Trang 1 --- GRADUATION PAPER FIELD: ENGLISH LINGUISTICS A STUDY ON TECHNIQUES TO IMPROVE LISTENING SKILL BY WATCHING ENGLISH TALK SHOWS FOR THE SECOND-YEAR ENGLISH MAJOR STUDENTS AT HUNG
INTRODUCTION
Rationale of the study
In today's globalized world, the importance of English is undeniable, especially in developing countries like Vietnam, where it is taught from an early age Young people recognize that proficiency in English is essential for securing high-quality jobs, engaging with the global community, and accessing international opportunities With the rapid advancement of information technology, a common language is crucial for global communication, and English serves this purpose effectively Consequently, there has been a significant surge in the demand for English education worldwide, particularly in Vietnam, where the desire to learn English intensifies alongside the country's growing international relations English, combined with knowledge from other fields, acts as a gateway to the vibrant global landscape, as it is utilized across various sectors, from bustling cities to rural areas, and in contexts ranging from international conferences to casual conversations with tourists People in Vietnam learn and use English for diverse reasons, reflecting its integral role in modern life.
At UTEHY, the training of English majors emphasizes the effective use of the language, with a particular focus on developing listening skills Among the four essential language skills—listening, speaking, reading, and writing—listening is often regarded as the most challenging due to its complex nature in a second language Students in the Department of Foreign Languages recognize the critical importance of listening skills, especially second-year English majors who may struggle with language proficiency, self-confidence, and competence To foster active listening abilities, educators at UTEHY are dedicated to equipping students with the necessary tools and strategies.
Languages always pay attention to teaching methods as well as the techniques to help students develop their listening ability
As a fourth-year English student at UTEHY, I aim to explore effective techniques to enhance listening skills for second-year English majors My thesis is titled "A Study on Techniques to Improve Listening Skills by Watching English Talk Shows for Second-Year English Major Students at Hung Yen University of Technology and Education." This research seeks to identify methods that can significantly boost students' listening comprehension through engaging media.
Aims of the study
The vital purpose of the study: Suggest some techniques to improve listening skill by watching English talk shows for the second-year English major students at UTEHY Objectives:
1 To investigate the attitudes of the second-year English major students towards watching English talk shows to improve listening skill
2 To assess the challenges that the second-year English major students at UTEHY face when using English talk shows to improve listening skill
3 To suggest techniques to help to improve the students’ ability to listen.
Research questions
The research attempts to answer three following questions:
1 What are the attitudes of the second-year English major students of FFL at UTEHY learning listening skill when watching English talk shows?
2 What are the difficulties that the second-year English major students at UTEHY face when using English talk shows to improve listening skill?
3 What techniques should be used to improve students’ listening skill by watching English talk shows?
Scope of the study
This study focuses on enhancing the listening skills of second-year English major students at FFL, UTEHY Due to limitations in time and available resources, the research does not fully address all aspects of the listening skill challenges faced by these students.
It just looks at improving listening skill by watching English talk shows
The study focused specifically on second-year English students majoring in FFL at UTEHY's My Hao and Khoai Chau campuses, and was unable to encompass all UTEHY students.
Method of the study
The author employed both quantitative and qualitative methods to collect data through student questionnaires and interviews The study involved a survey with 10 questions, targeting 64 second-year English majors at FFL, UTEHY, across two campuses—My Hao and Khoai Chau—to assess their attitudes toward enhancing listening skills through English talk shows Ultimately, 40 students participated in the survey, while the researcher conducted interviews to explore effective techniques for improving listening skills via this medium.
A questionnaire consisting of 10 questions was distributed to 64 students, but data was collected from 40 students who watched talk shows to enhance their English listening skills at UTEHY The aim was to identify new techniques for research in this area.
• Part A: Students’ attitudes towards watching English Talk Shows to learn listening skill (4 questions)
• Part B: The difficulties of the second-year English major students when using English Talk Shows to improve listening skill (4 questions)
• Part C: The techniques to overcome these difficulties when using English talk shows to improve listening skill (2 questions)
An interview was conducted with five students from two campuses of TAK17 at the Faculty of Foreign Languages, Hung Yen University of Technology and Education, specifically My Hao and Khoai Chau campuses The interview included five open-ended questions tailored to meet the objectives of the study.
1 What do you think about using English talk shows to learn listening skill?
2 Do you think English talk shows help improve listening skill?
3 How often do you watch English talk shows?
4 What are your difficulties in learning listening skill by watching English talk shows?
5 In your opinion, what techniques you often use to apply English talk shows to learn listening skill?
Following the interview, the researcher analyzed the results to derive insights from the data The analysis of the interview data will be integrated with the findings from the questionnaire, presented in each section.
Design of the study
The study consists of 4 main chapters:
• Theoretical background of the study
• The participants of the study
• Limitation of the study and suggestions for further study
LITERATURE REVIEW
Overview of listening skill
Listening is an active process that involves receiving and responding to both spoken and unspoken messages, as highlighted by Richard Nordquist (2019), a Ph.D in Rhetoric and English from the University of Georgia This crucial skill is a key focus in the study of language arts and conversation analysis.
Listening is a crucial receptive skill that involves identifying and understanding spoken communication According to Anderson and Lynch (1988), listeners play an active role in the listening process, moving beyond a passive reception of information, similar to the engagement required in reading.
Listening is a complex and often invisible mental process that allows us to comprehend spoken language, as noted by Howatt and Dakin (1974) This active process involves not only understanding the speaker's accent, grammar, and vocabulary but also grasping the intended meaning behind the words It plays a crucial role in language arts and conversation analysis, highlighting the importance of both verbal and non-verbal communication.
Ronal, Katharine, and Rosklley, Hephzibah (1985) emphasize that listening is an active process that utilizes skills similar to those needed for writing and reading, such as prediction, hypothesizing, checking, revising, and generalizing They also provide targeted exercises designed to help students become active listeners, enhancing their awareness of the "inner voice" that accompanies the writing process.
Listening is a crucial skill for effective communication, as highlighted by Rost (2009), who emphasizes its role in understanding our surroundings Thomlison (1984) defines listening as the ability to accurately identify and comprehend spoken language, which encompasses recognizing accents, grammar, vocabulary, and overall meaning A proficient listener can seamlessly integrate these four elements in real-time.
Listening is a crucial language skill that plays a significant role in the language acquisition process Regardless of its various definitions, it is essential to understand that listening comprehension cannot be mastered in isolation; it requires ongoing practice with progressively challenging materials to ensure continuous improvement.
2.1.2 The importance of listening skill
Listening is a crucial component of communication, accounting for 40-50% of the total interaction time, as highlighted by Gilakjani and Ahmadi (2011) In comparison, speaking constitutes 25-30%, while reading and writing take up 11-16% and about 9% respectively Effective listening enhances understanding and fosters better communication overall.
Listening is the primary means through which students absorb ideas and information, with expectations for listening ranging from 65 to 90 percent in educational settings from kindergarten to high school (Devine, 1982; Gilbert, 1989) It is the most frequently utilized language skill in the classroom (Ferris, 1998; Murphy & Candlin, 1976; Vogely, 1995), and both educators and students recognize its crucial role in academic success (Ferris & Tagg, 1996; Ferris, 1998) Research suggests that effective listening skills are more critical than reading skills for academic achievement (Wolvin & Coakley, 1991) Ultimately, listening is essential for students' learning throughout their educational journey.
Morly J (1991) highlights that our listening habits are significantly more pronounced than our other communication skills, suggesting that we listen twice as much as we speak, four times more than we read, and five times more than we write.
A study by Miriam E Wilt in 1950 revealed that individuals spend 45% of their communication time listening, a finding that continues to be referenced in later research Wilt's analysis indicated that 30% of communication time is dedicated to speaking, 16% to reading, and 9% to writing This aligns with Paul T Rankin's 1928 discovery that people allocate 70% of their waking hours to communication, with a significant portion of that time focused on listening and speaking.
Listening has become increasingly vital in foreign language learning, shifting focus from traditional skills like writing This trend is evident in the surge of commercial listening courses available today The significance of listening in second and foreign language acquisition is effectively highlighted in a recent publication by Rost, M.
• 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
Spoken language is crucial for learner interaction, as it facilitates understanding through communication with native speakers Access to these speakers is essential for effective learning Additionally, learners' struggles to comprehend spoken language serve as motivation, driving them to engage more deeply in the learning process.
• Authentic spoken language presents a challenge for the learner to attempt to understand language as it is actually used by native speakers
• Listening exercises provide teachers with a means for drawing learners ' attention to new forms (vocabulary, grammar, interaction patterns) in the language
Listening is a crucial language skill that plays a vital role in the language acquisition process (Brett, P A, 1997) Research indicates that individuals listen approximately twice as much as they speak, four times more than they read, and five times more than they write (Morley, Joan, 2001) Numerous studies emphasize the significance of listening in both communication and language learning (Anderson and Lynch, 1988; Dunkel, 1991) Additionally, Michael Lewis (1993) notes that nearly all natural language output is spoken rather than written, underscoring the importance of listening in effective communication.
Listening serves various purposes in and out of the classroom, influencing our listening styles According to Brown and Yule (1983), there is a key distinction between interactional and transactional communication McCarthy (1991) defines transactional talk as communication aimed at accomplishing tasks, while interactional communication focuses on fostering social connections Anderson and Lynch (1988) further elaborate that transactional listening prioritizes the successful transfer of information, whereas interactional listening is geared towards social engagement and maintaining friendly relationships between speakers.
In short, listening is essential not only as receptive skill but also to the development of spoken language prophecy
According to Underwood M (1989), there are seven problems in listening skill that students may encounter:
(1) Lack of control over the speed at which speakers speak
(2) Not being able to get things repeated
(4) Failure to recognize the signals
Students' listening skills can be significantly impacted by their diverse cultural and educational backgrounds For instance, those from a storytelling and oral communication tradition often excel in listening compared to peers from reading-focused cultures Additionally, familiarity with the stress and intonation patterns of English plays a crucial role; students whose native languages feature different rhythms and tones, such as Vietnamese, may encounter substantial challenges in developing effective listening skills.
Another point of view has been expanded by By Willis, J (1981) who lists a series of skills for listening dealing with problems, which she calls “enabling skills” To quote a few are:
• Predict what people are going to talk about
• Guessing at unknown words or phrases without panicking
• Using one's own knowledge of the subject to help one understand
Overview of English Talk Shows
An English talk show, as defined by the Cambridge Dictionary (2021), is a radio or television program featuring celebrity guests who discuss their lives or engage with members of the public on specific topics, all conducted in English.
An English talk show, as defined by the Oxford Dictionary (2021), is a television or radio program featuring interviews with celebrities who engage in informal discussions about their work and share their opinions on a variety of subjects.
“Talk show, radio or television program in which a well-known personality interviews celebrities and other guests” by Britannica
A talk show features a host who interviews various celebrity guests in each episode, discussing their upcoming projects, engaging in games, and presenting short comedy segments Viewers are drawn to talk shows either for the host's charisma or their favorite celebrity guests Due to the diverse range of guests and activities, talk shows are often categorized as "variety shows."
An English talk show is a program that talks about a certain topic in English whether the program is native or not, as long as it is used entirely in English
Many English language learners feel they require assistance in understanding academic monologues such as talk shows, business presentations, or speeches, often expressing similar challenges If you find it difficult to watch films without subtitles or comprehend conversations with native speakers, talk shows can be the ideal resource These programs offer authentic, unscripted, and spontaneous conversational English, making them a valuable tool for improving your listening skills.
To effectively engage in conversations with native or fluent English speakers and comprehend dialogue in TV series and films, it is essential to familiarize yourself with this type of English.
Talk shows are engaging television or radio programs where celebrities share insights and discuss their work and perspectives on a variety of subjects in a casual setting.
2.2.2.1 English talk Shows produce in foreign countries (Native speaker)
Since its debut in 1982, this long-running show has featured four hosts, with the current host being Seth Meyers, a former writer for Saturday Night Live With thousands of episodes aired, the show has welcomed a diverse array of guests, primarily musicians and actors, alongside politicians Additionally, a house band performs the theme song and accompanies musical guests throughout the episodes.
There are so many great jokes on the show, and sometimes Seth Meyers will list his favorite jokes of the week!
"The Tonight Show," hosted by Jimmy Fallon, has been airing since 1954 and has featured six official hosts Fallon, previously the host of "Late Night," is accompanied by the house band, The Roots, who perform alongside him.
This popular show is renowned for its engaging games, frequently shared across social media platforms A highlight for me is the segment where thank you notes are read, as well as the entertaining lip sync battles featuring guests like Emma Stone.
Alan Carr hosts a lively show where he interviews celebrities and discusses current events from both global news and pop culture His rapid-fire conversation style makes it an excellent way to improve your ability to keep up with fast talkers in everyday life.
Since its debut in 2009, this award-winning entertainment program has captivated audiences Fans of "Game of Thrones" will enjoy the episode featuring Maisie Williams, where she shares exclusive behind-the-scenes stories from the hit series.
TED Conferences LLC is an American media organization known for its slogan "ideas worth spreading," which offers free online talks Founded in February 1984 by Richard Saul Wurman and Harry Marks, TED began as a conference focused on technology and design, reflecting its Silicon Valley roots, and has been held annually since 1990 Over time, TED has expanded its scope to include a wide range of topics, such as science, culture, politics, and humanitarian issues Since July 1, 2019, it has been curated by Chris Anderson through the non-profit TED Foundation TED Talks feature influential speakers discussing education, business, science, technology, and creativity, with subtitles available in over 100 languages.
2.2.2.2 English talk Shows produce in Viet Nam (Vietnamese speak English)
"Follow Us" is a 15-minute program designed to enhance your listening skills and expand your vocabulary while exploring Vietnamese culture with an American teacher and a Vietnamese companion The engaging and humorous situations encountered during the journey help you become accustomed to the natural intonation of native speakers, while also introducing slang and common English idioms The lessons are relatable and reflect the daily lives of young people, making the learning experience enjoyable and memorable Rather than relying on tedious memorization, English phrases and structures are taught through hypothetical scenarios, allowing you to identify and correct your mistakes effectively.
Since its debut as 8 IELTS in late 2015, IELTS Face-off (IFO) has captured the hearts of TV viewers, becoming an essential program for the English learning community nationwide.
Aired on VTV7, this talk show has become a significant source of inspiration and motivation for IELTS test takers, receiving positive feedback from audiences Filmed across various locations in Vietnam, it offers opportunities for learning and exchange with guests who have achieved an IELTS score of 8.0 or higher Beyond entertainment, the program actively updates lessons and exam experiences through social media platforms like Facebook, Zalo, Instagram, and YouTube, making IELTS Face-Off accessible even in areas with limited 2G or GPRS network connectivity.
Applying English Talk Shows in learning English
2.3.1 Difficulties when listening English Talk Shows
The study investigates the challenges faced by students in listening comprehension, utilizing a descriptive method to identify solutions Conducted at the State Islamic University of Alauddin Makassar, the research involved 37 second-semester students from the English Education Department during the 2016/2017 academic year Data collection methods included questionnaires, interviews, and observational assessments during listening activities Findings revealed that listening is a significant challenge for foreign language learners, influenced by factors such as listening material, listener characteristics, and the physical environment Key difficulties identified were accents, pronunciation, speech speed, limited vocabulary, varying speaker accents, lack of concentration, and poor audio quality Understanding these challenges allows lecturers to assist students in developing effective learning strategies to enhance their listening skills Suggested solutions include adapting listening materials, expanding vocabulary, exposing students to diverse accents in practice sessions, improving pronunciation through native speaker training, enhancing topic knowledge, providing listening strategies, and maintaining student motivation These recommendations aim to support lecturers in addressing students' listening comprehension difficulties.
According to Underwood (1989), there are seven problems ith listening skill that students may encounter:
(1) Lack of control over the speed at which speakers speak
(2) Not being able to get things repeated
(4) Failure to recognize the signals
Students' challenges in learning listening skills are influenced by their diverse cultural and educational backgrounds Those from cultures with strong storytelling traditions tend to excel in oral communication and listening compared to peers from reading-focused environments Additionally, familiarity with the stress and intonation patterns of English significantly aids comprehension; students whose native languages feature different rhythms and tones, such as Vietnamese, often encounter greater difficulties in mastering these listening skills (Underwood, 1989).
Another point of view has been expanded by Willis (1981, p.134) who lists a series of skills for listening dealing with problems, which she calls “enabling skills” To quote a few are:
• Predict what people are going to talk about
• Guessing at unknown words or phrases without panicking
• Using one's own knowledge of the subject to help one understand
2.3.2 Techniques applying English talk shows to learn listening skill
Many English language learners seek assistance with understanding academic monologues, such as TED talks and business presentations, yet they often face similar challenges If you find it difficult to watch films without subtitles or comprehend conversations with native speakers, talk shows can be an invaluable resource These programs feature real, unscripted, and spontaneous conversational English, which is essential for following discussions with fluent speakers and grasping dialogue in TV series and films According to Italki (2021), various techniques can enhance your listening skills in these contexts.
(1) Watch episodes with celebrities you like or want to understand
If you dislike Kim Kardashian, it's best to avoid listening to her, as there are plenty of interviews available on various talk show YouTube channels.
Selecting a celebrity from a TV show or film you enjoy can enhance your understanding of their voice and speaking style, making it easier to connect with them This familiarity reduces the time needed to adjust to new voices, allowing for a more enjoyable experience Choosing a celebrity you wish to understand for similar reasons can further deepen your engagement and comprehension.
Sticking to a single talk show allows you to become familiar with the presenter’s voice, making it easier for your ears to adjust to the accent and voice of the featured celebrity.
(2) Follow the same celebrity on different talk shows
Celebrities frequently appear on various talk shows to promote their latest books or films, allowing fans to see their favorite stars on platforms like The Ellen Show, The Late Show with Stephen Colbert, and The Late Late Show with James Corden During these interviews, viewers will notice the repetition of vocabulary and phrases as the celebrity discusses their project This phenomenon is known as "narrow listening," a technique often used in language learning, where individuals listen to different sources covering the same event, such as news reports on TV and radio.
Listening to this renowned individual in various interviews enhances your understanding, as each conversation offers unique insights While adapting to the interviewer’s style may be necessary, the core messages remain valuable and enriching.
(3) Listen to the way native speakers make sounds disappear or join them together
What makes spoken English difficult to catch is the way we join words together, blend them, or make sounds disappear For example:
What do you do when you're here? Can it sounds like "Whaddaya do when yuh here?
● ‘What’ and ‘do’ blend together
● The vowels on ‘you’, ‘do’ and ‘you’re’ are reduced to schwa sounds
Did you know that many talk show interviews feature an interactive transcript? This useful tool allows you to view the full conversation, enabling you to practice dictation and verify your accuracy Additionally, it lets you replay challenging lines effortlessly To maximize the benefits of the interactive transcript, ensure you select videos that include human-generated subtitles instead of automatic captions.
1 You can do this by filtering your search on YouTube by ‘subtitles/cc’
2 Once you’ve found a video with human-generated subtitles, click ‘more’ underneath the video and then click ‘transcript’
3 The bold text indicates the words being spoken at a particular moment in the video You can click on a line of the transcript to listen to it again.
Summary
This chapter has outlined key concepts related to English talk shows and their role in learning the language, while also defining and emphasizing the importance of listening skills The next chapter will present the research methodology and findings, informed by the theories discussed.
THE STUDY
Participants of the study
The study focused on data collection involving second-year English major students at UTEHY, specifically from the My Hao and Khoai Chau campuses, with a total of 64 participants Listening skill is a core subject that these students engage with each semester The research targeted the TAK17 cohort, as they have completed three semesters of listening skill courses, allowing for an exploration of the challenges they face and the techniques they employ Data analysis revealed significant insights into their listening skill development.
Forty second-year students, aged 19 to 20, engaged in watching English talk shows to enhance their listening skills Among them, five students participated in a brief interview Their English listening proficiency varies, ranging from elementary to pre-intermediate and intermediate levels.
Methodology
The researchers employed a mixed-methods approach, utilizing both quantitative and qualitative techniques to gather data for their study They developed a survey questionnaire consisting of 10 questions and 5 interview questions tailored to the study's objectives Due to privacy concerns and the challenges posed by the SARS-CoV-2 pandemic, data collection was conducted online, primarily through phone interviews The results will be meticulously recorded and analyzed using tables and charts to effectively present the findings.
Survey questionnaire
Questionnaire (including 10 questions) for 64 students but data collected from 40 students using watching talk shows to improve English listening skill of TAK17 at
UTEHY to find out some new techniques for research:
• Part A: Students’ attitudes towards watching English Talk Shows to learn listening skill (4 questions)
• Part B: The difficulties of the second-year English major students when using English Talk Shows to improve listening skill (4 questions)
• Part C: The techniques of using English talk shows to improve listening skill (2 questions)
Interview
Interviews are a widely utilized qualitative data collection method that allows researchers to explore participants' perceptions and attitudes This interactive approach enables researchers to gather additional information when initial responses are unclear or insufficient Consequently, interviews serve to validate questionnaire results and delve deeper into teachers' perspectives on implemented techniques In this study, interviews were conducted with five students from the My Hao and Khoai Chau campuses of TAK17 in the Faculty of Foreign Languages at Hung Yen University of Technology and Education The researcher analyzed the interview results, which will be integrated with the questionnaire data in the subsequent sections.
Data analysis
3.5.1 Data from the survey questionnaire
This study involved 64 second-year English major students at UTEHY, with 40 participants utilizing English talk shows to enhance their listening skills The group comprises 39 female and 1 male student, all aged between 19 and 20 years These students have accumulated 10 to 11 years of experience in learning English.
3.5.1.1: Students’ attitudes towards improving listening skill by watching English talk shows
Question 1: Have you ever watched English talk shows to learn listening skill?
Chart 1: The number of students watching English talk shows to learn listening skill
According to data from Pie-chart 1, 62.5% of the 64 students surveyed at My Hao and Khoai Chau campuses watch English talk shows to enhance their listening skills, while 37.5% do not engage with this method and rely on alternative approaches This indicates that a majority of students prefer using English talk shows as a primary tool for improving their listening abilities.
Students watched Students have not watched
Question 2: About improving listening skill through watching English talk shows?
Chart 2: The attraction of English talk shows to students
A survey revealed that 55% of students, or 22 individuals, found improving listening skills through English talk shows to be "interesting." Additionally, 32.5% of the respondents, totaling 13 students, rated this method as "very interesting."
A small percentage of students, 10%, viewed watching English talk shows as a "normal" method for enhancing their listening skills In contrast, the majority found this approach enjoyable and engaging for their studies Only 2.5% of students expressed that they did not find watching English talk shows to be very interesting for improving their listening abilities.
To sum up, these figures demonstrate that watching English talk shows is really interesting with most of the students and it also attracts them besides much other skill
Question 3: What is the subtitle you usually use when practising listening by English Talk Shows?
Subtitle used Number of students using subtitle Percentage
Table 1: The subtitles students frequently use when listening to English Talk
Not very interesting Normal Interesting Very Interesting
The table illustrates the usage of subtitles by students practicing their listening skills with English talk shows Notably, 77.5% of students, equivalent to 31 individuals, preferred Vietnamese subtitles In contrast, only 17.5%, or 7 students, opted for English subtitles, while a mere 2 students reported watching English talk shows without any subtitles.
The data indicates that students struggle to watch English talk shows without subtitles, often relying on Vietnamese subtitles to comprehend the content effectively.
Question 4: How much time a day do you spend on watching English talk shows?
Chart 3 The time per day students watch English talk shows at home
The chart reveals that the majority of students, 65%, dedicate 30 minutes to an hour watching English talk shows at home to enhance their listening skills In contrast, 20% of students spend over an hour on this activity, while 22% watch for less than 30 minutes Notably, none of the students reported never watching English talk shows.
Students are increasingly focusing on improving their English listening skills at home by engaging with English talk shows This practice not only enhances their learning experience in the classroom but also reflects their strong interest in mastering the language.
More than an hour 30 minutes - an hour Less than half an hour Never
3.5.1.2: The difficulties of the second-year English major students when using English Talk Shows to improve listening skill
Question 5: How often do you have difficulties in using English talk shows to improve listening skill?
Chart 4: Students’ frequency of meeting difficulties when watching English talk shows
When mentioning the frequency of students having difficulties when watching English talk shows, 19 students are usually having difficulties, makeup 47,5% Moreover,
A survey revealed that 12 students consistently face difficulties while watching English talk shows, representing 30% of the group, while 8 students, or 26%, occasionally encounter challenges Notably, none of the students reported never experiencing difficulties Despite dedicating 30 minutes to an hour for practice, many students struggle, potentially due to a lack of effective techniques.
Question 6: What kind of English talk shows do you often watch? (You can choose more than one option.)
Kind of English talk shows Number of Students choose
English talk shows in foreign countries
English talk shows in Viet
Table2: Students' preferences for the types of talk shows they prefer to watch
The collected data reveals that a significant majority of students, accounting for 67.5%, prefer watching English talk shows featuring native speakers In contrast, 20% of the students opted for English talk shows produced in Vietnam.
The data indicates that nearly all students feel confident watching English talk shows featuring native speakers, as they find these shows beneficial for enhancing their listening skills However, some students encounter difficulties with the first type of talk show and therefore prefer the second type, likely due to its greater ease of understanding and practice.
Question 7: What difficulties do you often face when improving listening skill by watching English talk shows?
2 The speed is too fast 75 %
4 Try to understand very single word 80%
5 Try to get the meaning of sentence 82,5 %
6 Lack of following over the speed at which speakers speak
7 Do not establish learning habit 62,5%
8 Others (please write specify here)
Table 3: Students’ difficulties when watching English talk shows
A study of 40 students who enhanced their English listening skills through English talk shows revealed several challenges Notably, 72.5% (31 students) reported having limited vocabulary, while 90% (36 students) struggled to keep up with the fast pace of the speakers Additionally, 75% (30 students) found it difficult to relate to the rapid speech Furthermore, 82.5% (33 students) attempted to grasp the meaning of sentences as they heard them, and 80% (32 students) focused on understanding each word However, 62.5% of the students acknowledged that they lack effective learning habits and often struggle with concentration while using English talk shows for listening practice.
Watching English talk shows significantly enhances students' listening skills, although it also presents various challenges The primary obstacles stem from the students' own subjective difficulties, which can be effectively addressed through consistent practice.
Question 8: Do you know how to apply watching English Talk Shows to improve listening skill?
Chart 5: self-assessment of students about their study methods
According to the pie chart, a significant 82.5% of students reported that they were unsure about how to enhance their listening skills through watching.
Only 17.5% of students confirmed their comfort with English talk shows, indicating significant challenges in understanding the content This suggests that unclear instructions and ambiguity in learning methods may hinder their progress To address these issues, effective techniques will be provided to help students enhance their listening skills through the use of English talk shows.
3.5.1.3: The techniques of using English talk shows to improve listening skill Question 9: What techniques do you often use to improve your listening skill by watching English talk shows?
Agree Neutral Disagree Strongly disagree
1 Watch episodes with celebrities you like to motivate yourself focus on English talk shows
2 Control the speed of speech with the rewind button
4 Try to listen to the keywords and taking note the keywords
5 Grasping the content of it and then check it with the typescript
6 Listen to the way native speakers make sounds disappear or join them together
Talk Shows everyday with a clear plan
8 Others (please write specify here)
Table 4: Techniques used when watching English talk shows
Findings
In finding out, we are going to discuss the findings of the study in order to answer three research questions proposed in the introduction
3.6.1: The positive attitudes towards English talk shows to improve listening skill
Students generally exhibit a positive attitude towards using English talk shows to enhance their listening skills Many students reported that they frequently improve their English listening abilities through these shows However, the data also suggests that students encounter various challenges when utilizing this method, which will be explored in the following section.
3.6.2: The challenges that the second-year English major students at UTEHY face when using English talk shows to improve listening skill
Many second-year English major students at UTEHY find listening skills both challenging and engaging However, they struggle with daily practice due to factors such as rapid speech, unfamiliar vocabulary, limited practice opportunities, and restricted vocabulary These challenges significantly hinder their English listening skill development Additionally, subjective factors play a crucial role in complicating the learning process for these students.
Students often focused on understanding every word, which caused them to miss the overall message of the speaker They struggled with recognizing English sounds and adapting to various accents Additionally, they frequently attempted to grasp the meaning of sentences but found it challenging to retain all the information and anticipate the speaker's next points Their limited vocabulary required them to listen multiple times for comprehension The study indicated that most students faced difficulties keeping up with the speed of spoken English.
3.6.3: The useful techniques for the second-year English major students at
To address the challenges identified in the study, several effective techniques were proposed To enhance concentration, students can watch episodes featuring their celebrity idols, which can increase engagement For the issue of rapid speech, utilizing the rewind button to control playback speed is recommended To expand vocabulary, regular practice and self-study are essential for students to enhance their language skills Additionally, to improve comprehension of fast-speaking native speakers, students should focus on how sounds blend together and develop a habit of listening for keywords while watching English talk shows, subsequently verifying their understanding with English subtitles.
In conclusion, the proposed techniques effectively address existing challenges, and the author believes these methods will help students enhance their listening skills through the viewing of English talk shows.
Recommendations
A consultation with second-year English major students at UTEHY revealed that many encounter various challenges when using English talk shows to enhance their listening skills In response to these difficulties, the author proposes several effective techniques to help students improve their listening abilities through engagement with English talk shows.
1 Watch episodes with celebrities you like to motivate yourself to focus on English talk shows
2 Control the speed of speech with the rewind button
4 Try to listen and take note of the keywords
5 Grasping the content of it and then checking it with the typescript
6 Listen to the way native speakers make sounds disappear or join them together
7 Watching English Talk Shows everyday with a clear plan.
CONCLUSION
Summary of the study
This study highlights the significance and challenges faced by second-year English major students at UTEHY in developing their listening skills through English talk shows Additionally, the researcher proposes effective techniques to enhance their listening abilities while engaging with this medium.
This study is structured into four distinct chapters, each serving a specific purpose The first chapter introduces the rationale, aims, research questions, scope, and methods of the study The second chapter provides a literature review, covering the theoretical background, definitions, types, processes, significance, challenges, and strategies related to the topic The third chapter details the methodology, data analysis, discussion, and strategies derived from questionnaires and interviews, addressing the three research questions Finally, the last chapter summarizes the findings, discusses limitations, and offers suggestions for future research.
Upon analyzing the data gathered from both the survey questionnaire and interviews, key findings emerged that illuminate the research questions addressed in the study.
A recent study at UTEHY aimed to assist second-year English majors in enhancing their listening skills through the regular viewing of English talk shows The findings indicate that students frequently watch these shows and perceive them as an effective method for improving their listening abilities This practice not only familiarizes students with various accents and intonations but also exposes them to the natural speed of speech and expands their vocabulary.
While watching English talk shows, the difficulties that students often face can be listed, such as limited vocabulary and background knowledge, different accents, fast speech rate, etc
To enhance students' listening skills, the researcher suggests effective strategies such as watching English talk shows, taking notes during viewing, brainstorming relevant vocabulary, and focusing on topics that interest the students.
4.2 Limitations of the study and suggestions for further study
In the process of conducting the study, although the researcher has made a great effort, there are still some limitations
The research is limited to second-year English major students, which means their perspectives on enhancing listening skills through English talk shows may not represent the broader student population Data collection relied on questionnaires and observations; however, the responses gathered were often limited and inaccurate, as some students provided answers based on misconceptions or actions they do not actually engage in Consequently, these limitations hinder the generalizability of the data analysis results.
This study does not encompass all the applications of English talk shows across the four language skills The researcher encourages future research to explore additional elements, such as authentic video materials, to uncover effective and engaging methods for enhancing listening skills among English major students.
In summary, the author expresses optimism that this study will enhance English listening skills among second-year English major students at UTEHY, despite certain limitations.
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APPENDIX 1: SURVEY QUESTIONNAIRE FOR STUDENTS
My name is Le Thi Linh, a student from class TAK15.1 at the Faculty of Foreign Language, Hung Yen University of Technology and Education I am conducting a survey for my study titled “Techniques to Improve Listening Skills by Watching English Talk Shows for Second-Year English Major Students.” Your participation in this survey is greatly appreciated Please respond by selecting the appropriate checklist items or providing your thoughts in the designated areas Rest assured, all information collected will be used solely for educational purposes, and your identity will remain confidential throughout the research process Your responses will significantly contribute to my study.
Thank you for your cooperation!
Please tick ( ) for each response that you choose
3 How long have you been learning English? ………
PART A: Students’ attitudes towards improving listening skill by watching English talk shows
1 Have you ever watched English talk shows to improve listening skill?
2 What do you think about improving listening skill through watching English talk shows?
3 What is the subtitle you usually use when practising listening by English Talk Shows?
❑ English Subtitle ❑ Vietnamese Subtitle ❑ No Using Subtitle
4 How much time a day do you spend on watching English talk shows at home?
❑ More than an hour ❑ 30 minutes - an hour
❑ Less than half an hour ❑Never
PART B: The difficulties of the second-year English major students when using English Talk Shows to improve listening skill
1 How often do you have difficulties in using English talk shows to improve listening skill?
❑ Always ❑ Usually ❑ Sometimes ❑ Rarely ❑Never
2.What kind of English talk shows do you often watch? (You can choose more than one option.)
❑ English talk shows produce in foreign countries
❑ English talk shows produce in Viet Nam
3 What difficulties do you often face when improving listening skill by watching English talk shows?
2 The speed is too fast
4 Try to understand every single word
5 Try to get the meaning of sentence
6 Lack of following over the speed at which speakers speak
7 Do not establish learning habit
8 Others (please write specify here)
4 Do you know how to apply watching English Talk Shows to improve listening skill?
PART C: The techniques of using English talk shows to improve listening skill
1 What techniques do you often use to improve your listening skill by watching English talk shows? (Please select × in the cell of your choice)
Agree Neutral Disagree Strongly disagree
1 Watch episodes with celebrities you like to motivate yourself
2 Control the speed of speech with the rewind button
4 Try to listen and take note the keywords
5 Grasping the content of it and then check it with the typescript
6 Listen to the way native speakers make sounds disappear or join them together
Talk Shows everyday with a clear plan
8 Others (please write specify here)
2 While you watch English talk shows, what do you do to improve listening skill?
Thank you for your cooperation!
Activities Always Usually Sometimes Rarely Never
1 Try to get key words of the speaker
3 Try to grasp the overall meaning
4 Practice every day more than half hour
5 Pay attention to pronunciation, stress and intonation
6 Others (please write specify here)