--- Page 1 --- MINISTRY OF EDUCATION AND TRAINING VAN HIEN UNIVERSITY -------------- FACULTY OF FOREIGN LANGUAGES FINAL TEST SUBJECT: APPLIED LINGUISTICS ------***----- ENHANCING CONCENTRATION IN LISTENING COURSES FOR FIRST-YEAR EFL STUDENTS AT VAN HIEN UNIVERSITY --- Page 2 --- Class: 233ENG49103 & 233ENG49104 Group 7: DƯƠNG YẾN ANH 221A140626 LÊ TRẦN BẢO HÂN 221A140217 TRẦN THỊ KIM NGỌC 221A140042 LÊ HẠNH THỦY TIÊN 221A140318 PHÙNG NGỌC UYÊN 221A140628 Lecturer: PhD(c). MA. Nguyễn Trường Giang HCMC, July 2024 MINISTRY OF EDUCATION AND TRAINING VAN HIEN UNIVERSITY -------------- FACULTY OF FOREIGN LANGUAGES --- Page 3 --- FINAL TEST SUBJECT: APPLIED LINGUISTICS ------***----- ENHANCING CONCENTRATION IN LISTENING COURSES FOR FIRST-YEAR EFL STUDENTS AT VAN HIEN UNIVERSITY Class: 233ENG49103 & 233ENG49104 Group 7: DƯƠNG YẾN ANH 221A140626 LÊ TRẦN BẢO HÂN 221A140217 TRẦN THỊ KIM NGỌC 221A140042 LÊ HẠNH THỦY TIÊN 221A140318 PHÙNG NGỌC UYÊN 221A140628 --- Page 4 --- Lecturer: PhD(c). MA. Nguyễn Trường Giang ĐIỂM KẾT THÚC HỌC PHẦN (Học kỳ 3 – Năm học 2023-2024) Môn học: NGÔN NGỮ HỌC ỨNG DỤNG (Applied linguistics) Mã học phần: 233ENG49103 & 233ENG49104 Họ tên & MSSV: DƯƠNG YẾN ANH 221A140626 LÊ TRẦN BẢO HÂN 221A140217 TRẦN THỊ KIM NGỌC 221A140042 LÊ HẠNH THỦY TIÊN 221A140318 PHÙNG NGỌC UYÊN 221A140628 ACKNOWLEDGMENT --- Page 5 --- We would like to express our sincere gratitude to my advisor for Applied Linguistics at Van Hien University for guiding and supporting me throughout this research project. We especially thank Mr. Truong Giang for his valuable feedback and encouragement. We also appreciate the contributions of the students who participated in the survey and interviews, without whom this research would not be possible. Furthermore, we would like to thank the authors of the various studies and research papers that we have cited in this essay, whose has paved the way for a deeper understanding of the complexities of teaching English as a foreign language (EFL) listening comprehension. Outstanding works by various authors not only highlight the importance of concentration in listening courses but also inform methods. Our pedagogy is aimed at fostering active listening skills. We acknowledge the challenges that EFL learners face in developing the ability to focus, including linguistic, cognitive, and emotional barriers. This study seeks to contribute to the ongoing discussion on how to teach listening effectively by investigating the difficulties that first-year EFL students at Van Hien University encounter in improving their ability to concentrate in tasks. course listens and explores evidence-based strategies to improve their focus and engagement. Finally, we would like to thank our family and friends who have always supported and encouraged us throughout this educational journey. This research was carried out as part of our study requirements at Van Hien University and we are grateful for the opportunity to explore this topic and contribute to the existing body of knowledge. ABBREVIATIONS E.F.L: English as a Foreign Language VHU: Van Hien University ECLC: Enhancing Concentration in Listening Course SPSS: Statistical Package for the Social Sciences FIGURES Figure 5.1.1. Levels of agreement and disagreement of EFL ………………………..…….20 Figure 5.1.2. Factors that assist first-year EFL students at VHU improve their concentration while studying.…………………………………………………………………...………….21 Figure 5.1.3. EFL''''s wishes when studying at the VHU ……………………………………22 --- Page 6 --- CHAPTER 1. INTRODUCTION Research introduction For first-year EFL students at Van Hien University, listening comprehension is an extremely important factor. Especially the English language, not only popular in many countries but also popular in Vietnam. In our country, the English language is also one of the qualifications for university graduation assessment. Lynch (1998) argues that listeners can integrate various types of information from different sources such as phonetics, phonology, intonation, vocabulary, syntax, semantics, and pragmatics, in order to help them understand the intended message. Therefore, learning in the right way is crucial for Van Hien University students. According to (Byrnes, Fink, & Roman, 1982), the authors emphasize the importance of positive listening comprehension as a fundamental factor in oral communication in a foreign language. Improving listening comprehension is essential in the listening process. Listening comprehension requires time and a long process to help improve listening skills. To have a better listening course, we need to enhance concentration during the learning process. As some studies have shown, in order to enhance concentration in listening course for first-year EFL students at Van Hien University, learners can utilize the vocabulary they want to learn through various games (Syafii, Kusnawan & Syukroni, 2020) or use background music as one of the ways to enhance focus in listening comprehension (Sigman, 2005). Moreover, first-year students at Van Hien University can improve their concentration in listening courses by engaging in activities that they are passionate about or have personal interests in. Clearly, there are many different activities and learning methods that help promote high concentration during the learning process. Especially in listening and acquiring a second language. Knowing how to apply various activities and methods makes learning easier and more receptive. Thanks to the high concentration achieved through these processes, the listening course for students is further enhanced. This research examines two distinct questions: • What are the difficulties in improving concentration in listening courses for first-year EFL students at Van Hien University? • How can first-year EFL students enhance their focus in listening courses? CHAPTER 2. LITERATURE REVIEW 2.1. Overview of the concentration in listening courses for First-year EFL students at Van Hien University 2.1.1. Definitions 2.1.1.1. Definition of concentration The Oxford English Dictionary defines the meaning of attention as The keeping of the internal faculties fixed on one object or set of objects, and Michael W. Taft reworded this description that''''s bringing all one’s sweats (whether internal, physical, emotional, etc.) to bear on a single point. Either, he also said that this description relates directly to its original word – concentrate. - Con- is “ together ”;- centr- means “ center ”. Therefore, to concentrate is to bring effects to a common center point. According to Michael W. Taft (2017), attention is an internal exertion, this is an excellent demonstration of all that concentrating is each about using the conception of attention as the central point of all your cognitive means. 2.1.1.2. Definition of listening
INTRODUCTION
Research introduction
For first-year EFL students at Van Hien University, listening comprehension is an extremely important factor Especially the English language, not only popular in many countries but also popular in Vietnam In our country, the English language is also one of the qualifications for university graduation assessment Lynch (1998) argues that listeners can integrate various types of information from different sources such as phonetics, phonology, intonation, vocabulary, syntax, semantics, and pragmatics, in order to help them understand the intended message Therefore, learning in the right way is crucial for Van Hien University students According to (Byrnes, Fink, & Roman, 1982), the authors emphasize the importance of positive listening comprehension as a fundamental factor in oral communication in a foreign language Improving listening comprehension is essential in the listening process Listening comprehension requires time and a long process to help improve listening skills To have a better listening course, we need to enhance concentration during the learning process.
To enhance concentration in EFL listening courses, first-year students at Van Hien University can leverage vocabulary games to reinforce learning (Syafii, Kusnawan & Syukroni, 2020) Additionally, utilizing background music can improve focus during listening comprehension (Sigman, 2005) Furthermore, engaging in activities aligned with their interests and passions can enhance student concentration in listening courses.
Clearly, there are many different activities and learning methods that help promote high concentration during the learning process Especially in listening and acquiring a second language Knowing how to apply various activities and methods makes learning easier and more receptive Thanks to the high concentration achieved through these processes, the listening course for students is further enhanced This research examines two distinct questions:
• What are the difficulties in improving concentration in listening courses for first-year EFL students at Van Hien University?
• How can first-year EFL students enhance their focus in listening courses?
LITERATURE REVIEW
Overview of the concentration in listening courses for First-year EFL students at
Attention, as defined by the Oxford English Dictionary, entails focusing internal faculties on a specific entity or set Michael W Taft expands this explanation, describing it as directing all efforts toward a singular point The concept of "concentrate" is closely aligned with this definition, with "con-" meaning "together" and "centr-" indicating "center." Thus, concentrating involves bringing all energies to a central focus.
According to Michael W Taft (2017), attention is an internal exertion, this is an excellent demonstration of all that concentrating is each about using the conception of attention as the central point of all your cognitive means
The Oxford English Dictionary stated that listening is paying attention to a sound. When harkening, a person hears what others are saying and try to figure out the meaning.
Harkening is regarded as one of the most pivotal capacities in learning either a native language or an alternate or a foreign language (Bentley, 1996).
Harkening is the process of making understanding of spoken language, which is generally accompanied by other audile and visual data, using our applicable previous knowledge and the environment in which we're harkening (Lynch & Mendelsohn, 2013).
For English as a Foreign Language (EFL) learners, engaging in discourse with individuals from diverse cultures is crucial However, outside the classroom setting, their opportunities for exposure and interaction with English are often limited.
Active listening is a type of harkening in which the listener fully engaged and concentrated on the speaker To ensure understanding, it's necessary to keep eye contact, ask clarifying questions (DeVito, 2019), and rephrase what speaker has stated (Jensen & Trenholm, 1992) Also, active listening promotes trust, resolves problems, and improves communication (Levitt, 2002).
On the other side, unresistant listening refers to a style of harkening in which the listener isn't completely concentrated on the speaker and may not be harkening hardly.Unconscious listeners might not pay attention, make eye contact, ask questions, or reply to the speaker Misconstructions and poor communication can affect from unresistant listening.(Chase, 2023; Abdukhakimova & Juraeva, 2023).
The significance of concentration in listening courses for First-year EFL students
Concentration is an important factor determining the success of the listening course for first-year EFL students at Van Hien University Here are some typical examples:
2.2.1 Effective listening requires active focus
According to Wolvin et al (1996) defined that listening is not a matter of merely hearing words, but of understanding the meaning behind them It requires attention,concentration, and a willingness to consider the speaker's perspective If students are not focused enough, they may miss important details or not understand the speaker's message.
College environments can be noisy and distracting, making it difficult for students to focus on spoken language in listening courses According to the research of Flowerdew et al (2005), students who have the ability to filter out distractions and background noise is a crucial aspect of effective listening, and one that can be developed through practice and training.
Vandergrift (2007) found that comprehension is not only a matter of decoding words, but also constructing meaning from the linguistic input Attention and concentration are essential for this process, as they enable listeners to identify the relationships between words, phrases, and ideas.
2.2.4 Prepare for real-world communication
Listening comprehension requires the ability to focus and concentrate, especially in real-life situations where distractions are prevalent (Rost, 2011) This concentration allows listeners to process complex information, ignore distractions, and respond appropriately to achieve communicative goals Incorporating concentration practice into listening courses prepares students for these real-world scenarios.
Active learning strategies play a crucial role in enhancing student learning outcomes Research from Oxford (2017) highlights the efficacy of concentration in this regard Incorporating concentration techniques into listening courses empowers students to focus effectively, ultimately improving their overall academic performance.
Difficulties and Strategies for first-year EFL students may face when learning
Common challenges in listening comprehension include: rapid speech, difficulty recalling words, limited vocabulary, following transitions, lack of background knowledge, attention deficit, and attempting to comprehend every word (Underwood, 1989) Additionally, listeners may experience a fading memory of the content they have just heard (Hayati & Jalilifar, 2009).
Rixon (1986) notes that challenges in harkening process may do because spoken words do not for reflection and contemplation as written words do Numerous language learners find they can originally understand the speakers fluently but struggle to recall what was said subsequently Accordingly, the issue of retention in harkening appreciation deserves significant attention (Hayati & Jalilifar, 2009).
Numerous challenges hinder Saudi students' comprehension in English listening classrooms Hamouda (2013) identified factors such as accents, pronunciation, speech pace, insufficient vocabulary, and fluctuating speaker accents External and internal distractions, coupled with the overwhelming desire to absorb every detail from textbooks, further exacerbate listening comprehension difficulties (Lee, 1986) Furthermore, anxiety and recording quality issues negatively impact understanding.
Use note-taking skills: Note-taking is “a process that requires cognitive processing; it consists of several steps, namely listening, appreciating, analyzing, selecting, and writing notes” (Ozbay, 2005) Note-taking is also a useful method in information sharing situations to help build information, promote reflection (Van der Meer, 2012), and recall information (Boch & Piolat, 2005; Hayati & Jalilifar, 2009; Clark et al 2014) Furthermore, note-taking involves three steps: understanding the verbal information, noting down important details, and writing down that information (Piolat et al 2005) In particular, they provide a comprehensive description of note-taking, describing it as summarizing the source material through the process of note-taking while listening carefully, learning, or observing These notes play a pivotal part in collecting information from different sources like lectures, books, or other scripts challenging the retention of knowledge for future reference Note-taking, being a multipurpose practice, is applied for a wide range of objects, yet it requires varying skill sets depending on the particular environment context.
Scholars can get to apply the Cornell note-taking system, a system developed to enhance note association for scholars at Cornell University, as described by Pauk (2011). Extensively taken up across the United States, this system comprises several ways:
1 Recording: Students transcribe important ideas from an audio recording, fastening on main points and details, and restating them in their own words
2 Questioning: scholars identify areas of distraction and write down questions, encouraging overcritical thinking and understanding
3 Reciting: scholars explain the ideas in their own words, recycling information and abeting mind retention
4 Reflecting: scholars analogize new information with previous knowledge and guests, making connections and heightening understanding
5 Recapitulating: scholars epitomize the exclusive note into one or two rulings, relating the main ideas and crucial takeaways
6 Reviewing: scholars reconsider their notes incontinently after taking them, revitalizing their minds and precluding forgetting, as supported by the forgetting wind proposition.
RESEARCH METHODOLOGY
Sample and sampling procedures
Our research issues precisely addressed by the meticulous planning of study designs.
To achieve this purpose, we select data gathering and analysis methodologies for the research design The study participants were first-year English majors at Van Hien University For nearly a week, we gathered data both online and offline First and foremost, we requested that our friends respond to the questions on the form After that, we had in- person interviews with a few Van Hien University pupils At last, we spent a few sessions observing in the Listening and Speaking class The three activities listed above are completed concurrently until the Google chart reaches 50 answers and we can proceed with data analysis.
Data collections
We started performing silent observations and public surveys as part of our data collection efforts Interviews and questionnaires are both used in the survey Since the questionnaire consisting of closed questions, we asked for students to fill out a Google form using the link Following that, some members interviewed students in the Nguyen Van Linh campus of Van Hien University in one day Regarding the silent observation, the rest of the group alternated between the two This is the main gathering place for first-year students We conduct observations to learn more about how EFL learn and how teachers teach
The research study provides questions using the Likert scale This study's survey questions have five levels ranging from high to low, with five response options ranging from
"strongly agree" to "strongly disagree" According to Bertram (2007), one of the often employed metrics in research and data gathering is the Likert scale, which is used to determine how much each respondent agrees with the questions Along with making research and data collecting easier, the Likert scale ensures valid questionnaire items and accurate data (Nemoto & Beglar, 2014) The research questionnaire includes 15 items, each of which focuses on obstacles in developing the listening concentration in the course as well as measures that can assist students improve their listening focus
The research study has gathered comprehensive data and insights into people's viewpoints regarding enhancing their capacity to listen in classes The purpose of the questions is to gain an understanding of each person's perspective Based on the questions, the study team has also determined practical methods for improving the listening course. Furthermore, the Like scale survey provides valuable information about what should be avoided in order to have a successful listening process.
The observation approach, unlike a survey, is conducted in secret Our team collects data utilizing this qualitative research strategy In order to reach first-year students, we selected the English Listening and Speaking 1 course Tell no one about the observation so as to maintain the normal flow of events The group attended two English Listening andSpeaking classes at various times, totaling two lessons To see how students approached and responded to the listening activity, we used field observations At the same time, we pay attention to how teachers transmit information to students Then, we test earlier theories using those insightful observations.
Data collection procedures
The English questionnaire's questions were first evaluated with Van Hien University students This procedure is used to gather data for a clear and accurate assessment based on the questions posed After that, an official interview was held and a questionnaire was made.Based on the students' real-world experiences during the listening learning process at VanHien University, the questionnaire was developed Apparently, all participants were sent a questionnaire via Van Hien University student groups, and researchers collected data for quantitative analysis.
Data analysis procedures
The research team used SPSS to assess information gathered from student-provided questionnaires The survey results were thoroughly evaluated with descriptive statistics. According to Dong (2023), descriptive statistics are one of the most basic approaches for summarizing and assessing statistical data Specific data analysis allows statistical analysts to analyze data in a rational way Meanwhile, qualitative data was acquired using information gleaned from semi-structured interviews with participants The data acquired in this study were rigorously analyzed, with a focus on issues concerning students' capacity to concentrate in listening classes and ways for improving concentration.
KEY FACTORS AFFECTING CONCENTRATION IN LISTENING 16 4.1 Cognitive factors
Language proficiency
Language proficiency is also another important cognitive factor that affects concentration when listening According to Chamot (2005), when learners are able to comprehend the language of instruction with ease, they can devote more of their attentional resources to higher-level processes such as inference, analysis, and evaluation, and are thus better able to engage with the academic content Without having to worry about the language barrier, students can improve their focus on grasping the lecture content Conversely, people with limited language skills may have more difficulty concentrating because their brains are busy decoding unfamiliar words and grammatical structures According to Krashen (2004),when learners are struggling to comprehend the language, they may become so focused on decoding the linguistic code that they have few attentional resources left to devote to comprehension of the message itself.
Learning strategies
Study strategies also play an extremely important role in paying attention while listening As Weinstein et al (2017) said Active learning strategies, such as note-taking,summarizing, and self-quizzing, can enhance encoding and retrieval of information, and promote deeper understanding and retention of material These strategies help students actively process information, identify key concepts, and remember information more effectively.
Interest and engagement
Emotions play a very important role in determining a person's ability to concentrate when listening According to Jensen (2005), when emotions are engaged, the brain is more receptive to new information, and the information is more likely to be stored in long-term memory Conversely, when emotions are negative, the brain's ability to process information is impaired A motivated student is more likely to be engaged and invested in his or her learning, leading to better concentration On the other hand, feelings of anxiety and stress can be a major obstacle to concentration, as they can cause students to lose focus and make it difficult to concentrate Additionally, when students are interested in what they are learning, they are more likely to be motivated, to pay attention, to engage in deeper processing, and to learn more Interest is a powerful motivator that can help student to overcome obstacles to learning (Hmelo-Silver, 2004).
Environmental factors
Environmental factors, such as classroom environment, the teacher's role, and the use of technology, also play an important role in concentration while listening The classroom environment can be a potential or even cause of interference with concentration A well- designed classroom with few distractions, comfortable seating, and adequate lighting can promote focus On the other hand, a cluttered, noisy, or uncomfortable classroom can be a barrier to learning and make it difficult for students to focus (Woolner, 2010).
Feedback
Teachers play a crucial role in fostering an environment that promotes concentration through their interactive teaching style and feedback Teacher response significantly influences student engagement and achievement Effective feedback, characterized by its informative, timely, and task-oriented nature, enhances motivation and learning Conversely, the absence, inadequacy, or punitive nature of feedback can negatively impact students' motivation and self-confidence.
Technology and multimedia use
Technology's impact on listener focus is multifaceted While it can enhance engagement through interactive experiences like audio and video recordings, it also poses potential distractions The effectiveness of technology depends on its thoughtful implementation, as it can both increase and decrease student focus and attention.
In summary, concentration when listening to first-year EFL students at Van Hien University is a complex process involving many factors Pintrich (2004) define that learning is influenced by a dynamic interplay of cognitive, emotional, and environmental factors.Students' cognitive abilities, such as prior knowledge and learning strategies, interact with their emotional states, such as motivation and anxiety, and the environmental context,including the classroom and teacher, to shape their learning outcomes By understanding these key factors, first-year EFL students at Van Hien University can develop strategies to improve focus and listening comprehension, ultimately leading to better academic performance.
RESULTS & DISCUSSION
Results
ECLC for First-Year EFL Students at VHU is presented in the survey Specifically expressed through each question and the level of agreement or disagreement from the surveyor.
Table 1 Levels of agreement and disagreement of EFL
The listening materials used in the course were very engaging and easily attracted my attention.
A conducive classroom environment will help maintain concentration during the Listening Course.
I can concentrate better when listening is interactive 3 2 20 26 19
Many external distractions significantly affect my ability to concentrate during the Listening Course.
According to the table, there are 4 factors that changed significantly when asked about changing the way to focus on learning listening In the survey, it was shown to reduce the percentage of people losing the ability to concentrate when listening to English In their EFL survey, 9% believed they listened well, 8% responded that followed verbal instructions and10% had a change, each percentage having dropped significantly to 3%.
In general, the research results show that ECLC for First-Year EFL Students at VHU come to school because they want to learn new things, meet friends and have happiness while studying, and have someone to listen to their thoughts and prove yourself
Table 2 Factors that assist first-year EFL students at VHU improve their concentration while studying.
The listening materials used in the course were very engaging and easily attracted my attention 3.9 99
A conducive classroom environment will help maintain concentration during the Listening
I can concentrate better when listening is interactive 3.7 92
Many external distractions significantly affect my ability to concentrate during the Listening
According to Table 2, the mean and standard deviations of each item indicate the amount of agreement with learning approaches that promote interest and focus In the four cells with mean numbers ranging from 3.7 to 3.9, the surveyors agreed strongly: "The listening materials used in the course were very engaging and easily attracted my attention."(M=3.9; SD=.99) gets the highest index The remaining approaches also approach a close level, indicating agreement with new methods
Table 3 EFL's wishes when studying at the VHU
I think the instructor's teaching style influences focus throughout the Listening Course 3.7 1.1
I accept feedback on my listening skills and find it helpful in improving my ability to concentrate 3.8 93
I believe that learning and practicing concentration techniques can help me in the Listening Course 3.6 1.1
I prefer listening exercises that require analysis rather than reading comprehension exercises 3.7 99
Table 3 shows that EFL students at VHU want to learn more from their teaching assistants and friends, and they want their talents to be appropriately assessed The lowest level, "I believe that learning and practicing concentration techniques can help me in theListening Course" (M=3.6, SD=1.1), is not significantly different from the other figures in the table In addition to discovering reasons to be more willing to learn, EFLs nevertheless find a lot of reasons to be bored with the subject of listening, even though they appreciate learning it.
Three random EFL interviewers were selected to determine the obstacles that lead them to lose attention when learning to listen The interviewer contributed to the research's success, as they shared the following:
"When I listen to a discussion between foreigners, I struggle to comprehend the jokes or the meaning of what is going on Meanwhile, I was perplexed and unsure of what to do while my friends took turns providing the correct response and receiving additional points, making me feel self-conscious and ashamed Since then, I have come across various strategies to increase my listening abilities The survey provided me with more actionable ideas." (EFL 1)
"I can hear basic words, but I am unable to keep up with complicated ones, even if I had been read and learned them previously My pronunciation abilities are still limited, thus I fail to sound exactly like a native speaker I asked my acquaintances how to study more successfully, and they offered advice comparable to the survey questions." (EFL 2)
"When learning to listen, I frequently make mistakes when listening to numbers and letters, lose terminology, and am uncertain how to totally correct them Instead, I attempt to acquire proper grammar so that I can understand the circumstance and provide the best possible response The greatest atmosphere for listening is a quiet one, but each educational institution is noisy." (EFL 3)
Discussion
The results of practical research show that Enhancing Concentration in Listening Course for First-Year EFL Students at Van Hien University gradually improved through the survey In general, in terms of ECLC (cognitive aspect), most people think that if they want to become good experts in the profession they are training for, they must actively read professional documents In the field of practice, the vast majority of EFL surveyed are also aware that, without high skills, it will be very difficult to find a job after graduating.
In fact, programs are subject to subject objectives; EFL is required to enable the ability to concentrate and listen The exercises involve listening for information and taking notes on important ideas from a given conversation Then debate how to increase the class's vitality. The person who gives the most accurate answers will receive points or rewards to increase learner motivation.
In specific types of listening tasks, such as discussing with their partners or agreeing or disagreeing with the speaker's statement, EFL are asked to retell what they have heard. Second, give their opinion on whether the strategies used are appropriate to improve listening comprehension Third, ask to summarize content and messages based on listening activities.
The statistical analyses show that EFL's listening level, after changing their learning style and implementation method, has had better development and achieved stable results This proves that this survey can be implemented in a real environment, bringing many new and highly effective experiences.
THE CONCLUSION
Before doing this research, our team recognized many problems with the concentration in English listening of first-year students majoring in English at Van Hien University After studying more closely, we discovered that two main factors affect the ability to concentrate when listening to English The learner is influenced by factors within themselves and external factors that they are exposed to Each element will have many problems arising from itself Regarding internal factors, learners often encounter problems such as poor vocabulary ability, poor memory, incorrect learning methods, boredom in learning, and more Regarding external factors, we often encounter problems such as inappropriate delivery methods of lecturers, lack of feedback on exercises from lecturers, differences in listening level with students' level, and poor learning environment.
Survey results as well as research results have shown similar problems as above At the same time, it also suggests effective directions to solve problems From there, our team found suitable recommendations for students to improve their concentration in listening to this language
Certainly, any method requires time and patience along with a large amount of effort from the learner External factors can be changed if we have an impact on them and usually, it is not very significant The most important thing is the learner For people with poor listening skills, learning English listening in class is a fear They are afraid they will perform poorly and receive poor grades from the instructor Of course, learners need to practice and practice listening more and the most suitable place is their residence First of all, learners need to start by learning vocabulary in the listening lesson Then listen to it over and over again to review vocabulary and practice their ears Learners should choose listening lessons with interesting topics and appropriate levels Practicing listening a lot will increase the learner's reflexes Gradually, English listening class will no longer be an obsession At that time, learners can absorb more easily and just note down important things in the listening lesson Effective learning in class is the result of proper practice and patience This research does not necessarily help learners become good listeners, but it will help them improve day by day.
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Table 1 Levels of agreement and disagreement of EFL
1 The listening materials used in the course were very engaging and easily attracted my attention.
2 A conducive classroom environment will help maintain concentration during the Listening Course.
3 I can concentrate better when listening is interactive.
4 Many external distractions significantly affect my ability to concentrate during the Listening Course.
Table 2 Factors that assist first-year EFL students at VHU improve their concentration while studying.
1 The listening materials used in the course were very engaging and easily attracted my attention.
2 A conducive classroom environment will help maintain concentration during the Listening Course.
3 I can concentrate better when listening is interactive.
4 Many external distractions significantly affect my ability to concentrate during the Listening Course.
Table 3 EFL's wishes when studying at the VHU
1 I think the instructor's teaching style influences focus throughout the Listening Course.
2 I accept feedback on my listening skills and find it helpful in improving my ability to concentrate.
3 I believe that learning and practicing concentration techniques can help me in theListening Course.
4 I prefer listening exercises that require analysis rather than reading comprehension exercises.