Therefore, the thesis named "Insights into challenges in listening comprehension encountered by majored seniors at Banking Academy" was conducted to investigate the difficulties that las
INTRODUCTION
Background of the study
Listening is a crucial skill in everyday communication, accounting for 45-50% of overall communication time (Mendelsohn, 1994) It plays an essential role in both language learning and acquisition by providing necessary language input (Krashen et al., 1982) Comprehensible input is vital for language acquisition, as students can only learn effectively when they understand what they hear (Hamouda, A., 2012) Listening not only facilitates language learning but also enhances overall communication skills, making it a primary ability that should be prioritized over other language skills (Rost, 2002).
As a result, listening is regarded as critical for developing receptive skills and developing spoken language proficiency
English is widely used as a primary language in educational institutions across both native and non-native English-speaking countries Listening comprehension has become essential in foreign language acquisition, as evidenced by its emphasis in seminars and television programs, making it particularly important for English as a Second Language (ESL) learners.
Despite the critical role of listening skills in mastering English, their teaching and learning have often been overlooked in the Vietnamese education system, which prioritizes grammar, reading, and vocabulary in test preparation Consequently, while listening is included in course materials, it is frequently neglected in classroom instruction This neglect leaves many Vietnamese students, even those excelling in grammar tests, unable to effectively communicate with native speakers in everyday situations Nguyen (2007) highlights that the primary issue stems from students' struggles with listening comprehension, hindering their ability to understand native speakers.
Rural students in Vietnam face significant challenges in learning English due to limited exposure outside the classroom, relying primarily on their teachers for instruction The poor quality of cassette players and recordings exacerbates difficulties in listening practice, particularly in remote areas Consequently, many students struggle with listening comprehension when they reach university, highlighting a gap in effective solutions and practical applications in existing literature on this issue.
After nearly four years at the Faculty of Foreign Languages at the Banking Academy of Vietnam, the writer observed that many English students still struggle with listening skills Despite completing a three-stage training program (Listening I, II, and III), some seniors expressed a lack of confidence in their listening abilities, hindering their comprehension of spoken messages Additionally, there is a scarcity of studies addressing students' listening challenges at the Banking Academy To address this gap, a study titled "Insights into Challenges in Listening Comprehension Encountered by English-Majored Seniors at Banking Academy" is underway This research aims to enhance students' understanding of the importance of listening in English learning and to identify their specific listening difficulties, ultimately providing valuable insights and pedagogical implications for ATC students.
Objectives of the study
This thesis investigates the prevalent challenges faced by ATC seniors in developing their listening skills It also explores the root causes of their listening comprehension difficulties Additionally, the study aims to gather students' insights on effective listening strategies.
Significance of the study
Once completed, the objects that this thesis will support are manifold
The study's findings and recommendations aim to enhance the listening skills of Vietnamese college students, particularly those in Air Traffic Control (ATC) programs, from an educational perspective These insights will offer valuable support to students and stakeholders in the field.
Furthermore, the study's results give suggestions for those who create listening materials
More specifically, the study results will increase teachers' awareness of their students' difficulties, directing them to reconstruct their teaching curriculum to meet their students' needs.
Scope and limitation of the study
This report investigates the listening challenges encountered by senior students in the Faculty of Foreign Language at the Banking Academy, focusing on a sample of 95 final-year students It aims to identify common listening issues and provide recommendations to improve students' listening skills effectively.
Definition of terms
* ATC seniors : are final year students majoring in English for Banking and Finance at Banking Academy
* Listening: "is the process of receiving, constructing meaning and responding to spoken and/ or nonverbal messages" (Mariela, 2015)
* Hearing: "is a physical and natural process, is passive, only a simple reception of sounds." (Mariela, 2015)
* EFL (English as a Foreign Language): "refers to the teaching of English to students whose first language is not English" (dictionary.cambridge.org)
* Listening strategies: "refer to decision-making operations which a learner employs in processing a listening task." (Mariela, 2015)
* Bottom-up strategies: "are text-based; the listener relies on the language in the message, that is, the combination of sounds, words, and grammar that creates meaning." (Mariela, 2015)
* Top-down strategies: "are listener based; the listener taps into background knowledge of the topic, the situation or context, the type of text, and the language." (Mariela, 2015)
* Cognitive strategies: "are mental strategies that the students use to create a sense of learning Cognitive strategies “operate directly on incoming information, manipulating it in ways that enhance learning.” (Mariela, 2015)
Metacognitive strategies are deliberate actions aimed at enhancing the learning process, particularly effective for improving listening skills These strategies enable learners to regain focus when distractions occur, ultimately fostering a more productive learning environment (Mariela, 2015).
Social strategies enhance students' interactions with classmates, facilitating communication both inside and outside the classroom By employing these strategies, students not only collaborate effectively with peers but also improve their own learning outcomes (Mariela, 2015)
Affective strategies involve addressing the emotional and psychological states of students to enhance their learning experience By fostering emotional and psychological adjustments, these strategies aim to improve students' ability to learn effectively Excessive worry can disrupt the affective system, negatively impacting listening comprehension and overall academic performance.
SPSS, or Statistical Package for the Social Sciences, is a versatile software tool designed for editing and analyzing a wide range of data from various sources, including scientific research, customer databases, Google Analytics, and website server log files It supports multiple file formats commonly used for structured data, such as MS Excel and OpenOffice spreadsheets, plain text files, relational databases, as well as data from Stata and SAS.
REVIEW OF RELATED LITERATURE
Overview of listening
Conventional views often regard listening as a passive language skill, suggesting that students are merely recipients of information in the classroom This perspective implies that learners only need to hear the message and focus on its individual components, measuring comprehension through their ability to recall what they heard However, this approach is flawed, as mere recall does not equate to true understanding of the message In practice, students lack sufficient context before listening begins and face various challenges, preventing them from gaining valuable listening experience from their instructor.
Recent research on listening comprehension has shifted to view listeners as active participants in the process Gary Buck (2001) is a prominent figure in this field, asserting that "listening comprehension is an active process of constructing." This perspective highlights that comprehension involves integrating incoming information with various types of knowledge, including both linguistic and non-linguistic elements.
Gary Buck emphasizes that comprehension is influenced by various factors, including the characteristics of the speaker, the context of the situation, and the listener's attributes Essentially, understanding a spoken message can often boil down to recognizing individual words.
Listening comprehension involves recognizing phrases, clauses, and extended speech, as noted by Scarcella and Oxford (1992) Littlewood (1981) and Gary Buck emphasize that active participation from the listener is crucial To fully understand a message, listeners must integrate both linguistic and nonlinguistic information Therefore, it is essential to encourage active engagement in listening to grasp meanings effectively, utilizing both linguistic cues and contextual clues.
Anderson and Lynch (1988) propose that listeners are active participants in constructing meaning from spoken messages They emphasize the importance of achieving a "coherent understanding," which requires consistency in both the meaning and the overall message This interpretation process involves analyzing the speaker's words within the context provided Listeners create a conceptual model that combines new information with their existing knowledge and experiences, facilitating effective comprehension.
Comprehension is regarded as the primary objective of listening, especially for L2 learners acquiring a new language, as highlighted by Rost (1991) It is often viewed as the foremost priority for listeners, emphasizing the essential role of understanding in the listening process.
“listening comprehension” usually applies to all aspects of listening because comprehension by listening is regarded as a fundamental ability (Long & Macian,
In listening experiments, Rost emphasized the need for precise usage of the term "comprehension." Research indicates that learners' listening behaviors vary based on their listening intentions (Wolvin & Coakley, 1991) Rost defines listening comprehension as an inferential process where linguistic awareness and world knowledge intertwine, enabling listeners to form mental images of the audio content To achieve understanding and conceptual representation, listeners typically employ both bottom-up and top-down processing methods.
Listening is a crucial language skill that must be developed in language education According to Richards (2008), effective listening involves mastering specific abilities, such as identifying reduced forms of words, recognizing cohesive devices in texts, and pinpointing keywords Additionally, Sevik (2012) emphasizes that listening proficiency is fundamental to both first language acquisition and foreign language learning, highlighting the importance of prioritizing listening exercises in the classroom to enhance overall language competence.
Effective listening requires continuous practice and engagement with progressively challenging content, as it is not a skill that can be mastered and set aside Regularly refining listening comprehension is essential for ongoing improvement.
Listening is a crucial life skill that enhances our understanding of ourselves and the world, providing valuable perspectives In everyday life, individuals engage in listening more frequently than they talk, read, or write, as it permeates all aspects of existence Whether at home absorbing the news, enjoying a movie, or conversing with others, or at school where students attentively follow their teachers, listening is an omnipresent activity In professional settings, teams must listen to new strategies from their leaders Without the ability to listen, one risks falling behind in life, highlighting the importance of listening in our daily interactions.
Hearing is one of the five senses, alongside smelling, tasting, touching, and seeing, while listening involves not just hearing but also comprehending spoken words As a vital skill in language acquisition, listening plays a crucial role in developing other language abilities According to Nord, listening serves as a fundamental method for learning a new language.
In language learning, initial exposure through listening is crucial, as it allows learners to gather essential information needed to develop their language skills This observation phase lays the groundwork for speaking and other language abilities Research indicates that students typically engage more in listening to a foreign language than in actively producing it, highlighting the importance of this foundational stage in the language acquisition process.
8 it People who are unable to understand spoken language can miss important information or react inappropriately
Listening comprehension is essential for effective learning, as it serves as a feedback mechanism crucial for development (Ziane, 2011) According to Ziane, enhancing listening skills significantly influences speaking proficiency; learners must first strengthen their listening abilities to improve their speaking skills Proficient English listeners can easily engage with various media, such as radio, books, movies, and conversations with native speakers To develop these listening skills, consistent practice and exposure to English are vital.
As a result, listening skills training is crucial It enables students to more quickly and efficiently move from classroom English to real-life English
English learners often encounter situations where they need to hear real-life English usage However, they face challenges due to the gap between classroom listening practices and actual conversations In class, students typically listen to structured dialogues and presentations, where speakers maintain a controlled pace and flawless grammar This contrasts with real-life interactions, where the spontaneity and complexity of language can be overwhelming for learners who have prepared well but struggle with practical application.
Students excel in listening due to structured learning environments, but real-life conversations present challenges They encounter diverse speakers with different accents, speeds, and tones, often using informal language without strict grammar This exposure to complex phrases, idioms, and slang makes effective listening difficult for learners.
Factors affecting listening comprehension and related problems
2.2.1 Subjective factors and related problems
According to Huong (2018), a significant factor affecting comprehension is the gap between a listener's vocabulary awareness and the vocabulary used in a message For instance, if a discussion revolves around a topic unfamiliar to the listener or outside their field of expertise, their understanding may be limited or partial The specialized vocabulary used by professionals, such as doctors, differs greatly from that of businesspeople, making it challenging for listeners without advanced vocabulary knowledge to grasp the information being conveyed.
In a study by Goh (2000), 40 language students discussed their strategies for responding to spoken English and the challenges they faced The findings revealed that when students encounter unfamiliar words, they tend to pronounce them using their native language phonetics Additionally, the research highlighted the rapid pace at which listeners assess and react to the information presented to them.
Effective communication relies on proper pronunciation and grammar usage When sentences are lengthy and complex, individuals with limited grammar skills may find it challenging to comprehend and respond appropriately Additionally, incorrect pronunciation can hinder understanding, making it difficult for listeners to grasp the intended message.
* Background knowledge of the topic, content, and culture
Listeners' comprehension is significantly affected by their prior knowledge of a topic (Huong, 2018) For instance, an individual attending a conference without foundational understanding of the subject may find it challenging to grasp the speaker's content and definitions Similarly, when traveling abroad, a person may struggle to communicate if locals frequently use regional terminology instead of widely recognized words.
Working memory is a crucial cognitive system that enables the processing, storage, and manipulation of information (Baddeley and Hitch, 1974) It comprises a storage component and a central executive control component, which plays an irreplaceable role in its functionality.
Working memory is crucial for language comprehension, as it facilitates the decoding and identification of words It allows individuals to retain essential sentences and terms while processing information Those with high working memory capacity can analyze complex sentences and maintain relevant information until new input is received Research indicates a strong link between working memory and reading comprehension, underscoring its importance in listening and higher-level cognitive processes (Engle, 2002).
19 mechanisms such as the ability to describe and the ability to perform several tasks simultaneously (Konig, Buhner, and Murling, 2005)
2.2.2 Objective factors and related problems
Listening comprehension is significantly affected by the duration of the audio passage and the listener's ability to process the information presented (Alderson et al., 2006; Nissan, 1996) Unlike reading, listening occurs in real-time, leaving no opportunity for the listener to revisit missed content This can lead to a loss of continuous information, as the listener may struggle to grasp earlier points, which are often essential for understanding subsequent material (Goh, 2000; O'Malley, Chamot, and Kupp, 1989) Additionally, longer passages may exacerbate comprehension issues due to the limitations of working memory (Henning).
Longer passages can overwhelm listeners, leading to missed information due to confusion (Vandergrift & Tafaghodtari, 2010) The audience's listening capacity significantly impacts how duration affects comprehension Learners with lower proficiency often focus on understanding each word's meaning, which hinders their ability to process information continuously (Field, 2004; O'Malley et al., 1989; Vandergrift, 2003).
The complexity of a passage is influenced by the arrangement of phrases and sentences, including factors such as sentence structure, the use of negatives, dependent clauses, and referential elements A common question arises: "Should I simplify this sentence structure to enhance the clarity of the passage?"
Research on sentence complexity reveals mixed findings regarding its impact on comprehension Huong (2018) notes that there is no definitive answer to whether complex syntax hinders understanding more than simpler structures Blau (1990) found that sentence structure effects on listening comprehension are minimal, particularly among advanced English learners, and simplifying syntax does not enhance second language listening efficiency Conversely, Nissan et al (1996) indicated that sentences with multiple negative concepts increase complexity and pose greater challenges for listeners.
The incorporation of uncommon words in a text enhances its complexity but may hinder listener comprehension, as audiences often struggle with low-frequency terms and may take longer to grasp their meanings (Nissan et al., 1996) For students, texts that feature familiar phrases facilitate easier understanding and knowledge retention When students comprehend word meanings, it can boost their curiosity, motivation, and listening comprehension skills However, the presence of polysemous words can lead to confusion if not used appropriately within their contexts.
+) Culturally specific vocabulary and idioms
Kostin (2004) explored how idioms and culturally relevant vocabulary affect listening comprehension According to the American Heritage Dictionary, an idiom is defined as an expression made up of multiple words whose meaning cannot be inferred from the individual words For instance, the phrase "it rains cats and dogs" illustrates this concept, as its meaning is not clear even if the listener understands the words "rain," "cat," and "dog."
Understanding cultural awareness is crucial for language learners, as it significantly affects their comprehension When listening activities involve unfamiliar cultural contexts, students may face challenges in understanding Therefore, it is essential for teachers to offer background information about relevant listening practices beforehand to enhance learners' comprehension.
The subject matter of listening passages significantly impacts comprehension Research by Sadighi-Zare (2006) and Tyler (1988) indicates that familiar topics are easier for listeners to grasp compared to unfamiliar ones Additionally, the distinction between academic and non-academic subjects plays a crucial role; common issues are typically conveyed using straightforward language, making them more accessible Conversely, academic topics can pose challenges for listeners lacking specialized knowledge, resulting in decreased understanding.
Lectures present unique challenges for listeners, as they require the ability to process long stretches of uninterrupted speech without the option to pause or rewind This demands quick differentiation between essential and irrelevant information (Flowerdew, 1994) Additionally, lectures often involve specialized content, yet do not require an understanding of implied or indirect speech (Flowerdew, 1994) The complexity of lecture language, including intricate sentence structures and various grammatical elements such as subordinate clauses and pronouns, can further complicate comprehension (Tyler, Jeffries, and Davies, 1988) Consequently, listeners may need to invest time in researching specific sources to navigate these difficulties effectively.
* Auditory features of the passage
Strategies for improving listening comprehension
Cognitive strategies are essential mental tools that students employ to enhance their learning experience by manipulating incoming information effectively These strategies assist learners in overcoming challenges during educational activities and foster the development of knowledge and skills (Derry & Murphy, 1986) Comprehension begins with the assimilation of knowledge, which is analyzed through various organizational levels, including sounds, words, and decoding processes In learning a foreign language, students primarily utilize cognitive techniques to shape, rewrite, receive, and generate messages, with a focus on summarizing and connecting new information to existing knowledge.
(elaboration), translating to the first language, finding key concepts, repeating phrases, and so on are some examples of cognitive techniques
Similarly, according to Vandergrift (1997), cognitive strategies comprise:
* Inferencing: Using information from a text or conversational context to guess the meanings of unfamiliar language objects associated with a listening task, forecast outcomes, or fill in missing information
Elaboration involves integrating prior knowledge with information gained from a text or conversation to make predictions or complete gaps in understanding This cognitive process enhances comprehension and fosters deeper insights by connecting existing knowledge with new concepts By drawing on what is already known, individuals can better anticipate outcomes and enrich their learning experience.
* Summarization: Creating a mental or written description of the language and knowledge provided during a listening task
* Translation: The process of translating concepts from one language to another in a relatively verbatim manner
* Transfer: Using knowledge of one language (for example, cognates) to encourage listening in another
* Repetition: Repeating a chunk of language (a word or phrase) when conducting a listening task
Cognitive methods, as defined by Freeman (2004) and Lin (2006), focus on how learners interpret information through two primary strategies: bottom-up and top-down Bottom-up strategies are text-based, relying on the language's sounds, sentences, and grammar to derive meaning, with techniques such as listening for specific information and recognizing word-order patterns In contrast, top-down strategies are centered on the listener, who utilizes prior knowledge, context, and text structure to interpret information, employing methods like identifying the main idea, making predictions, and summarizing content.
Metacognitive techniques are essential strategies that enhance the learning process, particularly in developing listening skills According to Oxford (1990), these deliberate techniques help learners regain focus when concentration wanes, making them highly effective in both classroom settings and during listening activities By practicing metacognitive strategies, students achieve improved outcomes as they apply what they have learned, following multiple steps designed to optimize their learning As noted by Rubin (1987), metacognitive methods empower learners to manage their educational experience through preparation, control, assessment, and adjustment.
* Planning: Gaining an understanding of what needs to be accomplished to complete a listening activity and developing an effective action plan
* Monitoring: testing, confirming, or correcting one's comprehension or success during a listening task
* Evaluating: comparing the results of one's listening comprehension to an internal criterion of completeness and accuracy
* Modifying: precisely defining the focal point in a task that requires resolution or identifying an element of the task that prevents it from being completed successfully
Metacognitive techniques involve recognizing and understanding one's cognitive abilities to assess what has been learned and what still needs to be understood These methods serve as valuable tools for enhancing learning, enabling individuals to deeply comprehend and evaluate their growth in various skills By utilizing metacognitive strategies, learners can acquire new knowledge and effectively apply their experiences to solve problems across different contexts.
Field (2008) supports the previously mentioned classification but questions the clarity of the distinction between metacognitive and cognitive strategies He argues that this differentiation is often ambiguous and heavily reliant on the intended purpose As Field states, "if I plan to listen for "
26 stressed words in an utterance, the strategy qualifies as metacognitive; but if I just do it, it becomes cognitive."
Vandergrift (1997) classifies socio-affective strategies into the following activities:
* Questioning for clarification: Inquiring about the language/or mission and requesting clarification, proof, rephrasing, or examples; posing questions to oneself.’
* Cooperating: Working with someone other than an interlocutor to solve a problem, share knowledge, check a learning assignment, model a language practice, or receive feedback on oral or written results
* Lowering anxiety: Reducing anxiety by employing mental exercises that make one feel more capable of performing a listening task
* Self-encouraging: Providing personal encouragement by positive self-talk or planning incentives for oneself during or after completing a listening activity
To enhance listening comprehension, students must be mindful of their emotional states, as this awareness can help mitigate negative feelings and amplify positive ones Social relationships with classmates, both inside and outside the classroom, play a crucial role in facilitating effective learning and collaboration Research by O'Malley and Chamot (1990) indicates that social and affective interventions foster positive emotional responses toward language learning Affective strategies address students' emotional and psychological needs, promoting improvements that enhance performance When anxiety levels rise, students' affective systems can hinder their listening abilities (Oxford, 1990), making it essential for them to learn techniques to reduce anxiety and boost motivation Additionally, employing social strategies—such as seeking clarification from peers, collaborating on tasks, and engaging in dialogue—can significantly impact a student's success in listening activities.
Focusing on what students are hearing, rather than what they might be missing, is a practical technique that enhances comprehension Accepting that some concepts may be vague or difficult to understand can also aid in the learning process.
In general, students studying English as a foreign language must employ techniques to improve their listening skills Learning strategies, as described by Oxford (1990),
Students can take proactive steps to enhance their learning, which is particularly crucial in language acquisition These self-directed strategies serve as valuable tools that make the learning process easier, more enjoyable, and applicable to various contexts Ultimately, this leads to more effective communication.
Teachers play a crucial role in enhancing students' English listening comprehension by understanding their needs and addressing challenges According to Mariela's (2015) research, effective educators not only encourage listening skills but also remain accessible to clarify any classroom concerns.
In a 2016 study by Manzouri, it was found that cognitive strategies were the most frequently utilized listening strategies among students This aligns with Mariela's 2015 research, which also highlighted the prevalence of cognitive techniques in language learning Students often engage with English through listening to songs, watching movies or TV shows, and translating words or sentences into their native language.
Chapter summary
This chapter reviews existing literature on listening difficulties, their causes, and effective strategies, aiming to gather relevant insights for the research However, much of the available literature is focused on foreign contexts, making it less applicable to Vietnamese students To address this gap, the researcher intends to supplement the findings with her own observations and detailed explanations in the subsequent chapters.
RESEARCH METHODOLOGY
Research design
Survey research is a crucial aspect of applied social research, encompassing a wide range of methods from simple questionnaires to detailed interviews The author opted for questionnaires as the primary data collection method for their graduation project due to the advantages of survey research This thesis utilized a descriptive quantitative approach in its research design, presenting the gathered data through tables and charts following the analysis of the survey results.
Locale of the study
The writer researched the Faculty of Foreign Languages at the Banking Academy of Vietnam during the second term of the 2020-2021 academic year.
Population and Sampling technique
This research was conducted at the Banking Academy of Vietnam's Faculty of Foreign Languages, focusing on final-year students in the English department who had studied listening as a primary subject The study specifically targeted these seniors due to their completion of a three-stage listening program, which included Listening I, Listening II, and Listening III modules, ensuring that participants had achieved a certain level of proficiency.
University students have typically completed eight semesters of English as a major and passed relevant examinations, which marks a significant advancement from their high school education Unlike high school, where the focus was primarily on grammar, university offers a new approach that emphasizes listening skills as a separate module This shift presents challenges for students accustomed to traditional methods, but it also provides opportunities to enhance their listening abilities through tests and assignments.
In a study involving 95 final-year students from three classes at the Faculty of Foreign Languages, researchers aimed to identify and address ongoing challenges in listening comprehension The participants, hailing from diverse regions of Vietnam, exhibited varying levels of listening skills The results were analyzed quantitatively to provide insights into the survey findings.
As previously mentioned, 95 students from three different classes took part in the report The following table contains specific data:
Number of participants in the survey 95
Number of students in 3 classes (ATCA, ATCB, ATCC) 187
Table 1 Participants in the study
The study's participants accounted for over half of the total population, providing a substantial sample size to address the limitations inherent in the convenience sampling method employed by the researchers.
Research instrument
In this study, questionnaires were selected as the primary data collection tool due to their numerous advantages The researcher carefully considered the pros and cons of using questionnaires, ultimately recognizing their ease of construction, exceptional flexibility, and capacity to gather extensive data efficiently.
Questionnaires are a popular research tool due to their ability to quickly gather significant amounts of information, often in under an hour (Dornyei, 2003) This method not only saves time but also minimizes the financial burden on researchers, especially with the aid of modern computer tools that streamline data processing Despite these advantages, poorly designed questionnaires can lead to unreliable and invalid results, highlighting the importance of careful construction to avoid ambiguity and superficiality (Moser & ).
Kalton, 1971), untrustworthy and unmotivated respondents (Hopkins, Stanley, &
Hopkins, 1990), social desirability bias (Oppenheim, 1966), and the halo effect As a result, the questionnaires were meticulously crafted to eliminate these flaws
The researcher used a questionnaire as a quantitative tool to sample the respondents
It was divided into four sections: Respondent’s background information,
Difficulties, Causes, and their perspectives on strategies in listening comprehension
Section one included three demographic items (1-2) to collect information about the number of years spent learning English and respondent’s perception of listening comprehension
The second section contained 12 elements (3-14) with a five-point Likert scale (5-
Always, 4-Often, 3-Sometimes, 2-Rarely, 1-Never) to collect data on the frequency listening challenges encountered by ATC seniors
Section three, consisting of 12 items (15-26), examined respondents' agreement with the factors contributing to listening obstacles Responses were measured on a scale ranging from "strongly agree" to "strongly disagree," with 4 indicating strong agreement and 1 indicating strong disagreement.
The concluding section aimed to assess students' perceptions of the effectiveness of proposed strategies for addressing listening comprehension issues It included fifteen options (27-41), enabling participants to select multiple methods they found beneficial Following data collection, the analysis phase commenced.
Data gathering procedure
In this phase, a questionnaire was developed for participants, focusing on listening theory from the literature The researcher identified three key factors for analysis: the challenges faced by ATC seniors, the underlying reasons for these challenges, and their perceptions of listening comprehension strategies.
A questionnaire was distributed to three respondents to identify unclear areas needing correction or enhancement Following their review, the researcher solicited feedback and suggestions, leading to the successful completion of the adaptation process.
Due to the COVID-19 pandemic, the researcher was unable to communicate directly with respondents and opted to distribute an online survey to 95 students via Google Forms Prior to the questionnaire, she clarified its structure and duration, assuring participants that any confusion regarding listening comprehension would be addressed upon the completion of her thesis Additionally, the researcher offered guidance and explanations to minimize misunderstandings and uncertainties among the respondents.
* Step 4: Getting the data ready to be processed
Following the data collection from the questionnaire results, the writer prepared to code to have the data processed through SPSS.
Statistical treatment
Following data from Google form, the researcher applied the method of measuring the percentage of the votes for sections 1 and 4 Besides that, she used SPSS version
20 and Microsoft Excel as a statistical kit to evaluate the data descriptively in sections 2 and 3 of the survey
Below are the detailed steps to process data from the two above sections
The data transcription was closely reviewed, and any inaccurate or incomplete transcriptions were removed to ensure that the collected data was accurate
The chosen data was coded in an excel file and imported into SPSS by the researcher
According to Brown (2003), reliability is defined as the precision of measurement, which requires acceptable mean and standard deviation results to assess a test's reliability Generally, reliability reflects how well tests or their components serve as indicators of the intended measurement The internal consistency degree, measured by Cronbach's Alpha, is detailed in the table below, as outlined by Louis Cohen (2007).
No Cronbach Alpha Internal Consistency
The SPSS version 20.0 software was applied to calculate the survey's reliability As can be described in the table below:
Table 3 Reliability statistics of section 2 and 3 of the survey
The Cronbach's Alpha values in these two parts were 0.992 and 0.988, respectively, indicating that the questionnaire reliability level was inferred as very highly reliable
The descriptive statistics were computed (means, standard deviations)
The author created tables to demonstrate the similarities and contrasts
* Step 6: Analyzing the data and drawing conclusions
The researcher answered the original research questions based on the finding's results
FINDINGS AND DISCUSSION
Difficulties in listening comprehension of ATC seniors
This section discusses the challenges in listening comprehension that ATC seniors reported
The difficulties N Mean Std Deviation
Stress and intonation make it difficult to understand listening texts
It is hard to understand when speakers use connected speech
(going to/gonna, come on/C'mon
It is hard to understand when speakers have various and unfamiliar accents
It is hard to understand when speakers talk too fast
Unfamiliar words and expressions make it difficult to understand listening texts
(accept/except, affect/effect, ) make it difficult to understand listening texts
I miss key information when trying to understand the meaning of words in previous parts
It is hard to understand listening texts which have complex grammar structures
Unfamiliar topics and information make it difficult to understand the listening texts
I easily forget the information I have heard because of the length of listening texts
Unclear sounds from a poor- quality recording affect my listening
(background noise, poor physical condition, …) affect my listening
Table 4 Difficulties in listening comprehension of ATC seniors
The data indicates that an unfamiliar accent is the most significant factor affecting students' listening comprehension, while poor-quality recording sound has minimal influence.
Stress and intonation pose significant challenges for many seniors, as highlighted by a mean score of 3.58 indicating that students often struggle to comprehend messages This phonological issue greatly affects perception, and according to Anderson and Tony Lynch (1988), stress and intonation are major contributors to listening difficulties faced by EFL learners.
Connected speech significantly impacts students' listening skills, as native speakers often produce spontaneous linked speech that can be challenging for learners to understand, with an average difficulty rating of 3.55 This challenge arises from features unique to spoken English, such as weak forms, contractions, elision, assimilation, and connotation, which are absent in Vietnamese Furthermore, there is considerable variation (1.05) in how participants assess the frequency of these connected speech features.
The table highlights that students frequently encounter various unfamiliar accents in listening comprehension, with a mean score of 4.06 and a low standard deviation of 0.78, indicating a consistent challenge Distinguishing between different accents can be difficult; familiarity with one speaker's style may hinder understanding when listening to someone with a different accent Consequently, diverse accents pose a significant challenge for English majors when interpreting spoken messages.
The speech rate of native speakers poses a significant challenge for language learners, with most students feeling that it adversely affects their comprehension Research by Flowerdew and Miller (1996) indicates that a majority of learners rate the speed of spoken text as a major obstacle, averaging a score of 4.02 in their assessments of understanding.
38 pace of delivery Similarly, Lin (2000) and Bloomfield (2010) discover that one of the significant difficulties includes being unable to keep up with the speaker's rapid delivery pace
Unfamiliar words and expressions in recordings pose significant barriers for students, with an average frequency of 3.7, hindering their ability to grasp essential information This lexical challenge is frequently encountered in listening classes, as highlighted by Mary Underwood (1989), who notes that “an unfamiliar word may be like a suddenly lowered barrier, causing them to pause and think about the meaning of the word and therefore missing the text portion of the speech.”
Seniors often face challenges with listening comprehension, particularly due to commonly confused words, which rank at 3.82 in terms of significance While this may not be a major issue, it can lead to misunderstandings among students Certain English words, like "principal" and "principle," sound alike yet have distinct meanings and uses, highlighting the importance of clarity in communication.
The term "principal" refers to the most important individual, often denoting the head of a school or college In contrast, "principle" signifies a law or theory that explains the functioning of something, or it can represent a moral rule or guideline.
Participants, with an average score of 3.77, acknowledged frequently missing important details in listening segments This issue may arise from limited vocabulary, confusion between homonyms and synonyms, or an intense focus on understanding one aspect of the audio, leading to the omission of subsequent messages from the speakers.
Syntactic challenges, particularly the complex grammatical structures that scored 3.99, pose a significant barrier to students' listening comprehension Additionally, when faced with unfamiliar topics, students often struggle with insufficient vocabulary and contextual knowledge, which, combined with potential psychological factors, can adversely affect their listening performance, rated at 3.68 In summary, these elements frequently hinder students' ability to listen effectively.
Many students struggle with listening comprehension when faced with complex grammatical structures and unfamiliar topics, as indicated by recent findings This suggests that the dense nature of new knowledge presented in recorded texts can hinder their ability to fully understand the material.
Prolonged listening can significantly impact listeners' memory, with an average score of 3.88 This aligns with Ur's (1984) assertion that the challenges in listening comprehension stem from the length of the audio material.
Another problem, as shown in the table, is the poor quality of CDs and recordings
Low-quality cassette players and recorded tapes appear to have minimal impact on learners, reflected in a mean score of 3.45 However, the significant standard deviation of 1.05 indicates a varied perception among students regarding the issues associated with this audio quality.
The table highlights the impact of the physical environment on students' listening performance, revealing that a significant number of students (mean score of 3.92) struggle to concentrate due to environmental distractions like noise and uncomfortable classroom conditions Consequently, well-equipped classrooms play a crucial role in enhancing students' listening abilities.
Causes of difficulties in listening comprehension of ATC seniors
This section offers some reasons for ATC seniors' listening comprehension problems discussed in the previous part
The causes N Mean Std Deviation
My pronunciation is not good enough to understand all listening texts
I always try to understand each word while listening
My lack of context-related vocabulary affects my understanding of the intended message in listening texts
My grammar is not good enough to understand all listening texts
I do not know how to identify main ideas and supporting ideas while listening
I do not know how to improve my listening skills
My social and cultural background knowledge is not sufficient enough
41 to understand all listening texts
I only remember the information I have heard for a short time
The sound quality from speakers and recordings in my classes is poor
I easily get distracted while listening
I always feel stressed and nervous while doing a listening test
Table 5 Causes of difficulties in listening comprehension of ATC seniors
The analysis reveals that insufficient context-related vocabulary and social background knowledge are the primary factors affecting the examined groups Nevertheless, a notable finding is that most participants believe they possess the ability to enhance their listening skills.
The table highlights students' perceptions of their phonological and lexical listening skills, revealing a lack of confidence in pronunciation, with a mean score of 2.93 This indicates that many students frequently encounter challenges with incorrect pronunciation during listening activities Specific sounds, such as /t/, /s/, /z/, and /k/, are often ignored in spoken English, leading listeners to inadvertently overlook them Ur (1984) suggests that this neglect can significantly impact comprehension.
42 word is pronounced differently from how it was said when it was learned, the listener may not remember it as the same word or even forget its existence entirely
Good pronunciation plays a crucial role in enhancing listening skills and aids students in accurately recognizing and spelling words Regularly reviewing vocabulary can help improve pronunciation According to Gilakjani (2012), learners with proficient English pronunciation are more likely to be understood, even when they make errors in other areas, whereas those with poor pronunciation may struggle to be understood despite having perfect grammar Therefore, proper pronunciation significantly influences students' listening abilities.
Listeners often engage in ineffective behaviors by trying to understand every word in listening texts instead of focusing on keywords and main ideas, which are equally important as pronunciation This habit can lead to exhaustion and impatience, causing them to guess answers rather than fully comprehend the material Consequently, this approach can be time-consuming, leading learners to skip future listening sessions It's essential for learners to recognize that they do not need to understand every word to gain the necessary knowledge from recordings.
A major challenge in developing listening skills is the insufficient vocabulary relevant to the context, with an average score of only 2.97 indicating students' self-assessed inadequacy Even when students pronounce words correctly, they often struggle to grasp the meanings of listening terms This supports Underwood's (1989) hypothesis that a limited vocabulary is a critical barrier to listening comprehension for many learners.
The chart indicates that grammar significantly impacts listening comprehension for ATC majors, with a mean score of 2.97 reflecting that many students feel complex grammar structures impede their mastery of this skill Howatt and Dakin (1974) emphasize that effective listening involves recognizing a speaker's accent, pronunciation, grammar, vocabulary, and overall meaning comprehension Therefore, proficiency in grammar is essential for becoming a skilled English listener, and only a small number of students disagree with this assessment.
43 they cannot identify the key and supporting ideas in the recordings, which is crucial to listening comprehension, with a low average of 2.17
Despite a modest mean score of 2.28, it is surprising that some students report seldom practicing listening skills at home, while the majority engage in this habit daily The limited time allocated for self-study significantly affects learners' ability to master listening skills As the saying goes, "Practice makes perfect," yet many ATC seniors seem to struggle Although most respondents acknowledge they know how to improve their listening comprehension, with an average score of 2.06, their lack of proficiency suggests insufficient practice time.
Students' inadequate knowledge of culture and society, reflected in a mean score of 2.97, hinders their listening comprehension Respondents emphasized the importance of social and cultural awareness for understanding new material, suggesting that familiarity with diverse fields like economics and culture facilitates information retention This aligns with Nuttall's (1996) observation that discrepancies between learners' experiences and what they hear can create challenges Language inherently communicates culture; thus, a lack of socio-cultural and contextual awareness can obstruct comprehension (Anderson & Lynch, 1988) The breadth of one's experiences enhances the ability to understand messages, as students may struggle with unfamiliar topics, leading to confusion and disengagement Hasan (2000) further notes that students' capacity to connect new information with prior knowledge is crucial for predicting the context of listening passages.
Seniors identify working memory and poor sound quality from classroom speakers as significant factors affecting their listening comprehension, both rated with a mean score of 2.88 Inferior audio quality further exacerbates these challenges, highlighting the need for improved listening conditions in educational settings.
44 equipment receive the highest standard deviation of 0.98, demonstrating various viewpoints on the quality of different classrooms of Banking Academy
Research indicates that background noise and distractions significantly hinder students' ability to focus while listening to English, averaging a disturbance level of 2.89 Various external factors, such as low-quality audio equipment, poor recording quality, and environmental noise, contribute to this issue, leading to decreased comprehension and fatigue among learners As comprehension exercises progress, students' understanding tends to decline, often due to a loss of motivation and enthusiasm towards the lesson's end Furthermore, psychological factors, including anxiety and nervousness, negatively impact concentration, making it difficult for students to engage with the material when faced with disruptive classroom settings or irrelevant sounds.
Psychological factors, including homework stress, daily life tensions, test anxiety, and fatigue, significantly impact listening effectiveness, with a mean score of 2.93 Although the inability to concentrate and feelings of nervousness do not directly affect students' learning processes, they contribute to the promotion and regulation of learning effectiveness.
ATC seniors' perspectives on listening strategies
The survey questionnaire results also show how beneficial students think the methods below are to them when learning to listen
Setting a fixed amount of time every day to listen to English
Trying to keep calm and focus while listening
Choosing a quiet environment and authentic materials to listen
Listening to diverse topics in
English from reliable sources to widen my vocabulary
Guessing meanings of new words based on context and background knowledge
Practicing listening for main ideas and identifying
Taking notes or forming maps/pictures mentally while listening
Highly focusing on the parts which contain main ideas while listening
Setting goals and planning strategies for each task before doing a listening test
Double-checking answers before submitting the test
Evaluating how much I could understand and my progress after listening
Reviewing mistakes and trying to avoid them next time
Asking speakers to repeat or explain if I do not understand what they say
Asking teachers for helpful guidance and advice about listening strategies
Table 6 ATC seniors' perspectives on listening strategies
Overall, all strategies receive very high advocacy numbers, ranging from spending a specified amount of time per day listening to English to asking teachers for valuable suggestions about listening techniques
With the highest proportion of 98 percent, the students agreed that setting aside a set amount of time per day to listen to English would be highly beneficial Haynes
Listening to English daily can help students acquire the language as naturally as their mother tongue, as noted by (2005) Regular practice enhances listening skills and familiarizes learners with the language The data indicates that a majority of students recognize the importance of actively incorporating English listening practice into their daily routines.
Linguistic factors significantly contribute to students' nervousness and stress during listening activities, making it essential to cultivate their ability to remain calm when faced with linguistic challenges Consequently, the importance of "staying calm and focused while listening" is supported by 97% of respondents.
Selecting an optimal listening environment is crucial for effective study, accounting for 95% of success in mastering listening skills Despite this, many students express dissatisfaction with their current learning conditions, as highlighted in the previous chapter of this study.
To enhance students' listening skills, it is essential to create an engaging classroom environment that fosters effective listening Incorporating authentic content is crucial, as it exposes students to natural communication and interactional features often absent in scripted materials This exposure provides a realistic representation of spontaneous speech, including hesitations and errors, preparing students for real-life conversations Additionally, diverse authentic texts introduce learners to various voices and accents, allowing them to experience different expressions of emotion and communication styles, such as frustration conveyed through tone and interruptions.
Listening to diverse inputs like music, news, movies, and lectures is crucial for enhancing listening skills The Internet provides students with easy access to a wide range of content, including English music and films, as well as BBC news Engaging with various topics—such as education, entertainment, sports, and the economy—can significantly improve listening performance, with 95% of students acknowledging its benefits This exposure helps students familiarize themselves with different accents, such as British and American, while also expanding their vocabulary across multiple fields.
Listeners can often deduce the meanings of unfamiliar words using their background knowledge, with 94% of people supporting this approach To navigate unusual accents and topics, students should engage with a variety of audio sources This strategy helps alleviate frustration and anxiety Moreover, conversing with foreigners provides valuable opportunities for enhancing social and cultural awareness, allowing students to not only hear different accents but also gain insights into various countries.
49 through actual people It would be fascinating if students could fly overseas or abroad Since “Traveling widens your knowledge.”
A recent study reveals that 93 percent of students prioritize refining their pronunciation to accurately capture spoken words Vandergift (1999) highlights the common challenge students face in listening for context while simultaneously learning correct pronunciation Consequently, utilizing an English dictionary to explore both meanings and pronunciation is highly recommended for effective language learning.
A significant 92 percent of participants emphasize the crucial role of note-taking skills in learning While many seniors adopt the strategy of taking extensive notes, others prefer to listen actively and visualize concepts without writing However, this mental approach can lead to forgetting important information The value of note-taking has been extensively documented in various studies, reinforcing its importance in effective learning.
In 1989, it was noted that taking notes serves as an "external archive of information," facilitating later revision and analysis for specific tasks This process not only captures learners' attention to auditory input but also engages their cognitive abilities in coding, incorporating, synthesizing, and translating information into personal understanding Liu (2001) supports Kiewra's findings, highlighting the positive impact of note-taking and subsequent review on comprehension and the application of learned information in relevant tasks for Chinese EFL students.
As a result, this approach is a constructive exercise that dramatically assists students in honing their listening skills in English and other real-life circumstances
Effective listening in language learning involves focusing on key ideas and supporting details, which is closely linked to one's note-taking skills Many English learners often try to transcribe every word from recordings, failing to differentiate between essential concepts and supplementary information This aligns with Butt's (2010) assertion that some foreign language learners strive to comprehend every word they hear, a practice that ultimately proves ineffective and time-consuming.
Cognitive strategies involve mental tasks related to brain processing and language comprehension, such as connecting new and existing knowledge and inferring word meanings In contrast, metacognitive strategies are more complex and include goal setting, double-checking answers, evaluating progress, and reviewing mistakes, with over 80 percent of students engaging in these practices Many learners focus on their learning processes, organizing tasks and assessing their success For instance, before engaging in listening activities, students often identify task objectives and develop strategies for improvement They recognize and rectify comprehension errors after lectures, self-evaluate their performance, and enhance their understanding of the new language Consequently, they set both short-term and long-term goals for utilizing English in academic contexts (Oxford, 1990; Vandergrift, 1997, 2003a).
Research shows that asking for repetition or clarification and seeking teacher advice are vital socio-affective strategies, receiving 77% and 75% advocacy, respectively Given the diverse needs of students, it is essential for teachers to provide tailored guidance Mariela's (2015) study emphasizes the significant role teachers play in enhancing learners’ listening skills by encouraging students and addressing classroom concerns Developing English listening comprehension necessitates a variety of techniques from both educators and students Teachers employ various effective methods, positively influencing student learning, while it is the students' responsibility to apply the strategies they have acquired from both their own experiences and their teachers.
Seniors predominantly engage in cognitive activities, such as regular listening to diverse English topics and inferring meanings of unfamiliar words, which they believe enhance their listening comprehension The survey results indicate that metacognitive strategies, including goal-setting and progress evaluation, alongside social and affective tactics, are also deemed effective in improving their listening skills.
(trying to keep calm, asking for repetition) also positively impact them They are beneficial in improving learner's listening comprehension.
Chapter summary
This chapter explores three key research questions based on survey data, presenting findings through detailed tables and figures It highlights various factors affecting listening comprehension, including phonological, lexical, syntactic, and semantic challenges To overcome these difficulties, students employ a range of strategies, including cognitive, metacognitive, and socio-affective approaches.
SUMMARY OF FINDINGS, CONCLUSION AND
Summary of findings
The survey questionnaire data was analyzed to address the three initial research questions, with the key findings summarized as follows.
The study investigates students' perceptions of challenges in English listening comprehension, highlighting that unfamiliar accents and fast speaking speeds are the most common difficulties encountered In contrast, issues related to connected speech and faint sounds are reported as less frequent obstacles in listening comprehension.
Insufficient listening comprehension among last-year students primarily stems from a lack of social or cultural background knowledge, vocabulary, and grammar Despite this challenge, most participants share a common belief that they possess the necessary strategies to improve their listening skills.
Part 4 of the survey collected some suggestions of students to overcome their possible difficulties Firstly, almost all seniors agree that they had better set a fixed amount of time every day to listen to English Next, trying to keep calm and focus while listening receives the second ranking among preferred strategies Additionally, a quiet listening environment with authentic recordings, which also help improve this skill, is the third favorite recommendation
Conclusion
This study explores the listening comprehension challenges faced by final-year students at the Faculty of Foreign Languages, based on a questionnaire completed by 95 participants The research aims to identify the underlying causes of these difficulties and to assess students' preferences for effective listening strategies Findings indicate that many students encounter various issues related to phonological, lexical, syntactic, and semantic aspects during listening tasks Despite these challenges, most students recognize the importance of utilizing cognitive, metacognitive, and socio-affective strategies before, during, and after listening To overcome these obstacles, learners are encouraged to implement these strategies in their practice.
Implications
Last year, students in the Faculty of Foreign Languages at Banking Academy encountered considerable difficulties in English listening comprehension To address these challenges, the writer suggests several strategies aimed at improving the listening skills of senior students.
Linguistic factors significantly contribute to students' nervousness and stress during the listening process, making it crucial to address these issues to build confidence Mastery of phonetics, phonology, pronunciation, and grammar is essential, and students should practice these skills in everyday situations Prior to listening, students must prepare relevant information and understand their tasks, ensuring they have a clear purpose for each listening session, even if repeated Importantly, students should not feel discouraged by moments of misunderstanding, but rather learn to acknowledge and navigate these challenges effectively.
Completing tasks is possible even if individuals forget certain words, highlighting that comprehension can occur with partial understanding Rather than feeling anxious about audio recordings during exams, students should take the opportunity to review the context beforehand.
Students should set specific goals before taking a test and assess their progress afterward, as achieving these targets can significantly motivate them for future efforts Furthermore, regularly reviewing new vocabulary and past mistakes enhances their memory and reflexes, helping them to avoid errors when encountering these terms in future listening or reading activities.
Students may struggle with comprehension during the listening phase if they lack awareness of societal and cultural contexts To address this, it is essential to actively seek to expand this knowledge Effective strategies include utilizing online resources, watching television, listening to the radio, engaging with professionals, and exploring literature such as books, newspapers, and magazines Additionally, accessing diverse listening materials from these sources can significantly improve vocabulary and pronunciation while familiarizing learners with different speakers' tones and accents.
Engaging with foreigners is a valuable opportunity to expand social and cultural experiences Students gain insights not only by listening to diverse voices but also by learning about different countries through personal interactions Ideally, studying abroad would enhance this experience even further.
A listening laboratory plays a crucial role in enhancing the quality of both teaching and learning listening skills, alongside audiotapes, tape recorders, and written texts However, findings from the previous chapter reveal that students are unhappy with the existing learning environment, citing excessive noise levels during listening lessons This distraction hampers their ability to concentrate effectively Therefore, it is essential to upgrade the current laboratory to provide all students with an optimal learning experience.
55 learn listening ability in such a stimulating atmosphere for developing their listening skills
Teachers should prioritize the use of authentic materials in the classroom, as they offer students a genuine experience of natural communication Authentic content exposes learners to real spontaneous speech, including hesitations and errors, which prepares them for actual conversations outside the classroom By engaging with diverse authentic texts, students encounter a variety of voices and accents, enhancing their understanding of different expressions, such as frustration, conveyed through tone, word choice, and interruptions.
Students should familiarize themselves with various types of listening texts early in their learning journey Teachers should introduce authentic content before students reach advanced levels, ensuring that the selected texts and tasks are manageable to prevent demotivation Utilizing credible materials, such as workplace training films and real audio recordings, enhances the applicability of listening skills beyond the EFL classroom, benefiting students in professional and community settings.
Incorporating a diverse range of accents in listening materials can greatly enhance the learning experience for students of all ages By curating content from various sources, educators can provide exciting and engaging topics that expose learners to different speaking speeds and accents This variety not only familiarizes students with multiple voices but also significantly improves their listening comprehension skills.
Besides cognitive, metacognitive, and socio/affective strategies discussed in chapter
In addition to the IV method, there are two key approaches to learning: top-down and bottom-up As discussed in chapter II, top-down exercises enable students to leverage their existing knowledge of a subject, fostering confidence as they engage in planned activities This method ensures that students effectively tackle listening tasks, enhancing their overall learning experience.
Bottom-up practice sessions are essential for developing students' confidence in their listening skills and understanding of language components, such as sounds, words, intonation, and grammatical structures Consequently, teachers should provide their students with guidance and strategies to improve listening comprehension effectively.
Limitations of the study and suggestions for further studies
The study presents some strengths, including effective collection methods and well-designed survey questionnaires for students; however, it also has notable shortcomings stemming from time constraints, insufficient sources, the researcher's expertise, and other unforeseen factors.
Due to time constraints and limited experience, the researcher could not conduct additional methods such as classroom observations or interviews with students and teachers These methods could have clarified ambiguous questionnaire responses and enhanced the reliability of the findings.
The study's limited scope focused solely on seniors from the Banking Academy's Faculty of Foreign Languages, representing a small student demographic, which restricts the applicability of the findings to a wider population Additionally, the researcher was unable to tackle all existing challenges within the study.
Additionally, the strategies proposed in this study are drawn from a variety of trustworthy but narrow sources
Despite the limitations mentioned, the writer hopes that this exploratory research will help improve teaching and learning English listening skills in the Faculty of Foreign Languages
To enhance future study outcomes, researchers should increase participant numbers and modify their data collection methods Incorporating observation alongside survey questionnaires will lead to more compelling conclusions.
While the study acknowledges its limitations, it has been conducted with both supervision and personal effort Constructive feedback and criticism are welcomed to enhance future research endeavors.
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APPENDICES INSIGHTS INTO CHALLENGES IN LISTENING COMPREHENSION
ENCOUNTERED BY ENGLISH-MAJORED SENIORS
Nguyễn Vân Anh from class K20ATCA is conducting research on the challenges in listening comprehension faced by English-majored seniors at the Banking Academy She seeks assistance with a questionnaire aimed at gathering relevant data from final-year ATC students The questionnaire consists of close-ended rating scale questions designed to be quick and easy to complete All responses will remain confidential Thank you for your support!
1 How long have you learned English?
2 In your opinion, listening comprehension is
II Difficulties in listening comprehension of ATC seniors
How often do you face the following problems while listening?
Always Often Sometimes Rarely Never
3 Stress and intonation make it difficult to understand listening texts
4 It is hard to understand when speakers use connected speech (going to/gonna, come on/C'mon )
5 It is hard to understand when speakers have various and unfamiliar accents
6 It is hard to understand when speakers talk too fast
7 Unfamiliar words and expressions make it difficult to understand listening texts
(accept/except, affect/effect, ) make it difficult to understand listening texts
9 I miss key information when trying to understand the meaning of words in previous parts
10 It is hard to understand listening texts which have
11 Unfamiliar topics and information make it difficult to understand the listening texts
12 I easily forget the information I have heard because of the length of listening texts
13 Unclear sounds from a poor-quality recording affect my listening
(background noise, poor physical condition, …) affect my listening
III Causes of difficulties in listening comprehension of ATC seniors
To what extent do you agree with the following statements?
Strongly agree Agree Disagree Strongly disagree
15 My pronunciation is not good enough to understand all listening texts
16 I always try to understand each word while listening
17 My lack of context-related vocabulary affects my understanding of the intended message in listening texts
18 My grammar is not good enough to understand all listening texts
19 I do not know how to identify
67 main ideas and supporting ideas while listening
21 I do not know how to improve my listening skills
22 My social and cultural background knowledge is not sufficient enough to understand all listening texts
I have heard for a short time
24 The sound quality from speakers and recordings in my classes is poor
25 I easily get distracted while listening
26 I always feel stressed and nervous while doing a listening test
IV ATC seniors' perspectives on listening strategies
Which strategies are helpful to improve your English listening comprehension?
(You can choose more than one)
27 Setting a fixed amount of time every day to listen to English
28 Trying to keep calm and focus while listening
29 Choosing a quiet environment and authentic materials to listen
30 Listening to diverse topics in English from reliable sources to widen my vocabulary
31 Guessing meanings of new words based on context and background knowledge
32 Working on my English pronunciation
33 Practicing listening for main ideas and identifying supporting ideas
34 Taking notes or forming maps/pictures mentally while listening
35 Highly focusing on the parts which contain main ideas while listening
36 Setting goals and planning strategies for each task before doing a listening test
37 Double-checking answers before submitting the test
38 Evaluating how much I could understand and my progress after listening
39 Reviewing mistakes and trying to avoid them next time
40 Asking speakers to repeat or explain if I do not understand what they say
41 Asking teachers for helpful guidance and advice about listening strategies
NHẬN XÉT CỦA GIẢNG VIÊN HƯỚNG DẪN
I am happy to instruct the student, Nguyen Van Anh to fulfill her graduation thesis
I highly appreciate her enthusiasm and positive attitude throughout the completion of this thesis She has worked on her research with a serious and professional manner
She demonstrated a solid understanding of the subject and exhibited clear analytical skills While her survey results are presented logically and referenced against other studies, incorporating interviews with students and teachers would have significantly enhanced the analysis.
She is also able to demonstrate a good command of English
Overall, the thesis is well-structured and written
HỌC VIỆN NGÂN HÀNG CỘNG HÒA XÃ HỘI CHỦ NGHĨA VIỆT NAM KHOA NGOẠI NGỮ Độc lập – Tự do – Hạnh Phúc
BIÊN BẢN CHỈNH SỬA KHÓA LUẬN TỐT NGHIỆP
Sinh viên: Nguyễn Vân Anh
Thuộc chuyên ngành: Ngôn ngữ Anh – Tài chính Ngân hàng
Thực hiện đề tài: Insights into challenges in listening comprehension encountered by English-majored seniors at Banking Academy
Vào ngày 9 tháng 6 năm 2021, tôi đã hoàn thành việc chỉnh sửa Khóa luận tốt nghiệp (KLTN) dựa trên ý kiến của Hội đồng chấm KLTN.
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Insights into challenges in listening comprehension encountered by English- majored seniors at Banking Academy
Hà Nội, ngày 9 tháng 6 năm 2021
Xác nhận của Giảng viên hướng dẫn Sinh viên thực hiện
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Nguyễn Thị Thủy Nguyễn Vân Anh