MINISTRY OF JUSTICE MINISTRY OF EDUCATION AND TRAININGHANOI LAW UNIVERSITY DANG THUY NGAN 443023 A STUDY ON USING DICTATION METHOD TO IMPROVE FIRST YEAR ENGLISH MAJOR STUDENTS’ LISTENING
Previous studies in relation to using Dictation method in improving
In her 2019 study, "Using Dictation to Improve Listening Skills of Grade 10 Students at a High School in Ha Nam Province," Nguyen Thi Quynh Anh investigates the effectiveness of dictation as a method for enhancing listening skills among 40 grade 10 students The research aims to provide a comprehensive understanding of dictation's impact on student learning and to measure the improvement in their listening abilities.
A study involving 17 high school students in Ha Nam province assessed the impact of dictation practice on listening skills over an 18-week period Pre-tests were administered before the intervention, and all students underwent post-testing to evaluate outcomes Detailed data collection and analysis, including survey questionnaires, were conducted to gauge students' attitudes towards the dictation technique The findings indicate that dictation significantly enhances students' listening skills.
A study titled “Effectiveness of Dictation in Improving English Listening Ability of Japanese High School Students” by Hirokazu Yonezaki (2014) investigates how dictation can enhance the listening skills of Japanese high school students, who typically struggle with listening comprehension, as evidenced by recent TOEFL test data The research highlights that these learners often face challenges in translating spoken language into written forms By focusing on dictation, which requires students to recognize and transcribe spoken words, the study found that participants who underwent dictation exercises showed significant improvement in their post-test scores compared to a control group Thus, the findings suggest that dictation is an effective method for enhancing English listening abilities among Japanese high school students.
The research conducted by Dhea Saragih (2022) explores the effectiveness of using dictation as a strategy to enhance listening skills in students Utilizing library research, the study compiles various sources, including journals and scientific publications, to support its findings A qualitative approach was employed to provide insights into the advantages of dictation in teaching listening The results indicate that dictation significantly improves students' listening abilities, boosts their confidence and motivation, and aids in understanding English pronunciation By incorporating dictation into lessons, teachers can effectively facilitate listening skill development, ultimately achieving educational objectives This research serves to inform educators about the benefits of using dictation as a teaching strategy for listening skills.
After reviewing previous studies, the researcher concludes that the primary aim is to evaluate the effectiveness of dictation in enhancing learners' listening skills These studies, whether quantitative or qualitative, reveal both benefits and drawbacks.
This study employs a mixed-method approach to explore the challenges faced by students in the listening process and assess the effectiveness of the dictation method in enhancing the listening skills of English major freshmen at Hanoi Law University It aims to provide a comprehensive understanding of the benefits of dictation compared to other methods, while also identifying the difficulties associated with its frequent use in teaching and learning By addressing these aspects, this research seeks to fill existing gaps in the literature.
This chapter establishes a strong foundation for the study by offering essential insights into listening skills, the dictation method, and previous research It clarifies the definition and significance of listening skills, explores various types of listening activities, outlines the listening process, and addresses common challenges faced in developing these skills.
The dictation method plays a crucial role in the listening learning process, particularly for first-year English major students This article explores the definition and characteristics of dictation, along with its advantages and disadvantages in enhancing listening skills Additionally, the researcher examines previous studies that have utilized the dictation method to improve English listening abilities, drawing comparisons to the current investigation.
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This chapter outlines the research methodology, detailing the principles guiding the identification, selection, processing, and analysis of data through both quantitative and qualitative approaches These procedures are designed to provide clear and acceptable answers to the research questions posed in the study.
The research focused on English major freshmen at Hanoi Law University, specifically targeting the 47th cohort, which comprises 192 students To determine the appropriate number of respondents for the survey questionnaire, the researcher employed Slovin’s formula as a sampling technique, ensuring a desired level of accuracy in the findings.
Out of 192 English major freshmen, 93 participated in a survey via Google Forms, providing highly positive feedback These students also completed pre-tests and post-tests to evaluate their listening skills Additionally, the researcher interviewed 6 willing participants from the survey to gather insightful information relevant to the study This target group was chosen based on their academic level, as they are preparing to earn credits in English Listening 1 and are expected to have a foundational understanding of listening, along with some challenges in developing their English listening skills.
At Hanoi Law University, there is a noticeable gender imbalance among first-year English majors, with 64 female students (68.8%) compared to only 22 male students (23.7%) Additionally, 7 participants (7.5%) chose not to disclose their gender This female dominance can be attributed to a significant preference among female students for social sciences, particularly in an institution like Hanoi Law University.
21 females taking part in the survey indicates that the subject matter of the study has received more attention from females rather than their counterparts.
A significant portion of students, approximately 59.1%, have been learning English for over seven years, indicating extensive exposure to the language This is followed by 29% of students with 5-7 years of experience, 6.5% with 3-5 years, and 5.4% who have studied English for less than three years Overall, these statistics highlight that many students have a long-term engagement with English learning.
A recent trend among freshmen indicates a decline in the time dedicated to improving English skills, with 54.8% spending less than 2 hours daily In stark contrast, only 7 students, or 7.5%, commit more than 10 hours to their studies The remaining students allocate time as follows: 28% spend 2-5 hours, while 9.7% invest 6-10 hours each day.
In general, first-year learners primarily categorize themselves into three English proficiency levels, namely “/ntermediate’, “Upper Intermediate”, and
Among the four English competency levels, "Upper Intermediate" is the most commonly chosen level, selected by 41 students, representing 44.1% of the total In comparison, the percentages of students at the "Intermediate" level are also noteworthy.
“Advanced” are 28% and 24.7% in the given order The least-chosen level is proficient with only 3 students (3.2%).
The study employed a mixed-methods approach, combining both quantitative and qualitative research techniques to assess the effectiveness of the dictation method on enhancing listening skills among English freshmen at Hanoi Law University Data collection involved survey questionnaires, tests conducted in two phases, and in-depth interviews The pre-questionnaire and pre-test were meticulously calibrated for validity and reliability by the supervisor before being distributed to freshmen via Google Forms After a three-week period, the results were analyzed to gauge the impact of the dictation method on students' listening abilities.
Forms were utilized to distribute the post-test and post-questionnaire to freshmen, with responses collected over a four-week period The data gathered underwent a screening process using IBM SPSS Statistics software To enhance understanding of the target participants, interviews were conducted, with questions carefully developed and reviewed with academic guidance prior to the face-to-face sessions The primary data obtained from these methods was then analyzed for further insights.
2.2.2.1 Data collection from the questionnaires
The survey questionnaire was meticulously designed with the supervisor's assistance and tested for validity and reliability through a dry run Prior to distributing the pre- and post-questionnaires to participants, the researcher obtained personal consent from prospective participants Due to the varying schedules of class members, the questionnaires were administered online via Google Form to K47 English majors during the first and third weeks of a three-week survey period The online format included clear explanations of the study's objectives, instructions for completion, and assurances of participant confidentiality Following data collection, a screening process identified 93 relevant responses for analysis, after which the Google Form was closed to prevent any alterations to the collected data.
2.2.2.2 Data collection from the tests
A study assessed the English listening proficiency of 93 first-year English major students through pre-test and post-test evaluations The pre-test, conducted in the first week, utilized a PET-like listening material with 12 questions designed to gauge the students' ability to comprehend spoken English in an academic context.
The listening component of the PET test comprised two sections: six multiple-choice questions and six gap-filling questions To enhance their listening skills, students received weekly assignments via Zalo, focusing on the dictation method These assignments involved transcribing PET listening test audio, summarizing key ideas, and learning new vocabulary At the end of the three-week survey, students completed a post-test mirroring the pre-test structure Ensuring the validity and reliability of the test questions was crucial, as validity assesses the adequacy and appropriateness of the assessment results.
2.2.2.3 Data collection from the interview
An in-depth interview was conducted with eight questions designed to evaluate the effectiveness of the dictation method in enhancing freshmen's listening skills Respondents participated in direct, offline interviews to address these questions The questions focused on three key research objectives: the challenges faced by English major freshmen in listening comprehension, the benefits of using dictation in the listening process, and the drawbacks associated with dictation Notably, all six students interviewed from group K47 actively participated, resulting in a strong response rate.
This study employs a mixed-methods approach, yielding optimal results by analyzing and interpreting data from both qualitative and quantitative sources, utilizing raw information gathered from respondents.
In this study, the questionnaire survey results were analyzed using Google Forms, Microsoft Office Excel, and IBM SPSS software The gathered data is visually represented through bar charts, pie charts, and tables The analysis primarily employed Google Forms, SPSS Descriptive Statistics to assess the benefits and challenges of using the dictation method for enhancing English listening skills, and SPSS Frequency Statistics to evaluate aspects such as freshmen's listening time and their awareness of the dictation method Prior to data processing, qualitative values were converted into quantitative values to facilitate analysis.
5 = Always or almost always true to me/ Strongly disagree
4 = Usually true to me/ Disagree
3 = Somewhat true to me/ Neutral
2 = Usually not true to me/ Agree
1 = Never or almost never true to me/ Strongly agree
RESULTS AND DISCUSSIONS 27 3.1 Results and discussions of the findings from the Quesfionnaires
Results and discussions of the findings from the Post-Questionnaire
3.1.2.1 The benefits of using dictation method in the English listening process
The researcher developed a set of 7 Likert items to explore the benefits of the dictation method in enhancing listening skills among freshmen This approach aims to identify how dictation can effectively improve students' listening abilities.
According to Table 4, more than half of the Likert items fall under the "Agree" category, specifically items 4, 5, and 6 Items 1 and 3 are classified as "Strongly agree," while item 2 is marked as "Neutral," and item 7 is categorized as "Disagree." Additionally, the standard deviation ranges from 0.832 to 1.024, indicating an uneven distribution of responses to the statements.
1 Repetition of texts in English | 93 1 5 4.23 849 by native speakers from audio helps me know the pronunciation of English in detail.
2 Using dictation method allows | 93 1 5 3.37 1.101 me to keep up with the speed of the English listening.
3 Dictation is an effective | 93 1 5 4.22 832 method for me to understand sentence structures.
4 The dictation method allows | 93 1 5 3.95 971 me to catch the meaning of vocabulary during the English listening process.
5 It is easy for me to listen to | 93 1 5 3.74 977 different accents after using dictation method to practice listening skill.
6 With the help of dictation | 93 1 5 3.81 1.024 method in listening to English text, my vocabulary is increasing.
7 Listening to English by using | 93 1 3 2.55 915 dictation method allows me to improve concentration.
Table 4 The benefits of using dictation method in the listening process
Participants expressed strong support for the dictation method, with the highest Mean scores of 4.23 and 4.22 for its benefits They highlighted that "Repetition of texts in English by native speakers from audio helps me know the pronunciation of English in detail" and "Dictation is an effective method for me to understand sentence structures." After three weeks of using this method, it became clear that dictation exercises enhance students' focus on pronunciation and sentence structure, ultimately improving their listening skills and overall language proficiency.
The Mean scores ranging from 3.74 to 3.95 indicate that respondents agree the dictation method effectively aids in understanding vocabulary during English listening exercises Additionally, this method facilitates exposure to various accents and contributes to an increase in vocabulary In summary, the dictation method proves beneficial for freshmen in grasping vocabulary meanings, adapting to different accents, and enhancing their lexical resources.
Freshmen have a neutral stance (M=3.37) regarding the statement, "Using dictation methods allows me to keep up with the speed of English listening." This indicates that they find themselves in the middle ground when it comes to the effectiveness of dictation methods in helping them maintain pace with English listening activities.
Item 7 reaches the lowest Mean score of 2.55 (Disagree) It can be concluded that “Listening to English by using dictation method allows me to improve concentration.” is usually not true to the target students This indicates that the5 dictation method may not be the most effective way for these students to improve their concentration when listening to English.
3.1.2.2 Some difficulties encountered by the first year English major students while using dictation method to practice listening skill
The researcher developed a set of five Likert items to identify the challenges faced by freshmen in using the dictation method to improve their listening skills This approach aims to gather insights into the difficulties encountered during the listening process.
According to Table 5, more than half of the Likert items fall under the "Disagree" category (items 1, 2, and 4), while item 3 is categorized as "Agree" and item 5 is considered "Neutral." The standard deviation ranges from 0.814 to 1.073, indicating an unequal distribution of responses to the statements.
1 This method took me bored | 93 1 5 2.56 853 because it takes me a lot of time to apply.
2.The exercise is unrealistic | 93 1 5 2.45 814 because the texts used have been previously designed to be read rather than to be heard.
3 It is difficult for me to find| 93 1 5 3.47 951 dictation resources which are suitable with my English level.
4.1 did not remember the} 93 1 5 2.54 891 vocabulary and grammar I have dictated during the process of practicing listening skill using the dictation method.
5.I find it challenging to| 93 1 5 2.85 1.073 comprehend the listening context when using the dictation method.
Table 5 Some difficulties encountered by the first year English major students while using dictation method to practice listening skill
The Mean values for Items 1, 2, and 4, ranging from 2.45 to 2.56, indicate that respondents generally disagree with the statements regarding the dictation method being boring, unrealistic, and ineffective for vocabulary and grammar retention This suggests a positive perception of the dictation method, as participants did not find it tedious or impractical, and they reported good retention of the vocabulary and grammar learned during the listening practice.
Freshmen often struggle to find dictation resources that match their English proficiency, highlighting a common challenge faced by English language learners in locating suitable materials.
To enhance your English learning and accuracy, it's crucial to utilize resources that align with your proficiency level, such as online dictation exercises and offerings from language schools Interestingly, freshmen reported a neutral stance (M=2.85) on the statement regarding the challenges of comprehending listening contexts through dictation, indicating they do not find this method particularly difficult for understanding.
3.1.2.3 The effectiveness of dictation method in improving English major freshmen’s listening skill
Valid | Yes, I definitely see} s; 61.3 61.3 61.3 the efficacy of dictation method on my study.
No, lida Tet see Wie!) Ta 12.9 12.9 74.2 efficacy of dictation method on my study
I’m not sure, maybe I 22 23.7 23.7 97.8 see the efficacy of dictation method but not enough
Table 6 presents students' perceptions of the dictation method's effectiveness in enhancing English listening skills among freshmen Notably, 61.3% of students acknowledged its positive impact on their studies Conversely, 23.7% of respondents expressed uncertainty regarding the method's efficacy, suggesting they recognized potential benefits but remained unconvinced Additionally, 12.9% of students did not support the dictation method's effectiveness.
37 students straightly shared their view about the dictation method that they did not catch its advantages.
3.1.2.4 First year English major students’ interest and motivation for using dictation method to improve listening skill
Valid Yes, I find it very 81 87.1 87.1 87.1 interesting and motivating.
No, I do not find it 12 129 12.9 100.0 interesting and motivating.
Table 7 First year English major students' interest and motivation for using dictation method to improve listening skill
Table 7 illustrates that 87.1% of students found the dictation method both interesting and motivating, highlighting its effectiveness in enhancing English listening skills.
A total of 12 students (12.9%) expressed that they do not find the dictation method engaging or motivating However, these findings indicate that the dictation method can effectively enhance English listening skills for the majority of students.
3.1.2.5 The recommendation level of applying dictation method for English major freshmen at Hanoi Law University
Percent Percent Valid Highly recommend 48 51.6 51.6 51.6
Table 8 The recommendation level of applying dictation method for English major freshmen at Hanoi Law University
As can be seen from Table 8, over half of freshmen (51.6%) highly recommend to apply the dictation method in improving freshmen’s listening skill.
35 students (37.6%) recommend use the dictation method in enhancing English listening proficiency Only 10 respondents (10.8%) do not recommend.
Compared with previous studies in dictation method in improving listening skill, my study has more students with higher results.
3.2 Results and Discussions of the findings from the Tests
In this study, 93 freshmen English majors participated in a listening pretest, underwent treatment using the dictation method, and completed a posttest The results of their scores from both the pretest and posttest are presented in Table 9, highlighting the distribution of scores before and after the treatment.
No Score Pre-test Post-test
Results and Discussions of the Interview 41 1 The difficulties facing English major freshmen in the process of learning I14)E)081319011515021 si 0t n Ô 41 2 The English major freshmen’s motivation for using dictation method in
An in-depth interview was conducted to gain deeper insights into the survey findings The results from this interview aligned with those of the questionnaire and will be thoroughly analyzed in the following sections.
3.3.1 The difficulties facing English major freshmen in the process of learning English listening skill
To explore the challenges faced by freshmen in developing their English listening skills, the researcher formulated two key questions The first question assesses students' perceptions of whether listening is the most difficult skill to acquire, while the second question delves into the specific difficulties encountered during the English listening learning process.
All students unanimously agreed that listening is the most challenging skill to master, citing various reasons for this consensus One key argument is the significant time investment required to develop listening skills, as noted by Student 1 Additionally, Student 4 emphasized the difficulty of understanding pronunciation, stating, "I usually hear the pronunciation but do not know how to write it." Furthermore, Student 5 highlighted that listening demands high levels of concentration, perseverance, and consistent practice, reinforcing the notion that it is the hardest skill to study.
Students identify various challenges in developing their listening skills, with noise being a significant factor that directly impacts their ability to listen effectively.
Students often struggle to grasp the main ideas while listening to English, primarily due to various challenges Different accents can hinder comprehension, as noted by Students 3 and 6 Additionally, unfamiliar vocabulary and idiomatic expressions pose significant obstacles, as highlighted by Student 4 Furthermore, Student 5 pointed out the lack of opportunities to practice listening to native speakers, making it challenging to find both practice partners and time for regular engagement.
3.3.2 The English major freshmen’s motivation for using dictation method in the listening process
All interview participants (100%) confirmed that they find that applying the dictation method in learning English listening is interesting and motivating Student
Students reported increased engagement and enjoyment in the listening process through the dictation method One student highlighted that this approach significantly enhanced their listening skills and accuracy, leading to greater motivation to continue using it Overall, the positive feedback indicates that the dictation method is an effective strategy for English language learners aiming to improve their listening abilities.
3.3.3 The benefits of applying dictation method to improve English major freshmen’s listening skill at Hanoi Law University
The dictation method offers numerous benefits for English major freshmen, enhancing their listening skills and understanding of sentence structures Students report that listening to native speakers helps them grasp pronunciation and improve concentration Additionally, exposure to various accents becomes easier through this practice Dictation also aids in improving spelling and grammar, as transcribing texts allows students to refine their writing skills by practicing proper sentence structure and word usage.
3.3.4 The challenges of using dictation method in the process of learning listening skill for the English major freshmen at Hanoi Law University
Student 1 and Student 5 saw that using dictation method may take a lot of time for English major freshmen to practice it Student 2's concern highlights the importance of finding appropriate resources for dictation practice that match one's level of English proficiency It may take some effort to find suitable materials, but it can be worth it for the benefits of dictation practice It is also worth noting that dictation is not the best method for everyone, and it is important to consider individual preferences and learning styles when deciding on a method for improving listening skills Students 3 finds it challenging to comprehend the listening context when using the dictation method Compared with the dictation method’s benefits, there are a few disadvantages of this method are given by learners Student 6 noted
“In reality, many students did not remember the vocabulary and grammar they have
The dictation method offers significant benefits for improving listening skills among English major freshmen at Hanoi Law University, particularly for those with limited exposure to the language However, challenges arise due to the restricted class time, necessitating students to engage in self-study at home, which can be difficult for teachers to monitor Additionally, the time-consuming nature of this method may lead to student boredom, highlighting the need for a balanced approach to enhance engagement and effectiveness in listening skill development.
This chapter presents a comprehensive analysis of data obtained from survey questionnaires, utilizing pie charts, bar charts, and tables for clear interpretation Additionally, insights from in-depth interviews were examined, revealing that the findings align closely with the questionnaire results The integration of both quantitative and qualitative data allows the researcher to draw well-founded conclusions for the study.
The dictation method offers significant benefits for improving listening skills, although it also presents certain challenges To effectively promote dictation skills, it's essential to implement targeted strategies that highlight its advantages while addressing its drawbacks.
4.1 Recommendations for using the Dictation method effectively in order to improve the first year English major students’ listening skill
4.1.1 Some ways to overcome the drawbacks of using dictation method to improve the listening skill for English major freshmen at Hanoi Law University
To address the challenges of the dictation method in enhancing English listening skills, students suggested several effective strategies They recommended reviewing difficult words and grammar structures, compiling a vocabulary and grammar list prior to the dictation exercise, and applying the grammar and vocabulary acquired through dictation to improve their writing and speaking skills.
To enhance student retention, it is effective to provide a written transcript of the dictation exercise upon completion, allowing them to review challenging words and grammar structures Additionally, supplying a vocabulary and grammar list before the exercise can better prepare students to recognize and remember key elements Furthermore, offering opportunities for students to practice speaking and writing with the vocabulary and grammar from the dictation can significantly reinforce their learning and improve language retention.
4.1.2 Further recommendations for applying dictation method to improve English major freshmen’s listening skill at Hanoi Law University
The dictation method in English listening requires learners to concentrate on every word in a sentence, making it ideal for tasks like Fill in the Blank that necessitate precise word recognition Conversely, for exercises that focus on listening comprehension and identifying key information, such as Matching or Multiple Choice, different strategies may be more effective.
The dictation method can be time-consuming for students, which is why it is beneficial to combine it with other techniques like listening for details and shadowing This integrated approach enhances its effectiveness for English language learners at all levels Ultimately, when used alongside complementary methods, the dictation technique can significantly improve listening skills for English freshmen, providing them with a well-rounded learning experience.
Recommendations for English major freshmen 46 1 Choosing suitable English level materials for đicfafiOn
4.2.1 Choosing suitable English level materials for dictation
Students should select dictation materials that align with their proficiency level and interests to enhance motivation and engagement Beginners should focus on simple, short passages like children's stories or news articles, while intermediate learners can tackle longer content such as articles, podcasts, or TED talks on topics they enjoy Advanced learners are encouraged to dictate from academic texts, research papers, or native media like TV shows and movies to refine their comprehension of native speech.
4.2.2 Maintaining regular dictation drills when learning listening skill
Regular practice is essential for mastering English, particularly through the dictation method, which significantly enhances listening skills Students are encouraged to engage in daily dictation exercises to gradually improve their accuracy and overall proficiency This consistent practice exposes learners to various accents and speech styles, making the learning experience more engaging Additionally, regular dictation strengthens listening and transcription abilities, benefiting language learners aiming to boost their comprehension skills.
4.2.3 Focusing on the content of the listening recordings
Focusing excessively on dictation can cause students to overlook important details in listening exercises, hindering their overall comprehension This approach often results in an ineffective listening process, as students struggle to grasp the content Therefore, it is essential to prioritize understanding the main ideas of the listening recordings rather than merely replicating the spelling.
4.2.4 Combining with other suitable learning modes
The dictation method offers significant advantages for improving listening skills among English major freshmen with limited exposure; however, it faces challenges due to restricted classroom time, necessitating self-study at home, which can be difficult for teachers to monitor Additionally, the lengthy implementation period may lead to student boredom To enhance the effectiveness of this method, students should engage in group study, allowing them to tailor the dictation approach to their individual learning styles and find the most effective strategies for their needs.
4.3 Recommendations for English major lecturers
4.3.1 Providing the instructions to their students
To effectively improve listening skills through dictation, teachers must first instruct students, as this method requires a certain level of language proficiency Educators should provide guidance on effective note-taking, identifying keywords, and recognizing intonation and stress Monitoring progress and offering constructive feedback are essential for student improvement Additionally, teachers can select suitable listening materials and dictation exercises that match students' proficiency levels and learning objectives Providing supplementary resources, such as recordings and transcripts, enables students to practice outside of class With clear instruction and support, teachers can empower students to successfully use dictation as a valuable tool for enhancing their listening abilities.
4.3.2 Providing rewards to motivate students to learn English listening skill
Improving listening skills through the dictation method demands high concentration, perseverance, and consistent practice To motivate students, teachers should implement timely rewards, such as plus points or gifts like CDs and English books This approach not only benefits students by making the learning process more enjoyable but also allows teachers to evaluate and refine their teaching methods By incentivizing the practice of dictation, educators can effectively encourage students to enhance their listening abilities.
4.3.3 Combining the dictation method with other teaching methods
The dictation method, when combined with diverse teaching strategies, significantly enhances language learning for students at all levels Research indicates that integrating various approaches can lead to improved outcomes in spelling, grammar, and vocabulary Incorporating audio recordings and videos not only boosts listening comprehension but also familiarizes students with the sounds and rhythms of the language, essential for effective communication This multifaceted approach makes learning more engaging and enjoyable, helping educators maintain student motivation and interest while preventing boredom and frustration.
This chapter offers practical recommendations for effectively employing the dictation method to enhance listening skills among first-year English students, particularly for Legal English majors at Hanoi Law University It aims to assist both learners and educators in mastering the dictation technique to improve comprehension and listening proficiency.
For this section, the researcher makes a summary of the study, explains its implications and limitations, and puts forward suggestions for future research.
1 Summary of the main findings
This research aims to investigate the effectiveness of the dictation method in enhancing English listening skills at Hanoi Law University The findings will provide valuable insights into the study's objectives.
First-year English major students encounter several challenges in the listening process, including difficulties with pronunciation, insufficient practice, varying speech speeds, complex sentence structures, and limited lexical resources.
Freshmen experienced significant improvements in their listening scores after three weeks of employing the dictation method During this period, students recognized the advantages of this approach, which enhanced their pronunciation, sentence structures, lexical resources, and understanding of accents Overall, the dictation method proved to be effective in boosting students' listening skills and language proficiency.
The dictation method presents several challenges in teaching listening skills to first-year English majors at Hanoi Law University Firstly, these students struggle to identify suitable resources for their learning Secondly, the implementation of dictation requires a significant investment of time for both teaching and studying Lastly, teachers face difficulties in monitoring and guiding students' self-study efforts effectively.
To enhance the effectiveness of the dictation method, first-year English major students suggest integrating it with techniques like listening for details and shadowing, making it more suitable for English language learners at all proficiency levels Furthermore, the author provides tailored recommendations for both students and lecturers at Hanoi Law University.
The research establishes a connection between the Department and students in enhancing listening skills Through its findings, the Department and faculty can better understand the effectiveness of the dictation method on freshmen's listening abilities, enabling them to provide high-quality educational services that support students in achieving their English listening acquisition goals.
This research aims to establish a basis for future studies on the effectiveness of the dictation method in enhancing listening skills among English major freshmen, utilizing various research tools Consequently, it will comprehensively explore the application of the dictation method in developing listening abilities, highlighting both its advantages and disadvantages in the listening process.
3 Limitations and suggestions for further research