitations, the researcher hopes that this exploratory research will contribute to the better situation of learning listening skill at FFL, UTEHY
The following suggestions should be taken into considerations for further research:
- This study only focus on the students’ activities in terms of their usefulness in IELTS listening lessons and tests, further studies can concentrate on specking, reading and writing lessons
- Bridging the gap between learner’s listening needs and expectations is worth taking into account
1 Adams and Austen Press 101 Helpful Hints for IELTS – Academic Module
2 Anderson, Anne & Tony Lynch (1988) Listening Oxford: Oxford University Press
3 Bejar, l.l (1985) Test speededness under number-right scoring: An analysis of the Test of English as a Foreign Language (Report No RR-85-11) Princeton, NJ:
4 Bentley & Bacon (1996), Listening in Everyday Life, A Personal and Professional Approach
5 Brown, G (1992), Listening to Spoken English, London; Longman Press
6 Buck, G (1990) Assessing Listening Cambridge: Cambridge University Press
7 Dunkel, P (1991b) Listening in the Native and Second/ Foreign Language: Toward an integration of Research and Practice TESOL Quarterly
8 Hasan, A (2000), Learners’’ perceptions of listening comprehension problems:
9 Laique Lodhi, Listening tips for IELTS, video
10 McCarthy, (1991), Discourse analysis for language teachers, Cambridge University Press
11 Muhammad Naeem Buttel at 2010 Listening comprehension Problems among the student: A Case Study of Three Govt Boy’s Higher Secondary Schools
13 Rost, M 2002 Teaching and Researching Listening London: Longman
14 Scott Shelton (2008), Teaching Listening to Advanced Learners: Problems and Solutions, Developing teachers.com
15 Thomlison, T Dean "Relational listening: theoretical and practical considerations." Paper presented at the Annual Meeting of the 5th International
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- https://patadovietnam.edu.vn/blog/ielts-listening/ielts-listening-short- answer/
- https://www.ielts-simon.com/ielts-help-and-english-pr/2019/08/ielts- listening-multiple-choice-difficulties.html
- https://wiseenglish.edu.vn/ielts-listening/dang-de-map-plan-diagram- labelling-hay-gap/
- https://wiseenglish.edu.vn/ielts-listening/form-note-table-completion-elts- listening/
- https://wiseenglish.edu.vn/ielts-listening/matching-questions-listening/
APPENNDIX 1: SURVEY QUESTIONNAIRE FOR STUDENTS SURVEY
Hello, my name is Hoang Lan, a student from class TAK15.1 in the Faculty of Foreign Language at Hung Yen University of Technology and Education I am conducting a survey for my research titled “A Study on Difficulties and Solutions to Improve IELTS Listening Skills for Third-Year English Major Students at Hung Yen University of Technology and Education.” Your participation in this survey is greatly appreciated.
To participate, please circle the first letter of each sentence and check the relevant items on the checklist or share your thoughts in the provided blanks Rest assured, all information you provide is solely for educational purposes, and your identity will remain confidential in any data discussions Your feedback is invaluable to my research efforts.
Thank you for your cooperation!
Please tick ( ) for each response that you choose
3 How long have you been learning English? ………
Part 1: The current situation of learning IELTS listening skill
1 What do you think of the importance of IELTS listening skill?
Not very important Not important
2 What do you think of IELTS listening skill?
3 How would you rate your IELTS listening skill?
Part 2: The difficulties of learning IELTS listening skill for the third- year English majors at UTEHY
1.How often do you have difficulties in learning IELTS listening skill?
2 What are the difficulties you face in IELTS listening?
3 How often do you have these difficulties in IELTS listening task?
Type of listening task Always Usually Often Sometimes Rarely Multiple choices
Form/note/table/flow chart/summary completion
Part 3: Techniques for improving IELTS listening for the third- year English majors at UTEHY
1 Do you practice IELTS listening at home ?
2 How much time do you spend on learning IELTS listening skill at home every day?
More than 1 hour 30 minutes - 1 hour
3 What skills and knowledge are the most important to perform well in an IELTS listening?
Familiarity with the test format
Using listening strategies such as predicting and identifying keywords
Good pronunciation to catch words
4 What do you think about the usefulness of the following IELTS listening techniques?
Useful Normal Not useful at all
Using shorthand for speedy writing
Thank you for your kind cooperation!