MINISTRY OF EDUCATION AND TRAINING LAC HONG UNIVERSITY TANG THI HOAI HIEN DIFFICULTIES ENCOUNTERED BY THE ELEVENTH GRADERS IN LEARNING ENGLISH LISTENING SKILLS AT CHU VAN AN HIGH S
LITERATURE REVIEW
Overview of Listening
1.1.1 Definition of Listening and Listening skills
According to Thomlison (1984), effective listening involves recognizing and understanding what others communicate, which encompasses grasping spoken dialects, grammar, vocabulary, and the context of the speaker A skilled listener can simultaneously perform these four essential tasks.
In language teaching, "listening skills" refer to the ability to understand and comprehend spoken messages This thesis focuses on listening as the process of grasping the oral messages conveyed by others Various definitions of listening exist, with Underwood (1989) describing it as the practice of paying attention and deriving meaning from auditory input Similarly, Mendelsohn (1994) emphasizes hearing as the native speaker's capacity to comprehend spoken language.
Listening is often perceived as a passive skill, but it is an active process that requires engagement It involves not only receiving information from speakers but also processing, perceiving, comprehending, analyzing, and responding to it effectively (Underwood, 1989) Students must mentally evaluate the meaning behind the spoken words and formulate appropriate reactions According to Buck (2001), this deeper level of listening is essential for meaningful communication.
Listening comprehension is an active process that involves constructing meaning by applying knowledge to incoming sounds According to Rost (2002), listening entails receiving the speaker's knowledge, building and representing meaning, negotiating that meaning, and responding appropriately This process also requires engagement, creativity, and empathy, aligning with Buck's perspective on sharing ideas effectively.
In summary, listening transcends mere hearing; it is an active and dynamic process that encompasses various activities, including understanding, remembering, and inferring meaning from the speaker's messages.
1.1.2 The importance of listening skills
Teaching and learning listening comprehension in English as a foreign language can be particularly challenging Mastering listening skills is essential for achieving success in English, as effective communication relies heavily on understanding spoken language Without strong listening comprehension abilities, learners may face significant obstacles in discussions and interactions.
Listening comprehension plays a crucial role in learning second and foreign languages, as highlighted by Rost (1994), who states that "listening is vital in the language classroom because it provides input for the learner." Without appropriate and understandable input, effective language learning cannot commence Additionally, Mary Underwood (1989) emphasizes that simply hearing a speaker is not enough for successful communication, indicating that a breakdown in communication occurs when listeners do not engage or comprehend the message being conveyed Therefore, mastering listening skills is essential for meaningful oral communication in any language.
Active listening goes beyond merely hearing; it involves attending to, processing, interpreting, evaluating, and responding to information, as highlighted by Mary Underwood (1989) Effective communication hinges on this active engagement, making listening a crucial skill for language acquisition It plays a vital role in enhancing vocabulary and understanding language structures, underscoring the importance of teaching listening skills in spoken language instruction.
Listening is an active process of information processing, where listeners engage in selecting and interpreting auditory and visual cues This enables them to understand the context and meaning behind what speakers are conveying (Thompson and Rubin, 1996).
Listening is an active process that involves choosing what to focus on and how to interpret the information received, unlike passive hearing Effective listeners pay close attention to elements such as stress, grammar, and intonation in speech, enhancing their understanding and engagement with the content.
Understanding listening awareness is crucial for teaching high school listening skills, particularly in tenth grade when students refine their learning strategies Students must be prepared to listen attentively, knowing what to focus on and which cues to follow Language teachers should emphasize the importance of listening skills, as they are essential for language acquisition and cognitive development, playing a vital role in effective communication Research indicates that individuals spend about 45% of their conversational time listening (Wills, 2008; Strother, 1987), reinforcing earlier observations by Rankin in 1928 regarding the significance of listening in communication.
70 % of people spent waking time talking and 34% spent listening and speaking, as well Second, listening provides the recipients with input In a newsletter
Listening is a fundamental language skill that enables individuals to understand, learn, and engage with their surroundings and others It plays a crucial role in shaping thoughts and interests On this day of mass communication, it is vital to recognize the significance of listening, especially in second and foreign language education, where it should not be overlooked or trivialized.
Listening encompasses both macro and micro-skills, which are interconnected Macro skills focus on the overall understanding of spoken language, while micro-skills involve a deeper analysis, including elements like word choice, intonation, mood, and nuanced meanings This distinction is crucial in both general communication and academic discourse, highlighting the complexity of effective listening (Richards, 1983, quoted in Jansen).
Brown (2004) outlines essential micro-skills for effective listening, which include maintaining short-term memory of expressions, distinguishing sounds in a new language, recognizing stress patterns, intonation, word boundaries, and standard word order Additionally, Brown (2007) identifies macro-skills for conversational discourse, such as recognizing coherent elements in spoken communication, understanding the roles of utterances based on context, and inferring meaning from real-world knowledge Together, these micro and macro skills are crucial for enhancing listening comprehension and defining learning objectives, ultimately guiding the priorities of the learning process.
According to Nguyen Thi Van Lam and Ngo Dinh Phuong (2006), there are two primary types of listening: casual listening and focused listening Casual listening occurs without a specific purpose, often leading to a lack of attention and retention of information, such as when we listen to music or news while multitasking In contrast, focused listening is intentional, aimed at gathering specific details for a particular reason, and is commonly practiced in everyday situations, including classroom settings This type of listening requires concentration to extract the most important points from speeches or lectures, even if not every word is heard.
Difficulties in Learning Listening skills
Willis (1981, p.134) has extended another point of view, listing a range of abilities to listen to issues she terms 'enabling abilities' for coping with To quote a few of them are:
Predict what people will communicate about
Guessing without panicking over unfamiliar words or phrases
Using one’s own subject information to help one understand
Listening problems in the classroom often stem from four key sources: the speaker, the content, the learner, and the physical environment Many students find it challenging to listen to spoken messages compared to reading them in textbooks, as they cannot control the speed of listening This lack of control makes it difficult to process information, unlike reading, where students can pause and consult a dictionary if needed Additionally, specific vocabulary areas present challenges; for instance, students often struggle with the pronunciation of regular verb endings, such as the final /t/ sound in words like 'job,' 'wish,' and 'watch' when dictated.
Tim worked diligently yesterday, but the students struggled to hear the final voiceless "t." Additionally, liaison, or the linking of words in rapid speech, presents another challenge, as in the phrase “What is she going to do tonight?” which can sound different in quick conversation.
“Whaisigunnadotanight?” This causes an interesting problem for the untrained ear liaison
I have been struggling with issues students have with listening up to this point
To enhance effective listening skills, foreign-language learners should focus on strategies that address their tendency to prioritize reading over listening, which limits their exposure to diverse auditory experiences Listening can be exhausting for students who often spend excessive time decoding foreign words and phrases According to Brown (2001), spoken language features, such as clustering—where speech is broken into manageable groups of words—pose challenges for learners It is crucial for students to concentrate on identifying these clusters rather than trying to comprehend every single word, as this can lead to distractions Additionally, spoken language often contains redundancies, including rephrasing and repetitions, which may initially confuse learners However, with practice, students can leverage these redundancies to gain more comprehension and processing time.
Spoken language features various reduced forms, including phonological, morphological, syntactic, and pragmatic variations, such as "you're" for "you are" and "won't" for "will not." These reductions pose significant challenges for learners, particularly beginners, who are still familiarizing themselves with the full forms of English Additionally, spoken language often includes hesitations, like "er," which contribute to its unique characteristics.
Listeners often face confusion due to false starts, interruptions, and corrections during conversations, particularly when unexpected actions occur Additionally, colloquial language poses a challenge, as it differs significantly from traditional written forms The use of idioms, slang, reduced expressions, and culturally specific vocabulary is prevalent in both monologues and dialogues To effectively comprehend spoken language, learners must adapt to varying speech rates and minimal pauses, which limits their opportunities to interrupt or replay the conversation.
English is a stress-based language, making it essential for learners to understand its prosodic features, such as stress, rhythm, and intonation, which convey subtle meanings like irony and encouragement Engagement is crucial for effective listening, and learners should be aware of the interactive nature of communication To enhance comprehension, reading is also important Key principles of interaction include negotiation, explanation, recognizing cues, turn-taking, subject nomination, maintenance, and termination.
In short, both of these features of spoken language must be understood by language learners in order to make conversation in general and listening in particular easier.
Factors affecting listening learning in class
It should be taken into account that information on density is one of the most challenging for students, especially beginners The dense passage (Rost,
Research indicates that a higher density of data in spoken language can lead to increased cognitive demands for second language (L2) listeners, thereby elevating the effort required for effective listening comprehension (Gilmore, 2004).
The complexity of text organization can hinder comprehension Cervantes and Gainer (1992) discovered that listeners who received a simplified version of a lecture performed significantly better on recall tests than those exposed to a more complex version Consequently, if students struggle to create a straightforward outline of the material, they are likely to miss essential content.
The reduced form, elision, and assimilation
The speaker's skill in articulating clauses significantly impacts the clarity of their message While some words may be slurred or omitted, those that remain often carry greater emphasis and meaning.
Spoken English exhibits three key characteristics of sandhi variation: contraction, reduction, and assimilation Contraction refers to the shortening of phrases, as seen in terms like "wanna" and "gonna." Reduction occurs when words are pronounced less distinctly, such as "could" being articulated as /kəd/ in the context of a sentence like "I could meet you this evening." Assimilation involves the blending of sounds, exemplified by the pronunciation of "he's at lunch" as /hi eɪʃt ər ləntʃ/.
Johana (2005) highlights that listeners require clear information at the beginning and end of words, which is affected by phonological processes like assimilation, elision, and linking These processes can pose challenges for learners, particularly with liaison—where words are connected when the second word starts with a vowel (e.g., "an orange")—and elision, where sounds are omitted in fast speech (e.g., "suppose that" pronounced quickly) Such phenomena complicate students' ability to recognize or comprehend individual words within spoken language, as they are accustomed to seeing words distinctly presented in their textbooks.
Stress and intonation are key features of the English language that serve to emphasize content phrases and convey meaning Many students struggle to differentiate between content and function words, leading to difficulties in understanding spoken English Often, words receive different stress in continuous speech compared to when they are spoken in isolation, which can hinder comprehension (Underwood, 1989) As a result, learners may fail to recognize familiar words and struggle with understanding grammatical structures during listening exercises.
Listeners often face challenges from background noise that can obscure important words and meanings, making it particularly difficult for foreign language learners to grasp the significance of speech Disruptive elements like repetitions, false starts, rephrasings, and filler phrases (e.g., "I mean" or "you know") contribute to redundancy in language, which can either hinder or aid comprehension For beginners, this redundancy may complicate understanding, while more advanced learners might benefit from the extra time it provides to adapt to the speaker's voice and style.
One significant barrier for learners is the inability to comprehend signal words used by speakers Discourse markers indicate the transfer of ideas, the provision of examples, or the reiteration of previous points (Underwood, 1989) Without the ability to recognize these markers, learners struggle to follow the continuous flow of speech effectively.
The difference of the cultures
Being unknown to cultural language skills plays a significant role in understanding the meaning Language-culture marriages are indivisible (Brown,
Instructors should introduce relevant topics before listening activities, especially when the subject matter may be unfamiliar to students For instance, if the listening exercise centers around Easter Day, which may not be widely recognized in the students' culture, it could hinder their understanding and engagement with the material.
Hung (1989) found that learners find it easier to comprehend audio passages containing familiar phrases, even when the topic is unfamiliar His research indicates that grasping the meaning of words can enhance students' interest in learning and positively influence their listening skills However, the challenge arises from the fact that many words possess multiple meanings, which can confuse students when they encounter less common usages.
Lack of vocabulary and background knowledge
A lack of socio-cultural and contextual awareness of the target language can hinder comprehension, as language inherently conveys its culture (Anderson & Lynch, 1988) To effectively grasp messages, it is essential to have a broad knowledge base The more information one possesses, the easier it becomes to understand complex ideas When students encounter unfamiliar topics, they may feel intimidated and confused, which ultimately impairs their ability to listen and engage.
A limited vocabulary can hinder students' comprehensive listening skills, as they often lack contextual information Insufficient knowledge of collocations and slang restricts their ability to infer meaning and anticipate content, particularly when it comes to identifying missing words and phrases (Yagang, 1993).
It is clear that good pronunciation makes a major contribution to listening skills
Improving pronunciation is essential for students to effectively communicate in English, as it helps them understand and accurately write words Developing a habit of regularly checking vocabulary can significantly enhance pronunciation skills According to Gilakjani (2012), learners with strong English pronunciation are more likely to be understood, even if they make mistakes in other areas, whereas those with poor pronunciation may struggle to convey their message, despite having excellent grammar.
Student motivation plays a crucial role in listening comprehension, as even minor lapses in focus can hinder understanding in a foreign language classroom When students find the listening material engaging, comprehension becomes easier; however, they often perceive listening activities as tedious due to the significant effort required to grasp the meaning.
The concentration of the student
Learners often experience diminishing motivation and excitement for learning during long comprehension exercises, leading to a decline in their understanding as the session progresses According to Yagang (1993), listening is a complex psychological process that requires focus; stress or nervousness can hinder a student's ability to concentrate Additionally, distractions from the classroom environment, such as background noise or conversations, can further impede listening comprehension Concentration is essential for interpreting and grasping the meaning of spoken text, and a lack of focus can result in misunderstandings Consequently, students may struggle to extract meaning from the material while simultaneously listening.
(2013), Gilakjani and Ahmadi (2011) suggest that when students or teachers find the longer exercise, it will be easier to turn it into the shorter section
Stages of listening
Listening activities are divided into pre-listening, while-listening, and post-listening processes (Wilson, 2009) Engaging teachers in both pre-listening and post-listening stages is crucial for effective lesson planning Instructors should focus on selecting suitable methodologies and classroom procedures The foundational framework for creating a listening lesson consists of three key steps, as outlined in the second edition of the ELT technique (p.141).
In the pre-listening stage, teachers prepare students by focusing on three key objectives: inspiration, contextualization, and readiness for listening Engaging activities designed by teachers encourage students to listen actively, while contextualizing the text helps them interpret subjects and themes effectively Additionally, providing specific language or phrases aids in understanding the recordings Pre-listening activities enhance vocabulary and context awareness, equipping students with the necessary tools to comprehend the listening material (Thanajaro, 2000) This process supports students in anticipating the content they will hear (Wilson, 2009) Tasks such as brainstorming relevant vocabulary, reviewing grammar, and discussing the topic help establish a real-life context and boost learners' motivation for the upcoming listening experience (Field cited in Richard and Renandya, 2002).
Teachers play a crucial role in helping students focus on listening texts and enhancing their comprehension skills While-listening activities enable students to extract meaning from spoken language, allowing them to interpret messages, revise predictions, and identify key concepts To facilitate understanding, teachers can encourage students to note keywords and listen multiple times, either to verify their interpretations or to answer detailed questions This approach not only reduces student anxiety through feedback opportunities but also aids in tackling challenging passages Factors such as text difficulty, duration, and student engagement are essential, with repeated listening beneficial for close language study, while listening for the main idea may require fewer repetitions.
Teachers play a crucial role in helping students integrate new knowledge gained from texts through effective post-listening activities These activities can take two primary forms: "reaction to the text," which involves discussions that address students' responses to what they have learned, and "language analysis," where the focus is on the text's linguistic features Such tasks not only enhance students' vocabulary and grammatical skills but also extend and deepen the initial listening assignment Additionally, cultural themes related to the material can be highlighted According to Wilson (2009), this stage also addresses challenges like unfamiliar vocabulary and students' reactions to the content, typically through oral discussions.
Poor quality of the equipment and facilities
Many classrooms still lack high-quality audio-visual equipment, impacting students' listening comprehension In the 21st century, it is concerning that some classrooms do not have access to computers, smartboards, or multimedia systems Poor sound quality can lead to ambiguous audio, hindering students' understanding, especially for those seated at the back in crowded environments Additionally, limited access to diverse spoken texts and opportunities to learn from native speakers, particularly in rural areas, further diminishes listening performance.
(1987) In addition, large classrooms, surrounding noise, and noisy classes also have negative impacts on listening
Students enhance their learning by practicing audio recording while listening to lessons, as they rely heavily on visual cues to understand the speakers' messages According to Hemei, video serves as a valuable and enriching resource that complements this auditory experience.
Video is highly valued by both students and teachers for its ability to clarify meaning through visual representation, reinforcing the adage that "a picture is worth a thousand words." This aligns with the findings of Yagang (1994) and Harmer (2001), which highlight that the absence of gestures and facial expressions from the speaker can hinder the listener's comprehension.
Classroom conditions can significantly hinder students' listening comprehension, particularly for those seated in the back rows who may struggle to hear recordings clearly External noise, especially for students sitting near windows, further disrupts focus Teachers must consider these factors, as the classroom size can complicate management and feedback during group activities Additionally, temperature extremes—whether too hot in summer or too cold in winter—can negatively impact students' ability to concentrate, especially in classrooms lacking proper climate control.
Previous related study
Because listening is one of the most important skills for being a good communicator, in which people spend about 60% of their time listening (Rubin
& Thompson, 1994), several studies have been done to investigate difficulties in learning EFL learners’ listening skills
Yagang (1993) presented the general definition of simple listening that
Listening is the ability to identify and comprehend spoken communication EFL learners often face challenges during the listening process due to four main factors: the message, the listener, and the physical context Many learners struggle with poorly organized content, making it hard to anticipate the speaker's words, especially when confronted with "no intonation sentences" or spontaneous topics in recorded messages Additionally, difficulties can arise when interacting with speakers who have unusual voices or excessive speech patterns Moreover, obstacles increase if the listener lacks proficiency in predicting information or is unfamiliar with stylistic elements like color writing, clichés, or various types of listening materials.
Ferris and Tagg (1996) emphasized the significance of listening and speaking tasks in the education of ESL students, revealing through surveys with full-time professors that students often struggle with academic listening skills Despite recognizing the importance of these skills, many students are reluctant to engage in classroom discussions or interact with peers, particularly those who share their native language The study highlights the crucial role of teachers in fostering effective communication and listening strategies among students While their research serves as a valuable resource for ESL learners, incorporating feedback from both teachers and students could enhance understanding of the challenges faced by learners, allowing them to articulate their difficulties more effectively.
Chen (2005) investigated the barriers to effective listening strategies for EFL learners, highlighting key pedagogical implications based on a study of Takming College students in Taiwan His research identified seven primary learning obstacles, encompassing 22 subcategories, such as emotional barriers, habitual challenges, difficulties with information processing, varying levels of English proficiency, and learners' beliefs about listening The study emphasizes the importance of understanding the nature and application of listening strategies, as well as the materials used for practice This comprehensive analysis serves as a valuable resource for enhancing listening instruction and learning.
In Vietnam, teaching listening skills to 10th graders has become commonplace due to the implementation of new English textbooks over the past decade However, these skills have not received adequate attention or investment A report on tuoitre.vn highlights that listening skills were often neglected in high schools, as both teachers and students prioritized exam preparation that did not include listening assessments Consequently, many intermediate and low-level students face significant challenges in developing their listening abilities The current study aims to gather insights into the listening difficulties experienced by 11th graders, guided by the research question: What challenges do students face in learning listening skills?
Research gap
The research highlights that participants encountered listening difficulties primarily due to insufficient vocabulary knowledge, challenges in sound recognition, limited reasoning skills, inadequate use of listening strategies like note-taking and memorization, and a lack of concentration These findings emphasize the need for teachers to address these issues to enhance students' listening skills effectively.
Conceptual framework
Implementing diverse listening tasks in large classrooms enhances students' interest in developing their listening skills By utilizing YouTube video clips relevant to language topics, students can engage in daily self-training These resources provide opportunities for listening to spoken texts and recordings, as well as facilitating peer interactions Students can independently monitor their performance and receive feedback, allowing them to ask questions discreetly without drawing attention Additionally, the use of various apps and videos related to listening skills supports gradual self-improvement, enabling practice in listening comprehension through conversations and recordings, while still allowing for private inquiries to the teacher.
Chapter summary
Previous literature on listening skills difficulties is discussed in this chapter
When communicating in our native language, we focus on key aspects of the message rather than processing each word individually, emphasizing the underlying concepts and their connections (Brown, 1992) The researcher aims to compile relevant information for his study, drawing on various scholarly works However, some findings may not be applicable to Vietnamese students due to their foreign context To address this limitation, the researcher plans to include observations and detailed descriptions in the subsequent chapters.
RESEARCH METHODOLOGY
Research design and research site
This study employed a survey for data collection, measurement, and analysis, conducted at Chu Van An High School (CVAHS) in Gia Nghia City Following the collection of data through questionnaires and interviews, the gathered information was measured and analyzed to derive meaningful insights.
The place I carried out the survey for the research is at grade 11A1, 11A3 of Chu Van An high school in Gia Nghia City, Dak Nong province.
Research methodology
Some steps in the study were conducted as follows:
A survey was conducted among students and teachers to identify the challenges faced in developing listening skills The findings revealed students' perspectives on effective strategies that both they and their teachers can implement to overcome these listening difficulties.
Second, personal interviews were conducted with the teachers to help the researcher gain a deep understanding of the challenges of listening and know the rationale behind them
After that, the information was quantitatively and qualitatively obtained, sorted, and analyzed to obtain realistic results
To conclude, suggestions were proposed based on the results found from all instrument data for the solutions to the listening problems of the students.
Participants
The study involved 86 grade 11 students from CVA High School (CVAHS) in Gia Nghia City, selected from classes 11A1 and 11A3 Additionally, 7 experienced teachers from the English Department at CVAHS, who have been teaching listening skills for several years, participated in the research The aim was to identify the challenges faced in teaching listening skills to students at CVAHS.
Data collection instrument
The study utilized a combination of questionnaires and focus group interviews to gather comprehensive data from a large number of participants Questionnaires served as the primary research tool, enabling the collection of extensive and detailed information, while focus group interviews complemented this approach by providing additional insights.
Survey Questionnaires
The questionnaire, developed from a literature review and interviews with 86 eleventh-grade students at CVAHS, aims to explore the factors influencing students' perceptions of listening skills Section A gathered personal information, including gender, age, and years of English study Section B focused on students' opinions regarding the project-based approach, utilizing a Likert-type scale ranging from 1 to 5 This scale, proposed by Likert in 1932, allows respondents to express their attitudes through a series of declarative statements, with options ranging from "Strongly approve" to "Strongly disapprove." In this study, a score of 1 indicates "Strongly disagree," while a score of 5 signifies "Strongly agree," enabling participants to provide their insights effectively.
Data collection procedures
The study employed both quantitative and qualitative data collection methods at CVAHS, targeting 86 students from two grade 11 classes (11A1 and 11A3) Surveys were distributed during free periods to minimize disruption, allowing 63 students to participate The researcher ensured participants understood the questionnaire before they began, offering assistance as needed Following data analysis, semi-structured interviews were conducted with the students, lasting approximately 7-10 minutes each and recorded for accuracy These interviews provided students with the opportunity to express their challenges in developing listening skills.
Data analysis
After data collection, the information was compiled, coded, and analyzed using descriptive statistics to understand variable frequencies and percentages Statistical analysis provided specific metrics, which were then illustrated through tables, charts, and graphs for clarity and scientific rigor The responses to interview questions were organized sequentially according to the questions asked.
Reliability, validity, and ethical considerations
In scientific research, it is crucial for researchers to assess the validity and reliability of their studies, as these are fundamental criteria for ensuring rigorous investigations (Bryman & Cramer, 2012) Reliability refers to the stability and consistency of the scores obtained from an instrument (Creswell, 2021), while validity indicates the degree to which a test accurately measures its intended construct (Richards & Schmidt).
2002) The validity and reliability of this study, including the tests, questionnaire, and interview, was evaluated as follows
To ensure the reliability and validity of the questionnaire, the researcher consulted two teachers at CVA School to evaluate the clarity and applicability of the questions To enhance content validity, a variety of task types were included, such as word selection, matching, and reordering, allowing for a comprehensive assessment of students' grammar performance The test items were organized by increasing difficulty to ensure construct validity Additionally, the rubric used was clear, concise, and consistent, while all participants were assessed under uniform conditions Clear and precise instructions were provided, and feedback from two co-teachers at CVA School contributed to refining the final version of the test, ensuring its overall validity.
In this study, ethical considerations were prioritized by obtaining consent from eleventh-grade students at CVA High School for the 2023-2024 academic year, ensuring their agreement to participate The researcher analyzed the data collected from written tests, utilizing statistics and frequencies to draw meaningful conclusions This thorough approach guarantees the reliability of the research findings.
Chapter Summary
This chapter outlines the research methodology utilized for the study, beginning with the selection of samples, sampling methods, and the justification and description of data instruments It further details the use of a survey questionnaire and the procedures followed for data collection Lastly, a straightforward data analysis process is described to effectively support the findings presented in the subsequent chapter.
FINDINGS AND DISCUSSIONS
Difficulties the eleventh grade students encounter in learning listening skills at
3.1.1 Data analysis of students’ survey questionnaire
This section of the study focuses on analyzing the data gathered from the questionnaire, with the subsequent table (Table 3.1) presenting key information about the students who participated in the survey.
Table 3.1 Information about students participating in the survey
A total of 86 students participated in the survey, with 40 male students accounting for 46.5% of the participants, while 46 female students made up the remaining 53.5%.
Table 3.2 Students’ attitudes before listening to the lesson
Table 3.3 Students’ attitudes towards the importance of the English listening skills
Students’ attitudes towards the importance of English listening skills
Descriptive statistics reveal that students perceive English listening skills as important, with a mean rating of 4.02, indicating a higher value than the average Likert scale score The mode is 5, the median is 4, and the standard deviation is 1.02, suggesting a general awareness of listening skills among most students However, a significant number still do not fully appreciate its role, with some expressing a desire for improved listening proficiency to enhance future job prospects and interactions with foreigners While many recognize the importance of listening for their English studies, they also find it to be the most challenging skill Additionally, the lack of emphasis on listening skills in final examinations at Chu An High School contributes to its undervaluation by both teachers and students.
Despite the importance of listening skills, some students view them as unimportant, citing difficulties in comprehension during recordings This perspective leads them to question the value of studying a skill they struggle to understand Statistics indicate that many students remain unaware of the crucial role listening skills play in their English education at the upper secondary level.
Table 3 4 Students’ attitudes before every listening lesson
According to Table 3.4, more than 29% of students express strong support or agreement with feeling relaxed prior to listening lessons In contrast, nearly 25% of students report feeling neutral during these classes, while only 24% experience feelings of nervousness.
Students demonstrated a positive attitude towards the listening class, expressing enjoyment and finding the subject easy to understand.
Linguistics poses a significant challenge for many English as a Foreign Language (EFL) learners, particularly for those at lower proficiency levels The study highlights the difficulties students face in developing their listening skills, as illustrated in Figure 3.1, which categorizes listening-related issues based on language abilities By organizing similar questionnaire items, the researcher effectively compares individual and collective linguistic challenges encountered by students.
Figure 3 1 Listening problems related to the content
As shown in Figure 3.1, the items agree/ strongly agree in Statement 9, 10,
The survey results indicate that participants identified several linguistic factors as significant challenges, with scores of 15 and 19 surpassing the average Most students reported difficulties with the content while developing their listening skills, revealing a concentrated and homogeneous perspective on these issues Notably, a key concern highlighted was the inability to comprehend new vocabulary in exercises unless teachers provide elicitation or explanations, particularly regarding unfamiliar words, languages, and idioms that hinder learners' listening and understanding abilities.
As for Statement 9: I cannot understand new words in exercises if the teacher doesn’t elicit or explain them to me
Strongly disagreeDisagreeNeutralAgreeStrongly agree
Table 3 5 The difficulties of students with unfamiliar words
Table 3.5 reveals that 71% of students identify unfamiliar words and idioms as barriers to their listening comprehension, highlighting vocabulary acquisition as a significant challenge Many students struggle to differentiate between jargon and idioms, and their listening practice is limited to classroom settings, with minimal reinforcement at home Consequently, students find it easier to comprehend texts that contain familiar vocabulary When students understand word meanings, their interest and engagement increase, positively influencing their listening skills Additionally, the presence of polysemous words can lead to confusion if not used in the correct context.
For Statement 10: I am unable to catch important key words of the recording because of the length of the text (Table 3 1.)
Table 3 6 The difficulties of students about the length of the text
The length of listening texts significantly impacts students' comprehension, with 68 out of 86 students indicating that lengthy spoken material hinders their understanding This suggests that extended texts not only distract listeners but also contribute to fatigue, making it challenging for learners to focus Consequently, the duration of listening content plays a crucial role in the difficulties faced by students in grasping foreign language concepts, particularly in academic settings.
Many learners struggle to comprehend long spoken texts due to unfamiliar sounds, vocabulary, and syntax, leading to feelings of exhaustion and distraction Over three-quarters reported that memory issues and boredom hinder their ability to focus, causing them to miss key information This lack of attention to improving memory processes results in many listeners remaining at a basic level of comprehension, as reflected in their feedback that the listening text is too challenging.
Table 3 7 The listening texts are too difficult for the students
Table 3.7 reveals that a significant portion of students, specifically 32% who agree and 40% who strongly agree, struggle to comprehend listening content, indicating that nearly two-thirds face challenges in this area Only 12% of students do not perceive any issues with the listening texts The findings suggest that the listening material itself is a primary factor contributing to understanding difficulties Key obstacles for EFL learners include unfamiliar vocabulary, complex grammatical structures, lengthy spoken texts, unengaging topics, intricate sentences, and unfamiliar themes.
For Statement 19: I am unable to distinguish important words in connected speech (Table 3.6)
The language factor significantly influences comprehension levels among students A survey revealed that 74% of students struggle to distinguish connected words, often finding their pronunciation familiar Meanwhile, 20% expressed neutral opinions, indicating some ability to recognize common connected words This challenge is understandable, as lower-level students typically lack experience with sound connections and may have limited vocabulary and pronunciation skills Additionally, when questioned about identifying consonants and vowels, most students acknowledged their awareness of these concepts but admitted difficulty in distinguishing them clearly.
For Statement 11: My background knowledge of listening topics if limited (Tabl3 3.8)
Table 3.9 My background knowledge of listening topics is limited
A significant 82% of students expressed difficulty with exercises and a lack of confidence in their background knowledge related to textbook topics, as indicated in Table 3.8 Listening lessons pose additional challenges in comprehension, with many students reporting minimal or no familiarity with the subjects covered in the textbooks The topics deemed most challenging and unappealing include people's backgrounds, places, and historical events, leading students to recommend changes or enhancements to make these subjects more engaging.
For Statement 18: I do not have any social knowledge about the topics in the textbook (Table 3.8)
Table 3 10 I do not have any social knowledge about the topics
Background knowledge significantly impacts students' listening comprehension, as even proficient listeners may struggle without it A questionnaire revealed that 66% of respondents (43 out of 86 students) believe that background knowledge is crucial for understanding listening texts Additionally, students' concentration in class is highlighted, particularly in response to the statement regarding their tendency to remain silent to better listen to the teacher's instructions.
For Statement 6: I often pay attention to the lesson, it can be seen in Figure 3.2 below
Figure 3 Concentration of the students in the class
The eleventh grade students’ attitudes towards the difficulties clarified in
An interview was conducted with 10 out of 86 students to gain deeper insights and clarify the survey questionnaire Each of the four questions was discussed for 7-10 minutes, allowing students to share their direct perspectives on the challenges and realities they face in developing classroom listening skills.
Regarding interview question 1 “What does teachers’ feedback help you to improve most in English speaking classes?”, the students shared some opinions:
S1: “Teachers’ feedback helps me widen my vocabulary because I received many comments in feedback forms about new words and I can learn from them.”
S4: “I know how to pronounce the words because my teachers’ feedback mark and correct my pronunciation mistakes and I imitate them.”
S5: “Teachers’ feedback helps me to organize the presentation well.”
S8: “With unfamiliar topics, teachers’ feedback helps me to come up with new ideas and exchange ideas with other classmates.”
S9: “Through teachers’ feedback, I can show my agreement and disagreement with other students in class.”
S10: “I am more aware of my own mistakes and my friends’ mistakes through teachers’ feedback.”
In response to the interview question regarding the use of teachers' feedback in listening classes, the majority of students expressed that they encountered no significant issues during their learning experience However, some students noted challenges in improving their grammar skills.
S4: “I feel they are wrong, but I cannot explain and correct precisely.”
S5: “I think ideas are important than grammar, so I focus on the ideas and pay no attention to grammar.”
S6: “I want my friends to explain about their comments on a grammar point, but they cannot do that.”
S8: “Sometimes, my friends give comments about mistakes like tenses, but I don’t understand why they use that tense.”
S9: “In feedback forms, I only understand simple grammar points, much more complex ones are difficult I cannot understand how to use them in my presentation.”
Students demonstrated a generally positive attitude towards challenges faced in listening classes, with many agreeing that teachers' feedback significantly enhanced their speaking skills This feedback not only improved their ability to generate ideas on both familiar and unfamiliar topics but also facilitated effective interaction and communication.
For question 3, “What do you like best about using teachers’ feedback in learning listening classes?”, some students gave positive comments as follows:
S3: “Thanks to teachers’ feedback, I become more comfortable when working in groups I try to exchange ideas in groups.”
S7: “I am more helpful when working in groups I am more eager to help my friends if necessary.”
S8: “I like teachers’ feedback because I can give marks and give my comments freely to my friends.”
“I find it comfortable and helpful when at home I revise the feedback forms that my friends have given me.” (S4 and S9)
“It’s enjoyable and exciting when exchanging ideas among classmates through teachers’ feedback.” (S10)
However, there was one student expressing the fear of negative consequences for their social relationships
“I am afraid of giving feedback I don’t want to give bad comments because I’m afraid of hurting my friends’ feelings.” (S2)
For interview question 4, “What do you like best about using teachers’ feedback in learning listening classes?” Almost all the students liked teachers’ feedback in various aspects
“I like teachers’ feedback because I will not lose face when corrected by the teacher.”
“The thing I like best about teachers’ feedback is that I can comment on my friends’ presentation and give marks.” (S4)
“I can get the ideas and comments from almost all my classmates through feedback forms instead of some of them That’s the best thing about teachers’ feedback.” (S5)
“I like the way we talk and exchange ideas in a friendly way thanks to peer feedback, you know, there is no pressure…it’s really relaxing.” (S6)
“The best thing is the constructive atmosphere and friendly environment where any of us can give and take comments about our presentations.” (S7)
“I feel encouraged to complete listening tasks, that’s what I like most about teachers’ feedback.” (S9)
“Through teachers’ feedback, I know what my strengths and weaknesses is, and that’s great.” (S10)
In conclusion, both the questionnaire and interview results indicated that students generally held a positive attitude towards teachers' feedback, leading to increased confidence, engagement, motivation, and interest However, a minority of students expressed discomfort in providing feedback due to concerns about potential impacts on their relationships.
This study examines the current state of listening skills instruction for eleventh-grade students at CVA High School, focusing on identifying learners' challenges and needs in mastering these skills The goal is to address these difficulties and enhance students' listening scores The findings from the questionnaire, detailed in the preceding and subsequent sections, summarize the key conclusions related to the research questions posed at the outset of the study.
Chapter Summary
This section outlines the findings from surveys and interviews with teachers and students, revealing significant challenges faced by both groups in developing listening skills The analysis indicates that students struggle with listening due to inadequate self-study time and ineffective study techniques that hinder comprehension Additionally, factors such as physical environments and listening materials further exacerbate these difficulties The chapter concludes with potential solutions identified by teachers and students to enhance listening abilities, emphasizing the crucial role of listening in everyday communication and language acquisition.
To enhance listening proficiency, students must engage with a wider variety of listening situations It is essential for them to discover effective strategies through their own learning experiences Additionally, instructors play a vital role in guiding students to understand and apply these methods effectively during listening tasks.
These are suggestions for Chu Van An High School students in Dak Nong to improve their listening skills and solve challenges
This section summarizes the challenges faced by teachers and students in developing effective teaching and learning skills It also offers recommendations to improve these difficulties Lastly, the chapter addresses the study's limitations and proposes directions for future research.
The study highlights the challenges faced by eleventh graders at CVA High School in mastering English listening comprehension, with the phonetic barrier identified as the primary obstacle Effective teaching strategies significantly impact students' learning approaches, while inadequate preparation for listening lessons and students' psychological factors hinder their progress The omission of post-listening activities by teachers further limits skill development Additionally, the complexity of topics and the speed of recordings present further challenges To enhance listening skills in Vietnamese high schools, including CVA, the researcher suggests focused strategies that encourage conscious development of this complex skill By guiding students through the listening process, they gain essential knowledge and motivation, fostering greater control over their learning and underscoring the necessity of prioritizing listening practice in English education.
Research indicates that both teachers and students encounter significant challenges in the learning process For teachers, factors such as listening content, teaching methods, class size, time constraints, and inadequate facilities hinder the effectiveness of their instruction Conversely, students often rely on passive learning techniques and frequently neglect to prepare for listening lessons Additionally, mastering English listening skills proves difficult due to the vast amount of knowledge required and external factors like noise and concentration issues Furthermore, students have limited time and opportunities for in-class listening practice and follow-up activities, which further impacts their learning outcomes.
Many eleventh-grade students at CVA High School lack listening experience due to insufficient practice during their high school years This often leads to changes in their listening methods and attitudes towards learning.
Teachers play a crucial role in guiding students towards success in listening tasks by offering enthusiastic support and valuable insights By leveraging prior knowledge and clues provided by educators, students can foster a positive mindset that enhances their listening skills Engaging in discussions with peers, whether in pairs or groups, can further motivate students and enrich their listening experience.
Focusing excessively on the meaning of individual words and phrases can hinder students' listening effectiveness and their ability to grasp the overall message Instead, students should leverage their background knowledge, contextual understanding, and relevant clues to comprehend the intended meaning of spoken communication, rather than solely depending on specific vocabulary or grammatical structures.
To enhance English listening skills, students should practice daily at home, as "Practice makes perfect." Developing autonomy in their learning is crucial, which involves planning their listening activities Expanding vocabulary is essential, as limitations in this area can hinder progress Relying solely on in-class listening tasks is insufficient; students can benefit from listening to music, exploring new songs online, and engaging with English TV programs and stories This exposure helps them acclimate to different accents and improve pronunciation Additionally, students should cultivate the habit of looking up new words in an English dictionary from the start, as well as employing techniques like guessing meanings, underlining keywords, and noting main ideas to keep pace with speakers.
Finally, students should have the opportunity to speak with foreigners That way, they can improve their pronunciation, enrich their vocabulary, and background knowledge It is essential for successful listening
Teachers are essential in helping students understand that listening is an active process that involves multiple strategies working together This process requires guidance from teachers and practice at home to enhance students' listening skills effectively.
Teachers play a crucial role in helping students develop effective listening strategies by emphasizing the importance of listening skills in the learning process They can enhance lessons by selecting relevant topics and providing additional practice exercises from various sources, as well as recommending useful websites for further improvement To mitigate the impact of pronunciation errors, teachers should consistently correct mistakes and incorporate pronunciation practice into speaking, reading, and writing activities Additionally, pre-teaching vocabulary, encouraging students to underline key terms, and guiding them to infer meanings of new words can boost their familiarity with topics and build confidence Lastly, raising awareness about the benefits of note-taking and teaching specific note-taking strategies can significantly enhance students' learning experiences.
To create an effective listening environment, teachers should foster comfort and openness, encouraging students to ask questions about unclear topics Enhancing student motivation is crucial, as many express disinterest due to uncertainty about upcoming listening sessions Clear instructions and engaging activities, such as games that introduce relevant knowledge, can spark interest and prepare students for the lesson Teachers must define listening objectives, guiding students on approaches like listening for specific or general ideas Incorporating visual aids can also enhance engagement, especially for beginners, by providing foundational knowledge and vocabulary in the pre-listening stage Utilizing entertaining tasks such as games and songs can make the learning experience enjoyable, helping students feel relaxed and more willing to participate.
Teachers play a crucial role in enhancing students' awareness of the significance of English listening skills and fostering motivation to develop these skills The selection of appropriate classroom activities is vital, as it directly influences students' listening comprehension Implementing a structured approach that includes pre-listening, while-listening, and post-listening activities is essential for effective learning.
In the pre-listening phase, effective teacher preparation is crucial for enhancing students' vocabulary and topic knowledge Clear instructions regarding the length, genre, recording requirements, and assignments are essential By understanding the content they will encounter and identifying key information to focus on, students significantly improve their listening success.
To enhance student learning, teachers must effectively manage classroom distractions, focusing on noise control and overall classroom management Implementing post-listening activities allows educators to evaluate communication skills, assess listening abilities, and reinforce knowledge gained from recordings For instance, teachers can replay recordings, pausing to clarify misunderstandings and prompting students for clues to support their answers This stage offers students the chance to delve deeper into topics, express opinions, and practice new vocabulary and grammar Additionally, organizing extracurricular activities like discussions, debates, or role-plays fosters student engagement and confidence in using English outside the classroom Teachers should also incorporate authentic materials, such as English videos and movies, while considering the varying proficiency levels of their students when selecting resources.
The lack of facilities for listening should be improved in both quality and quantity It is advisable for the school to replace old equipment in the classrooms