A study on using voa special english to improve listening skills for the second year english major students at hung yen university of technology and education

Trang 5 ABSTRACT This study deals with using VOA special English to improve listening skills for the second-year English major students at Hung Yen University of Technology and Education

INTRODUCTION

Rationale of the study

English serves as a global lingua franca, facilitating communication among individuals from diverse linguistic backgrounds It is the primary language in several countries and is taught as a second language in many others As the dominant language in science, technology, and online communication, English plays a crucial role in connecting people worldwide Proficiency in English enhances career opportunities, enabling professionals to engage with international clients and partners Consequently, the demand for learning English as a foreign language is steadily rising, making it an essential skill for future job prospects.

Listening is a crucial component for learners aiming to use English effectively, as it cannot be separated from language acquisition Mastering English listening skills presents challenges, such as difficulties in comprehending fast speech and understanding complex sounds These obstacles can hinder students' progress in developing their English abilities Additionally, strong listening skills are vital in any foreign language learning, particularly for those majoring in English, as accurately hearing and interpreting spoken words is essential for effective communication.

To achieve fluency in English listening, students must not only listen extensively but also memorize vocabulary, as effective learning hinges on retention Implementing engaging strategies for teaching English is crucial to enhance students' listening skills and maintain their interest in the language Many second-year English majors at Hung Yen University of Technology and Education find listening particularly challenging For both language learners and educators, the key challenge lies in transforming content from something easily forgotten into lasting knowledge Listening is the most vital skill in foreign language acquisition, making it an essential focus in English studies.

I am passionate about utilizing VOA Special English to enhance listening skills in technology and education at Hung Yen University of Technology and Education My aim is to provide valuable resources for second-year English majors to improve their listening abilities Therefore, I have chosen to research the topic: "A study on using VOA Special English to improve listening skills for second-year English major students at Hung Yen University of Technology and Education," driven by my desire to address my own deficiencies in English knowledge and fulfill the requirements of my graduation paper.

Aims of the study

This study aims to provide effective strategies for utilizing VOA Special English to enhance listening skills among second-year English major students at Hung Yen University of Technology and Education (UTEHY) The specific objectives include identifying practical suggestions that can significantly improve students' listening comprehension and engagement with the material.

• Find out the teacher and student’s attitudes towards VOA Special English to improve listening skills

• Find out the difficulties of the second-year English major students when using VOA Special English to improve listening skills

• Find out the solutions for the second-year English major students to overcome these difficulties when using VOA Special English to improve listening skills.

Research questions

The above aims of the study are to answer the three following research questions:

• What are the attitudes of teachers and the second-year English major students at UTEHY towards using VOA Special English to improve listening skills?

• What are the difficulties of the second-year English major students when using VOA Special English to improve listening skills?

• What are the solutions to overcome these difficulties when using VOA Special English to improve listening skills of the second-year English major students at UTEHY?

Scope of the study

This research focuses on enhancing English listening skills for second-year English teachers and students at UTEHY, emphasizing the use of VOA Special English as a valuable resource By incorporating VOA Special English into their curriculum, second-year English majors at the Faculty of Foreign Languages can significantly improve their listening abilities and overall language proficiency.

Methods of the study

The author employed a mixed-methods approach, utilizing both qualitative and quantitative techniques, including questionnaires for students and teachers, as well as interview questions for students, all tailored to the study's primary objectives Following data collection, the results were presented through tables and charts, while meticulously recorded interview responses and their corresponding transcripts served as additional data for analysis, discussion, and recommendations.

• Survey questionnaires were designed for both the second-year English majors and teachers at UTEHY

• After collecting information, I conducted interview with 3 students to gather the most reliable data for dissertation.

Design of the study

The study is divided into four chapters: Introduction, Literature review, The Study and Conclusion

Chapter 1: Introduction: explains the reasons for selecting the research, the priorities, scope, techniques and design of the study.

LITERATURE REVIEW

Theoretical backgrounds of listening skills

Listening is a fundamental language skill crucial for the development of second language proficiency, with various interpretations reflecting scholars' diverse perspectives on the concept.

Listening is an active and essential skill that involves understanding what others communicate, as highlighted by Anderson and Lunch (1988) Research indicates that we spend 45% of our time listening, emphasizing its importance in effective communication Mastering listening skills can enhance our overall communicative abilities, despite the challenges posed by distractions A focused listener not only comprehends better but also develops various other skills, making attentive listening a vital component of effective communication.

Listening is described as 'active listening, which is very necessary for successful communication,' according to Tomlinson (1984) It is also possible to describe listening as

"more than just hearing and to understand and interpret the meaning of a conversation" In the workplace, family and community, listening ability makes you effective

Listening is a crucial language skill that plays a significant role in education for individuals of all ages It serves as a vital channel through which children, young people, and adults acquire knowledge, enhance their understanding of the world and human interactions, develop their ideals and values, and cultivate appreciation for various aspects of life.

According to a 1993 study by Oxford, listening is a multifaceted skill that goes beyond merely hearing sounds; it involves the comprehension of meaningful words, phrases, clauses, sentences, and connected discourse, making it a complex problem-solving ability.

Listening is an active process that involves selecting and integrating relevant information from auditory input, as highlighted by Inhofe (1998) This process is influenced by personal intentions, which play a crucial role in effective listening Roost (2002) further emphasizes that listening is shaped by contextual effects, suggesting that it is both a neurological and cognitive event that leads to changes in representation.

Listening is a crucial skill that significantly influences the quality of interpersonal relationships, as highlighted by Hidayat (2013) It involves the ability to comprehend the messages conveyed by the speaker through auditory signals Mastering this ability is essential for effective communication and connection with others.

Strong listening skills are essential for effective communication in various fields such as management, planning, and sales These skills involve not only asking insightful questions and demonstrating empathy but also providing thoughtful responses A proficient listener can grasp the nuances of conversations, with body language playing a crucial role in their willingness to engage Key indicators of a good listener include maintaining eye contact, sitting upright, and showing attentiveness.

2.1.2 The importance of listening skills

Listening skills are crucial for various reasons, serving as a gateway to knowledge and a key indicator of an adult learner's language competence The significance of listening extends beyond educational settings, impacting everyday life and workplace dynamics Research by Kannika Kreutanu (1998) highlights that many workplace issues stem from inadequate listening abilities Additionally, a study by Wolvin and Coakley (1991) involving Fortune 500 company leaders revealed that listening comprehension is deemed essential for career advancement, underscoring its importance in effective communication across all levels.

Listening plays a crucial role in enhancing students' pronunciation, as emphasized by Harmer (2007) The more students are exposed to spoken English, the better they grasp the nuances of pitch, intonation, stress, and the blending of sounds in connected speech It's important to recognize that effective spoken communication relies not only on speaking skills but also on proficient listening abilities.

Hidayat (2013) emphasizes the significance of mastering listening skills to enhance effective communication To foster meaningful interactions, individuals must comprehend the messages shared by their conversation partners, highlighting that strong listening abilities are essential for understanding and engaging in discussions.

According to John A Kline (1996) listening divided into 5 types:

1 Informative listening is the situation where the listener’s primary concern is to understand the messages is as close as possible to that which the sender intended

2 Relationship listening is either to help an individual or improve the relationship between people

3 Appreciative listening includes listening to music for enjoyment, to speakers because you like their style, to your choice in theater, television, radio, or film It is the response of the listener, not the source of the message, which defines appreciative listening That which provides appreciative listening for one person may provide something else for another

4 Critical listening is the ability to listen critically The subject of critical listening deserves much more attention than we can afford

5 Discriminative listening is the ability to discriminate among the different sounds

The most crucial type of listening is the informative listener, as it serves as the foundation for the other four types By being attuned to variations in the speaker’s rate, volume, force, and pitch, the informative listener can discern subtle nuances in meaning.

John A Kline emphasizes that effective listening encompasses various types, including informative, relational, appreciative, critical, and discriminative, each requiring specific skills While some skills may overlap across different listening types, others can vary significantly.

Theoretical backgrounds of VOA broadcasts

Voice of America (VOA) is the largest and oldest U.S.-funded international broadcaster, established in 1942 and headquartered in Washington, D.C It produces content in 47 languages, distributing it to affiliate stations worldwide, primarily targeting foreign audiences VOA plays a significant role in shaping public opinion abroad about the United States and its people The VOA charter, signed into law in 1976 by President Gerald Ford, ensures its operation under the oversight of the U.S Agency for Global Media (USAGM).

The Voice of America (VOA) is a dynamic international multimedia broadcaster funded by the U.S Government through the U.S Agency for Global Media, delivering news in over 40 languages Established in 1942, VOA was created to counter Nazi propaganda by providing accurate and unbiased news and information.

Special English is the Voice of America's (VOA) approach to making English accessible for learners globally, using a simplified vocabulary of around 1,500 words and shorter sentences Broadcasted on various platforms, including radio, satellite television, and the Internet, Special English programs deliver current world news and cover topics such as science, medicine, education, economics, and American history, providing insights into life in the United States.

VOA Special English offers multiple daily newscasts along with 14 weekly features covering topics such as agriculture, economics, health, and current events Additional programs delve into American society, U.S history, idiomatic expressions, science, and the arts This valuable content is readily accessible online at https://learningenglish.voanews.com/.

VOA Special English – a kind of authentic material

The service provides straightforward news and information tailored for English learners, helping them improve their American English skills VOA Special English is becoming increasingly popular among junior and intermediate learners in various countries.

People's Republic of China The programs are used by many educators around the world, including at the university level, for language and content

Both BBC and China Radio International utilize the term "Special English" for their slow-speed English broadcasts; however, they do not fully implement the comprehensive techniques established by the original Voice of America (VOA).

Recent advancements in the creation of English as a Foreign Language (EFL) materials highlight the increasing trend of incorporating authentic resources into language instruction Sean Bayville's article, which references insights from the book "Material Evaluation and Design for Language Teaching," emphasizes the effective use of news and current events in developing engaging ESL/EFL lessons.

"Creating ESL/EFL Lesson Based on News and Current Events" ITESL Journal 11(9) Sept

2005, McGrath's findings concentrate on authentic materials

Noonan and Miller (1995) emphasized the importance of providing students with authentic materials that capture their interest and awareness, as understanding the context enhances their listening comprehension Recent studies highlight the necessity for students to practice with real-life speech to effectively engage in genuine communication However, the definition of "genuine material" remains debated, leading to ongoing discussions since the 1970s regarding its identification and significance in listening classes (Underwood, 1990).

Authentic materials, encompassing "real speech," "natural conversation," and genuine expressions from everyday life, are defined by a variety of terms (Underwood, 1990) According to Littlewood (1988), these materials are designed within a specific cultural context to fulfill social purposes However, in the realm of teaching and learning foreign language listening skills, the definition of authentic listening materials can seem unclear Essentially, authentic materials refer to real-world resources—such as newspapers, radio broadcasts, and news reports—that are not specifically created for language instruction, thereby linking social relevance with language acquisition.

To refer to any type of text, either written or spoken, the word "authentic" may be used

(David, 1986) From his point of view, it could be inferred that the spoken one generated in

Reaction to the communicative needs of real life, in which the listeners were not learners but in the position of the audience

2.3.2 VOA Special English as a kind of language teaching and learning material

• Benefits of VOA Special English in teaching and learning listening skill

VOA Special English offers students authentic listening materials that enhance their speech content and communication skills By presenting previously unknown scenarios, it encourages students to uncover new insights and truths This approach not only boosts motivation but also fosters a more effective learning process When instructors utilize these resources to connect lessons with real-world contexts, students are likely to retain information more effectively, making the learning experience significantly beneficial.

• Purpose of using VOA Special English in teaching and learning listening skills

VOA Special English serves as an effective tool for enhancing students' listening and reading skills by providing authentic content, such as real talks and stories This approach allows learners to engage with relevant information, making listening exercises more meaningful and applicable to real-life situations By focusing on essential knowledge and language use, VOA Special English fosters a natural language environment that encourages active participation The program not only nurtures the imaginative aspects of learning but also emphasizes the importance of conscious and logical thinking in language acquisition, ultimately leading to successful and inspiring learning experiences.

Some argue that utilizing VOA Special English is unnecessary, as they possess sufficient textbooks filled with real-life examples and accurate information on engaging language topics, along with numerous exercises Additionally, they highlight that other more dominant languages enhance listening skills effectively.

Textbooks often focus on accuracy and authentic materials, but they may not always provide the most current information In contrast, VOA Special English serves as a valuable resource for learners, offering up-to-date authentic content Additionally, VOA Special English provides a contextual framework that supports language listening development, enhancing the overall learning experience.

In summary, this chapter has explored the theoretical foundations of listening skills, the principles behind VOA broadcasts, and the role of VOA Special English as an authentic resource Subsequent chapters will present the research methodology and findings, framed by the theories discussed.

THE STUDY

Methodology and data

The author employed a combination of qualitative and quantitative research methods, utilizing questionnaires and interview questions tailored to the study's objectives Upon collecting the data, she effectively presented the findings through tables and charts Additionally, the carefully recorded interview responses, along with the accompanying transcripts, served as crucial components for analysis, discussion, and recommendations.

Participants of the study

Teachers play a vital role in effectively teaching English, and at FFL, the predominantly young female English teachers are no exception The researcher engaged three of these educators to complete a questionnaire, and many have also attended advanced training courses offered by American and English councils Despite their busy schedules, these teachers remain active and energetic in their interactions with students.

Due to time constraints for the graduation paper, the study could not include all English major students at UTEHY Consequently, the data was collected exclusively from second-year students at the Faculty of Foreign Languages.

There are 50 English major students at FFL, UTEHY, with a gender ratio of 10% male and 90% female, reflecting a proportion of 5 boys to 45 girls These second-year students, aged between 18 and 20, hail from various regions across Vietnam, predominantly from Northern Vietnam.

Procedures of data collection

The study's data collection focused on second-year English majors at the Faculty of Foreign Languages, specifically examining the impact of VOA Special English programs on improving their listening skills To gather relevant information, 50 survey questionnaires were distributed among the students, and three additional students were interviewed to gain deeper insights.

When the data collection was accomplished, the data analysis was initiated The results of survey questionnaires revealed students used VOA Special English programs to learn listening skills.

Data analysis

The collected data were summarized to provide a comprehensive overview of the information The survey results are presented through tables and charts, and this chapter focuses on the analysis and findings derived from these results.

The questionnaire designed for three teachers consists of eight questions divided into three parts The first part includes four questions that assess teachers' attitudes towards the use of VOA Special English for enhancing listening skills The second part contains two questions focused on the challenges students face in developing these listening skills Finally, the third part presents questions aimed at identifying solutions for second-year English major students to effectively overcome these challenges while utilizing VOA Special English to boost their listening proficiency.

3.4.1.1 Teacher’s attitudes towards using VOA Special English to improve listening skills

Question 1: What do you think of the importance of learning English listening skill?

Chart 3.1 The importance of listening skills

According to the data presented in pie chart 3.1, all teachers surveyed unanimously agree on the significance of listening skills in English, with 100% recognizing them as essential Notably, none of the respondents indicated that listening skills are merely "Important," "Normal," or "Not important." This highlights the strong consensus among educators that listening abilities are of utmost importance in language learning.

Question 2: How often do you use VOA Special English to teach listening skills?

Chart 3.2 Teacher’s frequency of using VOA Special English to teach listening skills

Teachers utilize VOA Special English to enhance their students' listening skills, with 100% occasionally incorporating it into their lessons Notably, no teachers reported using it consistently or infrequently Many educators have found that employing VOA Special English has effectively supported their students' learning.

Very important Important Normal Not important

Always Usually Sometimes Rarely Never

Question 3: How interested are you in teaching listening skills with VOA Special

Chart 3.3 Interest of teachers in teaching listening skills with VOA Special

The pie chart reveals that 67% of teachers express a strong interest in using VOA Special English to enhance listening skills, while 33% view its application as standard for developing these skills Notably, none of the respondents selected the option "very interested and boring."

Question 4: Do you think VOA Special English is useful for you to teach listening skills?

Chart 3.4 Teacher’s opinion on the usefulness of VOA Special English to teach listening skills

Very interested Interested Normal Boring

Very useful Useful Not very useful Not useful at all

The pie chart illustrates that 67% of teachers find teaching listening skills using VOA Special English to be beneficial, while 33% consider it less useful Notably, none of the educators rated it as "very helpful" or average Nevertheless, it is clear that most teachers view VOA Special English as an engaging tool for enhancing students' English listening skills.

3.4.1.2 The difficulties of students in using VOA Special English to improve listening skills

Question 5: How often do your students have difficulties in using VOA Special English to improve listening skills?

Chart 3.5 Students' frequency of difficulty when teachers using VOA Special

English to improve their students' listening skills

The chart shows how often students have difficulty when teachers using VOA

Many students struggle to enhance their listening skills through VOA Special English, with 100% reporting difficulties No students indicated that they find the material easy to understand, as alternatives like "always," "sometimes," "rarely," and "never" were not chosen Statistics reveal that a majority of teachers observe that students frequently face challenges when using VOA Special English for listening practice.

Always Usually Sometimes Rarely Never

Question 6: What are the difficulties of your students when learning listening skills through VOA Special English?

Agree Neutral Disagree Strongly disagree

Lack of listening skills/strategies 33% 67% 0% 0% 0%

Lack of note taking skills 33% 67% 0% 0% 0%

The habit of listening (translate into

Vietnamese, listen to a word by word, stop to think about the unfamiliar words)

The length and speed of the materials 0% 33% 67% 0% 0%

Table 3.1 Difficulties of students when learning listening skills through

Table 3.1 highlights the challenges teachers encounter when using VOA Special English to enhance students' listening skills A significant 67% of teachers agree that students struggle with vocabulary, while 33% remain neutral In terms of background knowledge, 33% agree, with 67% neutral Regarding skills and strategies, 33% strongly agree and 67% agree that students lack these essential tools Additionally, the lack of note-taking skills significantly impacts learning, with 33% strongly agreeing and 67% agreeing Regarding listening habits, 67% of teachers agree that students often translate word-for-word and pause to consider unfamiliar terms, while 33% are neutral Lastly, 33% agree that the length and speed of materials pose difficulties, with 67% remaining neutral Overall, teachers report that students face multiple challenges when using VOA Special English to develop their listening skills.

3.4.1.3 The solutions for the second-year English major students to overcome these difficulties when using VOA Special English to improve listening skills

Question 7: What should the teachers do when using VOA Special English to teach listening skills?

Agree Neutral Disagree Strongly disagree Encourage students to broaden their vocabulary on subjects that might be discussed during the listening lessons

Provide background knowledge and linguistic knowledge to their students

Design listening tasks that arouse students’ interest and help them learn listening skills and strategies

Design types of exercises related to the listening content

Emphasize keywords and guide students to take note those keywords

Choose the material suitable for length and speed

Table 3.2 Teacher’ opinions about solutions to help students overcome these difficulties when using VOA Special English to improve listening skills

Table 3.2 reveals teachers' unanimous support for strategies to help students improve their listening skills using VOA Special English All teachers agree on the importance of encouraging students to expand their vocabulary relevant to listening topics Additionally, 100% emphasize the necessity of providing background and linguistic knowledge when using diverse listening materials While 67% of teachers support designing engaging listening tasks, 33% remain neutral Furthermore, all teachers agree on the need for exercises aligned with listening content and strongly advocate for highlighting keywords and guiding students in note-taking Lastly, 60% of teachers agree on the importance of selecting appropriate materials based on length and speed Overall, teachers propose various solutions to address the challenges students face in developing listening skills through VOA Special English.

Question 8: What should the students do when using VOA Special English to improve listening skills?

Agree Neutral Disagree Strongly disagree

Rewind slowly and try to listen to the keywords and take note the key words

Grasp the content of it and then check it with the typescript

Table 3.3 Teacher’ opinions about student’s solutions to overcome these difficulties when using VOA Special English to improve listening skills

Table 3.3 shows teachers’ opinions about student’s solutions to overcome these difficulties when using VOA Special English to improve listening skills for students

A recent survey reveals that 33% of students and 67% of teachers believe that enhancing vocabulary can effectively address the "lack of vocabulary" issue Additionally, when it comes to the importance of good background knowledge, 33% of teachers strongly agree while 67% agree, with no alternative responses Furthermore, all participants (100%) agree on the effectiveness of slowing down to listen for keywords and taking notes Regarding the statement about understanding content and verifying it with transcripts, 67% of teachers agree, with no differing opinions Lastly, in terms of daily listening practice, 67% of teachers agree while 33% feel neutral Overall, despite the challenges faced, each student adopts their unique strategies for overcoming them.

The questionnaire administered to 50 students comprises nine questions designed to gather insights on their attitudes towards using VOA Special English to enhance their listening skills The first five questions focus on students' perceptions and experiences with VOA Special English The subsequent two questions identify common challenges faced by second-year English majors in utilizing this resource effectively Finally, the last part of the questionnaire seeks to explore potential solutions to these difficulties, aiming to facilitate improved listening skills through VOA Special English.

3.4.2.1 Student’s attitudes towards using VOA Special English to improve listening skills

Question 1: What do you think about the importance of English listening skills?

Chart 3.6 The importance of listening skills

According to pie chart 3.6, a significant 82% of students recognize listening skills as very important in learning English, while 16% view them as important, and merely 2% consider them average; notably, no students deem listening skills unimportant This data highlights that the majority of students are aware of the critical role that listening skills play in their language development.

Question 2: How often do you use VOA Special English to improve listening skills?

Chart 3.7 Students’ frequency of using VOA Special English to improve listening skills

The graph illustrates that a significant number of students utilize VOA Special English to enhance their listening abilities, with 58% using it regularly, while 20% do so occasionally Additionally, 16% of students consistently rely on it for improvement, highlighting the recognized value of VOA Special English in developing listening skills Only 6% of students use it infrequently, and notably, none report never using it, indicating a growing awareness of the importance of practicing listening skills.

0% very important important normal not important

AlwaysUsuallySometimesRarelyNever

Question 3: How interested are you in learning listening skills with VOA Special English?

Chart 3.8 Interest of students in learning listening skills with VOA Special

A significant 58% of students express a strong interest in enhancing their listening skills through VOA Special English Additionally, 22% find the use of VOA Special English for this purpose engaging, while 20% have a neutral opinion Notably, none of the respondents described the experience as "boring."

Question 4: Do you think VOA Special English is useful for you to improve listening skills?

Chart 3.9 Students opinion on usefulness of VOA Special English to learn listening skills

A recent survey reveals that 58% of students find practicing listening skills with VOA Special English beneficial, while 40% consider it highly useful Notably, no students reported that learning through VOA Special English is unhelpful.

Very interested Interested Normal Boring

Discussion

The researcher presents the findings of the study, focusing on the three research questions outlined in Chapter 1 The results, derived from a comprehensive data analysis, are summarized below.

3.5.1 What are the attitudes of teachers and the second-year English major students at UTEHY towards using VOA Special English to improve listening skills?

Data analysis reveals that both teachers and students at UTEHY are highly interested in teaching and learning listening skills, recognizing the challenges of mastering English listening The majority of FFL teachers and students acknowledge the importance and necessity of these skills Many students utilize VOA Special English as a resource to enhance their listening abilities Despite differing opinions, both groups agree on the usefulness of VOA Special English for improving listening skills and express a shared interest in its application.

3.5.2 What are the difficulties of the second-year English major students when using VOA Special English to improve listening skills?

Many educators observe that students struggle with listening comprehension, particularly when using VOA Special English Key challenges identified include limited vocabulary, insufficient background knowledge, and inadequate listening strategies A lack of vocabulary hinders students’ ability to understand listening passages, while insufficient background knowledge can lead to disengagement and boredom Additionally, the absence of effective listening strategies may result in time-consuming yet unproductive study sessions, ultimately leading to frustration and a lack of motivation This article highlights the attitudes of students and teachers towards these challenges and aims to provide valuable recommendations for improving listening skills among students at FFL, UTEHY, based on collected data.

3.5.3 What are the solutions to overcome these difficulties when using VOA Special English to improve listening skills of the second-year English major students at UTEHY?

Based on survey and interview data regarding challenges faced by learners, the author offers valuable suggestions for both teachers and students on effectively utilizing VOA Special English to enhance listening skills.

To enhance students' listening skills, it is essential to encourage them to expand their vocabulary on relevant topics Before introducing a VOA news segment, teachers should prompt students to explore the subject matter to better prepare them for the vocabulary they will encounter For instance, if the news pertains to politics, educators should guide students to familiarize themselves with political terminology, ensuring they are not caught off guard by unfamiliar words.

Teachers should equip students with essential background and linguistic knowledge before engaging with listening materials For instance, when introducing a VOA Special English segment on culture, it’s beneficial for teachers to clarify the names of nations, customs, traditions, and individuals referenced in the news This preparation is particularly crucial for second language learners, as it enhances their understanding and comprehension of the content.

If some of the videos are about healthy, the lecturer might ask students to search for information and then discuss what they find with the rest of the class

To enhance listening skills, teachers can create various exercises based on VOA news, including fill-in-the-blank activities, multiple-choice questions, and sentence matching Engaging in these exercises helps students better retain information about the topic while also learning new vocabulary and grammar Merely listening is often insufficient for comprehension; therefore, incorporating practice exercises is essential for effective learning.

Enhancing your vocabulary independently is essential for effective self-study at home By focusing on relevant topics from listening lessons, students can significantly boost their vocabulary and pronunciation skills This not only aids in better comprehension during listening exercises but also enriches their overall language proficiency, enabling them to utilize all four language skills—listening, speaking, reading, and writing—more effectively.

Having a solid foundation of background knowledge significantly enhances students' ability to comprehend listening passages and accurately identify key terms For instance, when a news segment covers a geographical subject, students with relevant background information are better equipped to recognize and understand references to locations, cultural aspects, and other related details.

To enhance comprehension, students should rewind the audio and slow down the playback speed to effectively listen for and identify key terms This approach allows them to accurately capture important details without missing any crucial information.

Daily listening practice is essential for enhancing not only your listening skills but also your overall language proficiency By consistently engaging with audio content, you develop a beneficial habit that significantly improves both your listening and pronunciation abilities.

CONCLUSION

Summary of the study

The research findings provide strong evidence that the initial research questions have been effectively addressed, confirming that the thesis has successfully achieved its stated objectives outlined in the introduction.

This research is structured into four distinct parts, each focusing on specific objectives The first chapter outlines the study's rationale, aims, scope, methods, and design The second chapter reviews relevant theories, specifically addressing the theoretical foundations of listening skills and the context of VOA broadcasts, including VOA Special English as an authentic resource The third chapter provides an overview of the current state of English listening skills education, detailing the research methodology, key findings, and a discussion on the challenges students face, along with proposed solutions for enhancing their listening skills through VOA Special English at UTEHY.

After analyzing the data collected from both the survey questionnaire and interviews, the author uncovers key findings that provide insight into the research questions.

A study conducted at UTEHY aimed to assist second-year English majors in overcoming challenges in listening comprehension and enhancing their listening skills through VOA Special English The findings indicate that students who utilize VOA Special English experience significant improvements in their listening abilities and view it as an effective learning tool Common difficulties identified include limited vocabulary, insufficient background knowledge, and inadequate listening strategies To address these issues, the researcher suggests several solutions for both teachers and students, such as encouraging vocabulary expansion related to listening topics, providing essential background and linguistic knowledge, and designing targeted exercises to strengthen listening skills.

Students are improving their vocabulary by themselves, preparing good background knowledge, rewind slowly and try to the keywords, taking note of the keywords, and practice listening every day

A study has been conducted to assist second-year English majors at UTEHY in overcoming challenges related to listening comprehension while enhancing their listening skills through the use of VOA Special English.

Limitations of the study

Due to the author's limited time and knowledge, certain limitations are present in this study The findings are based solely on UTEHY second-year English students, indicating a need for further research across diverse subjects While using VOA Special English has shown effectiveness in enhancing listening skills, the results may be subjective and incomplete Additional strategies and exercises should be developed to support UTEHY second-year English majors and other English students in improving their listening abilities Furthermore, the data collection methods could be enhanced; incorporating additional techniques alongside surveys and interviews would strengthen the conclusions drawn In summary, despite these limitations, the author aims for this thesis to contribute positively to the listening skill development of UTEHY's second-year English majors.

Suggestions for further study

Despite its limitations, this research highlights the need for further exploration of VOA Special English in relation to all four language skills The author primarily focused on listening skills due to time constraints, indicating a gap in understanding how VOA Special English can enhance other skills Future studies should investigate unique and effective methods for utilizing VOA Special English to benefit all English major students in improving their listening abilities.

The research has been conducted through the author's dedicated efforts, and while errors may exist, constructive feedback and criticism are welcomed to enhance future studies.

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6 Hidayat, A (2013) The use of songs in teaching students’ listening ability

8 ITESL Journal (2005), Sept 2005, Sean Bayville, P.9

9 Kline, J A (1996) Listening effectively Alabama: Air University Press

10 Kreutanu, K (1998) The relationship between content prior knowledge and English listening ability of tourism students at the diploma level in Rajamangala Institute of Technology

11 Littlewood (1988) Foreign Language Teaching, Cambridge, CUP, P98

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14 Roost (2002), Teaching and Researching Listening, London, UK, Longman, p

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16 Underwood (1990), Teaching Listening, Hongkong, Longman, P.4

17 VOA Public Relations, "Mission and Values" InsideVOA.com Voice of America

18 VOA Special English (2009), Word book, www.VOASpecialEnglish.com., SW Washington DC, p.7)

19 VOA Public Relations, "VOA Charter" InsideVOA.com Voice of America

20 Wolvin, A., & Coakley, C (1991) A survey of the status of listening training in some Fortune 500 corporations Communication Education

Hello! I am Nguyen Thi Phuong Thao from class TAK15.1 at Hung Yen University of Technology and Education This survey is part of my study titled “A Study on Using VOA Special English to Improve Listening Skills for Second-Year English Major Students.” Your participation in this survey is greatly appreciated Please respond by circling the first letter of each option and marking the checklist items, or share your thoughts in the provided spaces Rest assured, all information will be used solely for academic purposes, and your identity will remain confidential Your responses will significantly aid my research.

Thank you for your cooperation!

Please tick ( ) for each response that you choose

How long are you learning English?

PART 1: Student’s attitudes towards using VOA Special English to improve listening skills

1 What do you think of the importance of learning English listening skills?

Very important Important Normal Not important

2 How often do you use VOA Special English to improve listening skills?

Always Usually Sometimes Rarely Never

3 How interested are you in learning listening skills with VOA Special English?

Very interested Interested Normal Boring

4 Do you think VOA special English is useful for you to improve listening skills?

Very useful Useful Not very useful Not useful at all

PART B: The difficulties of the second-year English major students when using VOA Special English to improve listening skills

5 How often do you have difficulties in using VOA Special English to improve listening skills?

Always Usually Sometimes Rarely Never

6 What are your difficulties when learning listening skills through VOA Special English? (Please select × in the cell of your choice)

Agree Neutral Disagree Strongly disagree Lack of vocabulary

Lack of listening skills/ strategies

Lack of take note key words skills

The habit of listening (translate into

Vietnamese, listen to a word by word, stop to think about the unfamiliar words)

The length and speed of the materials

Others (please write specify here)

PART C: The solutions to overcome these difficulties when using VOA Special English to improve listening skills

7 What do you do when using VOA Special English to improve listening skills? (Please select × in the cell of your choice)

Agree Neutral Disagree Strongly disagree Improving your vocabulary by yourself

Rewind slowly and try to listen to the keywords and taking note the key words

Grasping the content of it and then check it with the typescript

8 What should the teachers do when using VOA Special English to improve listening skills for students? (Please select × in the cell of your choice)

Agree Neutral Disagree Strongly disagree Encourage students to broaden their vocabulary on subjects that might be discussed during the listening lessons

Provide background knowledge and linguistic knowledge to their students

Design listening tasks that arouse students’ interest and help them learn listening skills and strategies

Design types of exercises related to the listening content

Emphasize keywords and guide students to take note those keywords

Choose the material suitable for length and speed

Thank you for your kind cooperation!

APPENDIX 2 QUESTION FOR INTERVIEW FOR STUDENTS

1 What do you think about using VOA Special English to improve listening skills?

2 How often do you learn listening skills by VOA Special English?

3 What are your difficulties in learning listening skills by VOA Special English?

4 What are suggestions when using VOA Special English to improve listening skills?

My name is Nguyen Thi Phuong Thao, a student from class TAK15.1 at the Faculty of Foreign Languages, Hung Yen University of Technology and Education I am conducting a study titled “Using VOA Special English to Improve Listening Skills for Second-Year English Majors.” Your participation in this survey is invaluable and appreciated Please respond by circling the first letter of each option, ticking the checklist items, or providing your thoughts in the spaces provided Rest assured, all information will be used solely for educational purposes, and your identity will remain confidential Your responses will greatly assist me in my research.

Thank you for your cooperation!

PART A: Teacher’s attitudes towards using VOA Special English to improve listening skills

1 What do you think of the importance of learning English listening skill?

Very important Important Normal Not important

2 How often do you use VOA Special English to teach listening skills?

Always Usually Sometimes Rarely Never

3 How interested are you in teaching listening skills with VOA Special English?

Very interested Interested Normal Boring

4 Do you think VOA special English is useful for you to teach listening skills?

Very useful Useful Not very useful Not useful at all

PART B: The difficulties of your students in using VOA Special English to improve listening skills

5 How often do your students have difficulties in using VOA Special English to improve listening skills?

Always Usually Sometimes Rarely Never

6 What are the difficulties of your students when learning listening skills through VOA Special English? (Please select × in the cell of your choice)

Agree Neutral Disagree Strongly disagree Lack of vocabulary

Lack of listening skills/strategies

Lack of note taking skills

The habit of listening (translate into

Vietnamese, listen to a word by word, stop to think about the unfamiliar words)

The length and speed of the materials

PART C: The solutions for the second-year English major students to overcome these difficulties when using VOA Special English to improve listening skills

7 What should the teacher do when using VOA Special English to improve listening skills? (Please select × in the cell of your choice)

Agree Neutral Disagree Strongly disagree Encourage students to broaden their vocabulary on subjects that might be discussed during the listening lessons

Provide background knowledge and linguistic knowledge to their students

Design listening tasks that arouse students’ interest and help them learn listening skills and strategies

Design types of exercises related to the listening content

Emphasize keywords and guide students to take note those keywords

Choose the material suitable for length and speed

8 What should the students do when using VOA Special English to improve listening skill? (Please select × in the cell of your choice)

Agree Neutral Disagree Strongly disagree Improve their vocabulary