Factors inhibiting efl learners’ listening comprehension

VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF ENGLISH LANGUAGE TEACHER EDUCATION GRADUATION PAPER FACTORS INHIBITING EFL LEARNERS’ LISTENING COMPREHENSION Supervisor: Nguyen Huy Hoang, MA Student: Nguyen Thi Thao Vy Course: QH2016.F1.E2 HA NOI – 06/2020 ĐẠI HỌC QUỐC GIA HÀ NỘI TRƯỜNG ĐẠI HỌC NGOẠI NGỮ KHOA SƯ PHẠM TIẾNG ANH KHÓA LUẬN TỐT NGHIỆP NHỮNG YẾU TỐ CẢN TRỞ KỸ NĂNG NGHE HIỂU CỦA NGƯỜI HỌC Giáo viên hướng dẫn: Th.S Nguyễn Huy Hoàng Sinh viên: Nguyễn Thị Thảo Vy Khóa: QH2016.F1.E2 HÀ NỘI – 06/2020 Acceptance and Declaration I hereby state that I: Nguyen Thi Thao Vy from QH2016.F1.E2, being a candidate for the degree of Bachelor of Arts (TEFL), accept the requirements of the college retention and use of Bachelor’s Graduation paper deposited in the library In terms of the conditions, I agree that the origin of my paper deposited in the library should be accessible for the purposes of study and research, in accordance with the normal conditions established by the librarian for the care, loan or reproduction of the paper I declare that this thesis has been composed solely by myself and that it has not been submitted, in whole or in part, in any previous application for a degree Except where states otherwise by reference or acknowledgment, the work presented is entirely my own Signature Nguyen Thi Thao Vy Hanoi, June 2020 Acknowledgements Writing this graduation paper is the final step in a long journey that I would not have begun if it had not had the help of many people, especially the invaluable support of my supervisor, Mr Nguyen Huy Hoang I am grateful to him for his invaluable observations, commentary and suggestions on numerous drafts of this work, for his advice and expertise which he has given me, for his generosity, and continuous patience, encouragement and support on so many different levels He has been my model supervisor even in hard times Furthermore, I would like to thank all the teachers and students of high schools and universities in both Hanoi and Hai Phong for their enthusiastic participation in answering the questionnaires and interviews Their answers and complementation immeasurably contributed to the study Finally, I would like to extend my heartfelt thanks to my parents and all of my friends who have given me much advice and encouragement to overcome the difficulties when completing this research i Abstract Listening plays an important role in both educational context and daily communication Despite its importance, the condition of teaching and learning listening in Vietnam has experienced many troubles A variety of obstructions have been reported that cause English listening comprehension difficulties for EFL students (Underwood, 1989; Rost, 2002) The present study attempts to investigate the listening problems perceived by both high school and university students as well as the differences in their perceptions The research was conducted at total 13 high schools and universities in Ha Noi and Hai Phong, Vietnam with the participation of over 700 students By using suitable data collection instrument, which was questionnaires, the results reveal that the majority of the listening comprehension difficulties pertaining to five main categories, namely: the listening process, the input, the listeners, the task, and the physical settings Additionally, this study highlights several variations regarding difficulties factors between high school and university students, for instance, listening for main ideas, using context to guess the meaning, listening to a long text, listening in a poor acoustic condition, etc The results are discussed in relation to the teaching of English in Vietnamese context and some pedagogical implications such as, taking notes, applying suitable strategies, practicing listening every day, etc are proposed for both teachers and students in teaching and learning in order to overcome listening obstacles and improve listening comprehension ii Table of Contents Acknowledgements i Abstract ii List of Figures v List of Tables vi List of Abbreviations vii CHAPTER 1: INTRODUCTION 1.1 Rationale for the study 1.2 Aims and research questions 1.3 Significance of the study CHAPTER 2: LITERATURE REVIEW 2.1 Definition of listening comprehension 2.2 Importance of listening skill 2.3 Listening processes 2.4 Factors inhibiting students’ listening comprehension 2.4.1 Factors related to the content and linguistic features of the text 10 2.4.2 Factors related to the speakers 13 2.4.3 Factors related to the learners 16 2.4.4 Factors related to physical settings 18 2.5 Studies investigating factors inhibiting listening comprehension 19 2.6 Chapter summary 20 CHAPTER 3: RESEARCH METHODOLOGY 22 3.1 Restatement of research aims and research questions 22 3.2 Research design 22 3.3 Participants 23 3.4 Sampling techniques 24 3.5 Data collection instruments 24 3.6 Data collection procedure 25 3.6.1 Delivering the questionnaires 25 3.6.2 Analyzing data 26 iii CHAPTER 4: FINDINGS AND DISCUSSION 28 4.1 Findings 28 4.1.1 Students’ general perception 28 4.1.2 Factors influencing listening comprehension 29 4.1.2.1 Factors related to the listening process 29 4.1.2.2 Factors related to the input 32 4.1.2.3 Factors related to the listeners 36 4.1.2.4 Factors related to the task 40 4.1.2.5 Factors related to the physical settings 42 4.2 Discussion 43 4.2.1 Factors related to the listening process 43 4.2.2 Factors related to the materials 44 4.2.3 Factor related to the speakers 45 4.2.4 Factors related to the listeners 46 4.2.5 Factors related to the physical settings 46 CHAPTER 5: CONCLUSION 48 5.1 Summary of Findings 48 5.1.1 Difficulties encountered by students 48 5.1.2 Differences between high school and university students’ perceptions 49 5.2 Pedagogical implications 49 5.3 Limitations of the study and suggestions for further studies 51 References 52 Appendix 58 Appendix A 58 Appendix B 66 iv List of Figures Figure 2.1 Vocabulary and language knowledge……………………………… v List of Tables Table 2.1 Factors inhibiting students’ listening comprehension… …………… 10 Table 3.1 Participants’ information……… ……………………………… … 23 Table 4.1 Students’ general perception of the difficulty …………………… … 28 Table 4.2 Differences among students related to general perceptions……… … 29 Table 4.3 Factors related to the listening process……………… … ……… 29 Table 4.4 Differences among students related to listening process factor.… … 32 Table 4.5 Factors related to the materials…… ………… … … …… … 33 Table 4.6 Differences among students related to material factor… ……….… 34 Table 4.7 Factors related to the speakers…………… … … ……………… 34 Table 4.8 Differences among students related to the speaker factor….… … 35 Table 4.9 The fast speed and accents…………………….……… … …… … 36 Table 4.10 Factors related to the listeners………… … …… .…… … 36 Table 4.11 Differences among students related to the listener factor….……… 38 Table 4.12 Factors related to the psychological characteristics….… 39 Table 4.13 Differences among students related to psychology factor….… … 40 Table 4.14 Factors related to the task…………… ……… ……………… 40 Table 4.15 Differences among students related to the task factor… …… … 41 Table 4.16 Factors related to the physical settings………… ………… … 41 Table 4.17 Differences among students related to the physical settings factor 42 vi List of Abbreviations EFL English as a Foreign Language ESL English as a Second Language FTU Foreign Trade University L1 One’s first/ native language L2 A second language ULIS University of Language and International Studies VMU Vietnam Maritime University SD Standard Deviation value M Mean score vii References Abdi, J R (2005) Cognitive psychology and its implications (4th ed.) 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London: Longman Group UK Limited Prasetyo, C & Jannah, M (2008) Research Updates on Teaching L2 Listening Beliefs about SLA, 85(2): 173-180 Rost, S (2002) The Design of Materials to Foster Particular Listening Strategies In the Teaching of Listening Comprehension London: The British Council Rixon, S (1986) Developing Listening Skills London: Macmillan Rubin, J (1994) A Review of Second Language Listening Comprehension Research The Modern Language Journal, 78: 199-221 Samar Altinguo Journal (2007) Applied Linguistics Salma, C (2016) Beliefs and Good Language Learners In C Griffiths (Ed.), Lessons from Good Language Learners, pp: 121-131 Cambridge: Cambridge University Press Scarcella, R C., & Oxford, R L (1992) The tapestry of language learning: The individual in the communicative classroom (p 63) Boston, MA: Heinle & Heinle 56 Seime, M (1989) The TKT course modules 1, and Cambridge: Cambridge University Press Spratta, et al (2011) Listening in the Language Classroom Cambridge: Cambridge University Press Suryabrata, Z (2008) Research Methods in Applied Linguistics Oxford: Oxford University Press Teng, J (2002) Refashioning L2 listening pedagogy Paper presented at the JACET International Conference, Fukuoka, Japan Thomas, I & Dyer, B (2007) The problems of poor listening skill Weber State University Vu, H Y., & Shah, M (2016) Vietnamese students’ self-direction in learning English listening skills Asian English, 18(1), 53–66 doi: 10.1080/13488678.2015.1136104 Underwood, M (1989) Teaching Listening New York: Longman Ur, S (1984) How to teach speaking New York: Longman Weden, A., Coakley, C (1987) A Survey of the Status of Listening Training in Some Fortune 500 Corporations Communication Education, USA Wei, L (2003) Recent developments in second and foreign language listening comprehension research Language Teaching, 40(3), 191–210 Yagang, F (1993) Listening Problems and Solutions English Teaching Forum, 31(2), 16-33 Yagang, F (1994) Listening: Problems and solutions In T Kral (ed.) Teacher Development: Making the Right Moves Washington, DC: English Language Programs Division, USIA Yen, C.J., (1987) Language Testing and Validity Evidence London: Palgrave Yousif, K (2006) Investigating Japanese Learners’ Beliefs about Language Learning System, 27(4): 473-492 57 Appendix Appendix A English Version QUESTIONNAIRES ON LISTENING DIFFICULTIES My name is Nguyen Thi Thao Vy, the senior majoring in English teaching at University of Languages and International Studies I am conducting the thesis with the topic “An Investigation on Listening Challenges facing EFL Learners” This questionnaire is designed to ask for the level of difficulties that students encounter when doing listening comprehension It attempts to find out the most difficult factor that has influence on students’ listening comprehension Therefore, I would like to ask for your help with the questionnaire to collect the relevant data for my study This is just a survey so there is no right or wrong answer, and it will not affect your scores in any case All the questions are in the form of close-ended rating scales that we hope will not take much of your time and effort to accomplish Your information and answer will surely be kept confidential to avoid disturbing your privacy Thank you for your cooperation PART A: General evaluation Assess the difficulty level you are facing with listening comprehension skills on a scale from to with: 1: There is nothing difficult, being able to understand almost all (~ 100%) of the listening information 2: Almost nothing is difficult, being able to understand 90-95% of the listening information 3: There is a little difficulty, being able to understand 80% of the listening information 4: There is difficulty, being able to understand 60-70% of listening information 5: There are relatively many difficulties, being able to understand about 50% of listening information 6: There are many difficulties, understanding less than 40% of listening information ① ② ③ ④ 58 ⑤ ⑥ PART B: Detail evaluation Evaluate the following ideas on a scale of 1-6 with: 1: Nothing is hard 2: Almost nothing is hard 3: There is a little difficulty 4: There are difficulties 5: There are relatively many difficulties Nothing is hard Almost nothing is hard There is a little difficulty There are difficulties There are relatively many difficulties There are lots of difficulties 6: There are lots of difficulties ① ② ③ ④ ⑤ ⑥ ① ② ③ ④ ⑤ ⑥ ① ② ③ ④ ⑤ ⑥ ① ② ③ ④ ⑤ ⑥ Evaluate these ideas on a scale of 1-6 with: 1: Nothing is hard 2: Almost nothing is hard Item 3: There is a little difficulty 4: There are difficulties 5: There are relatively many difficulties 6: There are lots of difficulties Predict the content of the listening text from the visuals and pictures Relate what I hear with something from an earlier part of the listening text Make meaningful personal associations with the new information Check whether correctly understand the meaning of whole chunks of the listening text Find out what the main purpose of the task ① ② ③ ④ ⑤ ⑥ Listen for the main idea of the text ① ② ③ ④ ⑤ ⑥ ① ② ③ ④ ⑤ ⑥ Focus on the text even though having trouble understanding the content 59 10 11 Guess the meaning of unknown words by linking them to known words Make a mental summary of information gained through listening Check understanding of the text based on what already know about the topic Use the context to guess those parts of a listening text that cannot hear clearly ① ② ③ ④ ⑤ ⑥ ① ② ③ ④ ⑤ ⑥ ① ② ③ ④ ⑤ ⑥ ① ② ③ ④ ⑤ ⑥ 12 Evaluate the overall accuracy of comprehension ① ② ③ ④ ⑤ ⑥ 13 There are too many unfamiliar words ① ② ③ ④ ⑤ ⑥ ① ② ③ ④ ⑤ ⑥ 14 There are words which are not pronounced clearly in the listening text 15 There are difficult grammatical structures ① ② ③ ④ ⑤ ⑥ 16 Speakers speak too fast ① ② ③ ④ ⑤ ⑥ 17 Unfamiliar stress patterns of English ① ② ③ ④ ⑤ ⑥ 18 Unfamiliar intonation patterns of English ① ② ③ ④ ⑤ ⑥ 19 Interpret the meaning of a long listening text ① ② ③ ④ ⑤ ⑥ 20 Speakers speak with varied accents ① ② ③ ④ ⑤ ⑥ ① ② ③ ④ ⑤ ⑥ ① ② ③ ④ ⑤ ⑥ ① ② ③ ④ ⑤ ⑥ ① ② ③ ④ ⑤ ⑥ ① ② ③ ④ ⑤ ⑥ 21 22 23 24 25 Temporarily forget the words that cannot hear to focus on the next part Listen and understand the meaning of known and familiar words quickly Quickly remember words or phrases just heard Remember the content of the parts that have just heard even when hearing new words Remember the content even when concentrating hard on understanding every word or phrase 26 Remember the meaning of a long listening text ① ② ③ ④ ⑤ ⑥ 27 Concentrate on listening ① ② ③ ④ ⑤ ⑥ 60 28 29 30 31 32 33 34 Use appropriate listening strategies to understand the content of the listening lesson Understand a listening text even though cannot understand every single word Answer the questions related to the details in the listening text Answer questions related to the main idea of the listening text Answer questions that need to make inferences about the content of the listening text Continue listening even though having problems in understanding a listening text Feel normal even though not arriving at a total comprehension of an oral text ① ② ③ ④ ⑤ ⑥ ① ② ③ ④ ⑤ ⑥ ① ② ③ ④ ⑤ ⑥ ① ② ③ ④ ⑤ ⑥ ① ② ③ ④ ⑤ ⑥ ① ② ③ ④ ⑤ ⑥ ① ② ③ ④ ⑤ ⑥ 35 Control anxiety before doing listening task ① ② ③ ④ ⑤ ⑥ 36 Control anxiety after doing listening task ① ② ③ ④ ⑤ ⑥ 37 The quality of CD-player ① ② ③ ④ ⑤ ⑥ 38 The quality of acoustic conditions in classroom ① ② ③ ④ ⑤ ⑥ PART C: Personal information (Optional) Your name: _ School/ University: _ 61 Vietnamese Version PHIẾU KHẢO SÁT VỀ NHỮNG KHÓ KHĂN ĐỐI VỚI KĨ NĂNG NGHE HIỂU Chào bạn, Nguyễn Thị Thảo Vy, đến từ khoa Sư phạm Tiếng Anh, Trường Đại học Ngoại Ngữ, Đại học Quốc Gia Hà Nội Hiện thực đề tài Nghiên cứu khoa học Những vấn đề mà học sinh gặp phải với kĩ Nghe hiểu Mình muốn mời bạn tham gia vào nghiên cứu cách bớt chút thời gian để hoàn thành câu hỏi khảo sát Đây khảo sát nên khơng có câu trả lời đúng/sai, hồn tồn khơng ảnh hưởng đến kết học tập bạn Mọi thông tin bạn cung cấp phiếu giữ bí mật, kết nghiên cứu cơng bố, danh tính bạn khơng bị tiết lộ hình thức Xin chân thành cảm ơn bạn! *********** Hướng dẫn: Tô đen ô số tương ứng với câu trả lời gạch chéo ô tô, tô đen ô khác Nếu muốn thay đổi phương án lựa chọn, tẩy PHẦN A: Đánh gía chung Hãy đánh giá mức độ khó khăn em gặp phải với kĩ nghe Trên thang từ đến với: 1: Khơng có khó, hiểu gần tồn (~100%) thơng tin nghe 2: Gần khơng có khó, hiểu 90-95% thơng tin nghe 3: Có chút khó khăn, hiểu 80% thơng tin nghe 4: Có khó khăn, hiểu 60-70% thơng tin nghe 5: Có tương đối nhiều khó khăn, hiểu 50% thơng tin nghe 6: Có nhiều khó khăn, hiểu 40% thơng tin nghe ① ② ③ ④ PHẦN B: Đánh giá chi tiết Đánh giá ý sau thang từ 1-6 với: 1: Khơng có khó 2: Gần khơng có khó 3: Có chút khó khăn 4: Có khó khăn 62 ⑤ ⑥ 5: Có tương đối nhiều khó khăn 6: Có nhiều khó khăn Khơng có khó Gần khơng có khó Có chút khó khắn Có khó khăn Có tương đối nhiều khó khăn Có nhiều khó khăn Đánh giá ý sau thang từ 1-6 với: Dự đốn nội dung nghe thơng qua tranh, ảnh minh hoạ ① ② ③ ④ ⑤ ⑥ Liên kết nội dung phần sau nghe với phần nghe trước ① ② ③ ④ ⑤ ⑥ Liên hệ kiến thức nghe mà tơi có trước với nội dung nghe (VD: nghe tái chế nhựa biết sử dụng thơng tin tái chế nhựa đọc trước reading để liên hệ với nghe) ① ② ③ ④ ⑤ ⑥ Hiểu ý phần nghe dài (thay hiểu từ đơn lẻ cụm từ) ① ② ③ ④ ⑤ ⑥ Hiểu mục đích tập nghe mà tơi chuẩn bị làm (VD: phân biệt dạng nghe kiểm tra kĩ nghe hiểu gì) ① ② ③ ④ ⑤ ⑥ Hiểu ý nghe ① ② ③ ④ ⑤ ⑥ Tập trung nghe kể chưa hiểu hết nội dung nghe ① ② ③ ④ ⑤ ⑥ Dự đoán nghĩa từ cách liên hệ với từ tơi biết xung quanh ① ② ③ ④ ⑤ ⑥ Hình dung đầu tóm tắt / tổng hợp lại nội dung sau nghe ① ② ③ ④ ⑤ ⑥ 10 Kiểm tra xem hiểu nội dung nghe chưa, dựa kiến thức biết trước chủ đề nghe ① ② ③ ④ ⑤ ⑥ 11 Sử dụng văn cảnh để đoán nghĩa phần không nghe ① ② ③ ④ ⑤ ⑥ 12 Đánh giá tính xác hoạt động nghe hiểu sau nghe (Việc không giới hạn tới việc trả lời câu ① ② ③ ④ ⑤ ⑥ 1: Khơng có khó 2: Gần khơng có khó Phần 3: Có chút khó khăn B 4: Có khó khăn 5: Có tương đối nhiều khó khăn 6: Có nhiều khó khăn 63 Khơng có khó Gần khơng có khó Có chút khó khắn Có khó khăn Có tương đối nhiều khó khăn Có nhiều khó khăn Đánh giá ý sau thang từ 1-6 với: 13 Bài nghe có nhiều từ không quen thuộc ① ② ③ ④ ⑤ ⑥ 14 Bài nghe có từ khơng phát âm rõ ràng (ví dụ: nuốt âm, nối âm…) ① ② ③ ④ ⑤ ⑥ 15 Bài nghe có cấu trúc ngữ pháp khó ① ② ③ ④ ⑤ ⑥ 16 Bài nghe người nói nói nhanh ① ② ③ ④ ⑤ ⑥ 17 Phân biệt trọng âm từ / câu (stress) ① ② ③ ④ ⑤ ⑥ 18 Nghe hiểu ngữ điệu người nói (intonation) ① ② ③ ④ ⑤ ⑥ 19 Bài nghe dài ① ② ③ ④ ⑤ ⑥ 20 Nghe giọng điệu khác (accents) (VD: Anh Mỹ, Anh London, Anh Cambridge, Anh Wales…) ① ② ③ ④ ⑤ ⑥ 21 Tạm quên từ không nghe để tập trung vào phần ① ② ③ ④ ⑤ ⑥ 22 Nghe hiểu nghĩa từ biết / quen thuộc cách nhanh chóng ① ② ③ ④ ⑤ ⑥ 23 Ghi nhớ nhanh chóng từ/cụm từ vừa nghe ① ② ③ ④ ⑤ ⑥ 24 Nhớ nội dung phần nghe kể gặp từ ① ② ③ ④ ⑤ ⑥ 25 Nắm nội dung nghe kể ý đến từ nghe ① ② ③ ④ ⑤ ⑥ 26 Nhớ nội dung nghe dài ① ② ③ ④ ⑤ ⑥ 27 Tập trung nghe hiểu ① ② ③ ④ ⑤ ⑥ 1: Khơng có khó 2: Gần khơng có khó Phần 3: Có chút khó khăn B 4: Có khó khăn 5: Có tương đối nhiều khó khăn 6: Có nhiều khó khăn hỏi VD nghe xong có hiểu dược thơng điệp người nói khơng?) 64 Khơng có khó Gần khơng có khó Có chút khó khắn Có khó khăn Có tương đối nhiều khó khăn Có nhiều khó khăn Đánh giá ý sau thang từ 1-6 với: 28 Sử dụng chiến thuật nghe hiểu hợp lí để hiểu nội dung nghe ① ② ③ ④ ⑤ ⑥ 29 Hiểu nội dung nghe không hiểu từ nghe ① ② ③ ④ ⑤ ⑥ 30 Trả lời câu hỏi chi tiết nghe ① ② ③ ④ ⑤ ⑥ 31 Trả lời câu hỏi ý nghe ① ② ③ ④ ⑤ ⑥ 32 Trả lời câu hỏi cần suy luận nội dung nghe ① ② ③ ④ ⑤ ⑥ 33 Tiếp tục nghe kể gặp khó khăn lúc nghe ① ② ③ ④ ⑤ ⑥ 34 Giữ vững tinh thần kể không hiểu trọn vẹn nghe ① ② ③ ④ ⑤ ⑥ 35 Kiểm soát tâm trạng lo lắng trước nghe hiểu ① ② ③ ④ ⑤ ⑥ 36 Kiểm soát tâm trạng lo lắng nghe hiểu ① ② ③ ④ ⑤ ⑥ 37 Chất lượng nguồn phát (VD: loa, đài…) ① ② ③ ④ ⑤ ⑥ 38 Chất lượng âm phòng học nghe (VD: độ cách âm, tiếng vang…) ① ② ③ ④ ⑤ ⑥ 1: Khơng có khó 2: Gần khơng có khó Phần 3: Có chút khó khăn B 4: Có khó khăn 5: Có tương đối nhiều khó khăn 6: Có nhiều khó khăn PHẦN C: THƠNG TIN CÁ NHÂN (Không bắt buộc) Họ tên: Trường theo học: 65 Appendix B (A Questionnaire of Lotfi) 66 ... Definition of listening comprehension 2.2 Importance of listening skill 2.3 Listening processes 2.4 Factors inhibiting students’ listening comprehension 2.4.1 Factors. .. also put mainly on listening comprehension difficulties in order to find out what factors made listening a complicated process 2.1 Definition of listening comprehension Listening comprehension is... are the factors that inhibit EFL students’ listening comprehension? Is there statistically significant difference between EFL learners of different age groups’ perceptions of factors inhibiting