Đào Thị Thi Trâm- 2115211
Lâm Thị Kim Tiền- 21110991
Trần Thanh Thúy- 21111791
CHAPTER II: LITERATURE REVIEW
2.1 Theoretical Framework
2.1.1 Key Terms
[Link]. Listening comprehension
Listening comprehension is an active, problem-solving process where learners
derive meaning by linking new information to their preexisting knowledge
(Anderson, 1985).
According to Anderson’s model, this process unfolds in three stages: perceptual
processing, parsing, and utilization. During perceptual processing, learners
concentrate on the auditory elements of the text, storing them briefly in memory
while pinpointing essential words to support understanding. Parsing entails
associating these sounds with familiar words and interpreting segments of
language using both linguistic skills and subject knowledge. In the final stage,
utilization, learners merge the new data with what they already know, leading to
effective and meaningful comprehension.
[Link]. Listening strategies
Listening strategies are techniques that enhance the comprehension of auditory
input by guiding how listeners process information (Mayasari, 2011). They form
part of broader language learning strategies, involving deliberate actions to
improve the retention and processing of linguistic knowledge (Chamot, 2005).
Such strategies help prevent misunderstandings by ensuring that information is
accurately received and responded to (Siegel, 2015; Field, 2003). Teachers often
select these strategies based on students’ needs, learning objectives, and the
context of instruction (Syahputra, 2006).
Typically, listening strategies fall into three categories (Brown, 2000):
• Cognitive strategies involve directly manipulating the material to aid
comprehension.
• Metacognitive strategies include planning, monitoring, and evaluating the
learning process.
• Socio-affective strategies emphasize interaction and collaboration with peers.
Research indicates that using a variety of these strategies is positively linked to
better learning outcomes (Nurhidayati et al., 2020; Glogger et al., 2012;
Keezhatta, 2020).
[Link]. Language proficiency.
Listening comprehension involves understanding spoken language by processing
aural input using various strategies. These include cognitive techniques that focus
directly on language, metacognitive methods for planning and monitoring
learning, and socio-affective approaches that encourage interaction and emotional
support. Together, these strategies leverage both factual (declarative) and
practical (procedural) language knowledge, drawing on prior experiences and
strong phonological awareness to enhance overall language proficiency.
2.1.2 Theoretical Background
Developing listening skills is a vital part of learning a language, yet it is one of
the most difficult challenges for first-year English learners. Second language
acquisition (SLA) theories indicate that listening comprehension requires more
than just hearing; it entails decoding sounds, recognizing words, and
understanding meaning in real time. Krashen's Input Hypothesis suggests that
language acquisition is most efficient when learners are exposed to input that is
just beyond their current level (i+1). However, many first-year students face
difficulties with the speed, complexity, and variety of accents in academic
English. Additionally, cognitive load theory emphasizes that students may
struggle with processing too much information simultaneously, particularly in
academic settings with unfamiliar vocabulary and rapid speech. Common
challenges include limited vocabulary, insufficient background knowledge, and
unfamiliar academic language. To help address these issues, teachers can use
strategies such as pre-listening tasks to activate prior knowledge, teach listening
techniques (e.g., note-taking, predicting content), and provide opportunities for
interactive listening practice. Gradually increasing task difficulty and
encouraging extensive listening outside of class can also aid in improving
students' listening abilities, making the process more effective and manageable.
2.2 Review of Previous Studies
2.2.1 Research on Listening Challenge
Listening comprehension is a fundamental skill in language learning, but it
remains one of the most difficult aspects for learners to master. Many students
face difficulties in understanding spoken language, particularly when it is
presented quickly or contains unfamiliar vocabulary. Numerous studies have
investigated the factors that contribute to these listening difficulties, offering
insights into ways to address these challenges. This section reviews previous
research on the challenges students encounter while developing listening skills,
highlighting key issues such as difficulty with fast speech, vocabulary gaps, and
other factors that hinder effective listening.
- Difficulties with Understanding Fast Speech
One of the most commonly reported challenges in listening comprehension is the
struggle to understand fast speech. Research has highlighted speed as a significant
barrier, especially for learners at lower proficiency levels. Vandergrift (2004)
found that learners often find it difficult to match the pace of natural spoken
language, as the speed of speech in real-world materials is generally faster than
that in controlled classroom exercises. This gap between the pace of everyday
conversations and classroom practice creates considerable obstacles for students,
particularly when they are required to process information rapidly and accurately.
A major contributing factor is the occurrence of "speech compression," where
native speakers frequently use reductions, contractions, and elisions, making it
harder for non-native listeners to grasp the intended meaning. For instance,
phrases such as "gonna" (for "going to") or "wanna" (for "want to") can be
challenging for learners who are not familiar with informal speech patterns.
Consequently, students may miss important words or phrases, leading to
incomplete comprehension (Field, 2003).
- Limited Vocabulary
Another significant challenge in listening comprehension is having a limited
vocabulary. The ability to understand spoken language depends heavily on the
listener's vocabulary knowledge. A lack of familiarity with essential words,
idiomatic expressions, and phrasal verbs can hinder comprehension, even if the
general meaning is clear. This issue is particularly prominent among learners who
are still in the early stages of acquiring the target language.
The connection between vocabulary knowledge and listening comprehension is
well-established in the literature. Nation (2001) argued that learners must know
at least 95% of the words in a listening passage to achieve high-level
comprehension. This threshold is crucial, as unfamiliar vocabulary can create
gaps in understanding, leading to misinterpretation of the overall message. Kim
(2000) found that learners with limited vocabulary were more likely to
misunderstand spoken texts, especially when speakers used less common words
or expressions.
Other Factors Affecting Listening
In addition to difficulties with fast speech and vocabulary, several other factors
contribute to the challenges learners face in developing listening skills. These
include issues related to accent and pronunciation, listening fatigue, lack of
motivation, and cognitive overload.
- Accents and Pronunciation
Accents and pronunciation variations are common in spoken language and can
pose significant challenges, particularly for learners who have not been exposed
to various accents. As noted by Rost (2011), learners often struggle to understand
speakers with accents that differ from the standard variety they are accustomed
to hearing in the classroom. This issue is especially relevant in today’s globalized
world, where learners are likely to encounter a variety of English accents, such
as British, American, Australian, and regional variations.
- Listening Fatigue
Listening fatigue is another issue that can negatively impact students'
comprehension. Extended listening tasks can be mentally exhausting, especially
when learners are required to maintain focus for long periods. Buck (2001)
highlighted that listening comprehension demands significant cognitive effort,
and over time, this can lead to fatigue, impairing a student's ability to process and
retain information. This is particularly noticeable when learners are engaged in
listening to complex materials that require deep concentration. To combat this,
experts recommend breaking up listening tasks into shorter segments and
incorporating more interactive listening exercises to maintain student
engagement.
- Lack of Motivation
Motivation plays a significant role in listening comprehension. Students who lack
interest or motivation in the listening material are less likely to engage deeply
with the content, which can lead to poor comprehension. Gardner (1985)
emphasized the importance of motivation in language learning, noting that
learners who are intrinsically motivated to improve their listening skills are more
likely to succeed. On the other hand, students who find listening tasks tedious or
irrelevant to their interests may struggle to stay focused, further hindering their
listening progress.
2.2.2 Research Methods
Research methods refer to the organized strategies and procedures researchers
use to collect, analyze, and interpret data to address specific research questions
or test hypotheses. These methods can vary significantly based on the field of
study, research goals, and the type of data being examined. Generally, research
methods are categorized into two main types: qualitative and quantitative
research. Qualitative methods are mainly used to gain a deep understanding of
complex phenomena, focusing on the experiences, behaviors, or social processes
of participants. Techniques like interviews, focus groups, ethnography, and
content analysis are common in qualitative research, which is often exploratory
and adaptable, offering a richer understanding of context and significance.
In contrast, quantitative research methods emphasize measuring variables and
analyzing numerical data to detect patterns, relationships, or trends. Typical
quantitative methods include surveys, experiments, and statistical analysis. These
approaches aim to produce objective and generalizable results that can be applied
to broader populations. Researchers employing quantitative methods typically
use structured tools like questionnaires or standardized assessments to gather data
and then apply statistical tests to ensure the validity of their findings. While both
qualitative and quantitative methods are distinct, they complement each other,
with qualitative research providing in-depth context and quantitative research
offering broader, more generalizable results. The choice of method or
combination of methods depends on the research question, the data at hand, and
the research objectives.
2.2.3 Contributions
Previous research into the challenges faced by first-year students in developing
effective English listening skills has shed light on the importance of active
listening strategies and the role of context in improving listening comprehension.
Understanding these elements is crucial for educators seeking to help students
overcome the difficulties associated with listening to academic English, which
often involves fast-paced speech, complex vocabulary, and unfamiliar accents.
Several studies have identified key factors and strategies that can enhance
students' listening abilities, offering valuable insights for improving teaching
practices and supporting students in their language learning journey.
One of the primary contributions of previous research is the emphasis on active
listening strategies. Active listening involves more than just passively hearing the
sounds of speech; it requires a conscious effort to engage with and interpret the
meaning behind the spoken words. Studies have shown that students who adopt
active listening techniques, such as predicting content, inferring meaning, and
summarizing information, tend to perform better in listening comprehension
tasks. By making predictions about the content before listening, students can
focus their attention on relevant information, which helps them to better
understand the overall message. Additionally, inferring meaning from contextual
clues and using background knowledge to fill in gaps allows students to overcome
challenges like unfamiliar vocabulary or unclear pronunciation. Summarizing
information, either during or after listening, reinforces comprehension and
retention by helping students process the material more effectively. These
strategies have been proven to increase student engagement and improve listening
outcomes, particularly in an academic context where the language can be dense
and technical.
Alongside active listening strategies, previous research has highlighted the
crucial role of context in shaping listening comprehension. Context refers to both
linguistic factors, such as the specific words and phrases used, and situational
elements, including the speaker’s tone, register, and the subject matter being
discussed. Studies have shown that students with prior knowledge of a topic are
better equipped to understand spoken English because they can predict what will
be said next and make sense of unfamiliar terms or concepts. When students have
a foundation in the subject matter, they are able to focus on listening for key
points rather than trying to decipher every individual word. Contextual
understanding also helps students interpret non-verbal cues, such as tone and
body language, which can provide additional meaning that aids comprehension.
This underscores the importance of introducing students to the context in which
the listening material is presented, including information about the topic, speaker,
and the purpose of the communication.
One significant area of focus in previous research is the use of pre-listening
activities to activate students' prior knowledge and prepare them for the listening
task. Research has demonstrated that engaging students in activities before
listening helps reduce cognitive load during the actual task. For example, teachers
may introduce key vocabulary or give a brief overview of the subject matter to
provide students with a framework for understanding the content. These
preparatory activities allow students to focus on listening for comprehension,
rather than struggling to decode unfamiliar vocabulary or concepts. By setting
clear expectations for what they will hear, students are able to better anticipate
the structure and key points of the listening material. This approach has been
shown to improve listening performance and make the process more manageable
for students, especially those who are new to academic English or unfamiliar with
the subject being discussed.
Previous research emphasizes the importance of gradually increasing the
difficulty of listening tasks to build students’ skills over time. Studies have
suggested that listening tasks should be designed to match the students'
proficiency level and gradually introduce more complex elements, such as faster
speech, higher-level vocabulary, and varied accents. Starting with simpler,
slower-paced listening exercises allows students to build confidence and develop
the basic skills they need for more challenging tasks. As students become more
proficient, the difficulty level can be gradually increased, helping them to develop
stronger listening skills without feeling overwhelmed. This process of
scaffolding—where learners receive support and guidance early on and then take
on more responsibility as their skills improve—is critical for fostering long-term
success in language learning.
Research highlights the value of extensive listening practice outside the
classroom. Encouraging students to engage in listening activities outside of
formal lessons—such as watching English-language movies, listening to
podcasts, or participating in language exchange programs—has been shown to
improve listening comprehension. These activities expose students to different
accents, speech patterns, and informal language use, helping them become more
comfortable with the variety of English they may encounter in real-world settings.
Extensive listening practice also allows students to familiarize themselves with
different speech rates and improve their ability to process information more
quickly, which is particularly important in an academic context where lectures
and discussions often proceed rapidly.
Previous studies suggest that a supportive classroom environment is essential for
developing listening skills. Teachers who create an atmosphere of encouragement
and provide constructive feedback can help students feel more confident in their
listening abilities. Providing opportunities for interactive listening practice, such
as group discussions, peer listening activities, or comprehension checks, helps
students feel engaged and motivated to improve. Research also indicates that
collaborative learning environments, where students work together to solve
listening tasks, can help them develop not only their listening skills but also their
overall language proficiency.
Previous research has contributed valuable insights into the difficulties faced by
first-year students in developing listening skills and the strategies that can be
implemented to address these challenges. Active listening strategies, contextual
understanding, pre-listening activities, gradual task difficulty, extensive listening
practice, and supportive learning environments all play crucial roles in improving
listening comprehension. By incorporating these findings into their teaching
practices, educators can better support first-year students in overcoming the
obstacles they face in acquiring effective listening skills and, ultimately, enhance
their overall language proficiency.
2.2.4 Critique
Listening comprehension is widely acknowledged as one of the most demanding
aspects of second language learning. Various studies, including those by Goh
(2000), Vandergrift (2007), and Field (2008), have examined the common
difficulties language learners face when developing listening skills. These
challenges include rapid speech, limited vocabulary, difficulty recognizing
connected speech, and issues with maintaining concentration. While these studies
provide valuable insights into general listening difficulties, they primarily address
broad learner populations and do not specifically focus on the unique struggles
faced by first-year students who are not majoring in English.
One major limitation of these studies is their tendency to generalize listening
problems across all language learners without considering the distinct needs of
different groups. For example, freshman students who do not specialize in
English often have minimal exposure to academic or conversational English
before entering university, making their listening challenges particularly unique.
However, most research does not differentiate between the struggles of these
students and those of advanced learners who have already developed coping
strategies to improve their listening comprehension.
Many existing studies primarily examine cognitive and linguistic factors related
to listening comprehension but do not take into account the students’ educational
backgrounds and learning environments. Freshman students who are not
majoring in English typically have limited English instruction, and their listening
practice is often confined to the classroom rather than real-world situations. This
distinction is essential, as their difficulties may not solely stem from linguistic
complexity but also from a lack of exposure to authentic listening materials and
a lack of confidence in their abilities.
Another concern is that much of the research in this field relies heavily on self-
reported data, which can be subjective. While qualitative studies provide valuable
perspectives on learners’ experiences, they often lack objective assessments of
listening performance. Incorporating experimental research that measures real-
time listening comprehension would offer a more comprehensive understanding
of these challenges.
Future studies should move beyond general discussions of listening difficulties
and focus on the specific issues faced by first-year students who do not major in
English. Longitudinal research tracking their listening development over time, as
well as studies testing the effectiveness of different instructional strategies, could
provide more practical solutions. A more targeted approach would allow
researchers to develop recommendations that are more relevant to educators
teaching this specific student population.
CHAPTER III: RESEARCH DESIGN
3.1 Research Site/Context
This research was carried out in Industrial University of Ho Chi Minh City (IUH)
which is one of the well known educatinal institution in Vietnam. IUH has many
students coming from different parts of the country. In addition English is a
language with many students at IUH have different levels of understanding in
English, which makes it a suitable place to study problems in English listening
skills.
For all first students regardless of whether they are English majors or non-majors,
English is a compulsory subject. For many students, the listening component is a
part of the curriculum who have vocabulary and speech rate to understand
sentences spoken to them or even lectures delivered in very strange parts of the
world.
The objectives of this study are to describe the listening problems Vietnamese
students encounter in IUH and provide practical suggestions which would help
students improve their listening skills.
3.2 Participants
The subject participants consist of first year students currently enrolled in English
classes at the Industrial University of Ho Chi Minh City (IUH). The sample focus
includes both English majors and non-majors in order to gain more insight into
the listening problems provided by students from different academic fields.
A total of [Specify Number] students will be obtained through random or
purposeful sampling of different English proficiency levels. Participants are those
who are willing to participate and have had some exposure to English listening
activities in the classroom.
Furthermore, English language lecturers from IUH will also be participants of the
interviews or questionnaires about the general problems students encounter while
listening in class and the teaching methods employed. This mix of student and
teacher views will assist in clearly defining the challenges and creating
appropriate recommendations.
3.3 Research Methodology and Methods
- Research Methodology
This study employs a mixed-methods approach, integrating both quantitative and
qualitative research methods to provide a thorough understanding of the research
topic. By combining statistical data with qualitative insights, this method ensures
a comprehensive and balanced analysis, capturing both overarching trends and
the underlying factors influencing them.
The quantitative component aims to identify patterns and relationships by
gathering numerical data from a large group of participants. This allows for
statistical comparisons and generalizable conclusions. Meanwhile, the qualitative
aspect focuses on exploring participants’ perspectives, experiences, and
contextual influences, adding depth and richness to the findings. The integration
of these two approaches strengthens the study’s validity, reliability, and overall
analytical depth.
In educational research, mixed methods are particularly beneficial, as numerical
data alone may not fully explain the complexities of teaching and learning. While
surveys help identify general trends, qualitative methods such as interviews and
classroom observations provide deeper insights into the reasons behind these
patterns. This dual approach ensures a more holistic and meaningful analysis.
- Research Methods
To collect and analyze data effectively, this study utilizes three key research
methods: surveys, semi-structured interviews, and classroom observations.
Surveys – Designed to collect quantitative data from a wide range of participants.
This method includes both closed-ended and open-ended questions, allowing for
statistical evaluation while also giving respondents the opportunity to expand on
their answers.
Semi-Structured Interviews – Used to gain qualitative insights into participants'
experiences. These interviews follow a structured format while allowing
flexibility to explore emerging themes, offering a deeper understanding of survey
findings.
Classroom Observations – Conducted to assess teaching practices, student
engagement, and classroom interactions in real time. A non-participant approach
is used to maintain objectivity, and multiple observations are carried out to
improve reliability.
3.4 Procedures
To ensure the accuracy and reliability of data collection, this study follows a
structured research process. The procedures consist of two key stages: pilot
testing of research tools and the main data collection phase, which includes
surveys, semi-structured interviews, and classroom observations.
- Pilot Testing of Research Tools
Prior to conducting full-scale data collection, the research instruments are
subjected to pilot testing to evaluate their clarity and effectiveness. This process
ensures that survey questions are well-formulated, interview prompts are easy to
understand, and observation guidelines are practical for real-world application.
Pilot testing helps detect any potential issues, such as unclear wording, technical
challenges, or inconsistencies in how data is gathered. Based on the feedback
received during this phase, necessary adjustments are made to improve the
accuracy and efficiency of the research tools.
- Implementation of Surveys, Interviews, and Observations
Once the research instruments have been refined, the primary data collection
process begins. Surveys – The first stage involves distributing surveys to a diverse
sample of participants. These surveys include both closed-ended and open-ended
questions and may be administered either online or in person, depending on the
study's requirements. Participants are provided with adequate time to complete
the surveys to ensure well-considered responses.
Semi-Structured Interviews – Following the survey stage, semi-structured
interviews are conducted with selected participants to gain deeper insights into
their perspectives. These interviews allow for flexibility while maintaining a
structured approach. With participants’ consent, interview sessions are recorded
and later transcribed for detailed analysis.
Classroom Observations – The final phase involves non-participant classroom
observations, where teaching strategies, student engagement, and classroom
interactions are analyzed in real-time. Multiple observations are conducted to
ensure reliability and consistency in the findings.
3.5 Data Analysis
To examine the difficulties first-year students encounter in English listening skills
and explore potential solutions for improvement, quantitative data will be
analyzed using statistical software such as Excel and SPSS. These tools allow for
the efficient processing of numerical data, enabling researchers to identify
patterns, trends, and correlations within the collected responses.
Descriptive statistics, including mean scores, standard deviations, and frequency
distributions, will be applied to summarize students' performance levels and
common challenges. Inferential statistical tests, such as t-tests or ANOVA, the
data collected through surveys or structured questionnaires will be coded and
entered into SPSS for systematic analysis. This approach helps to quantify
students’ perceived difficulties, providing a clearer understanding of the key
issues affecting their listening comprehension. The results derived from statistical
analysis will serve as a foundation for proposing effective pedagogical
interventions aimed at enhancing first-year students' listening skills.
3.6 Ethical Considerations
This study on first-year students’ difficulties in English listening skills and
possible improvement measures, ethical principles will be strictly adhered to.
Participants will be fully informed about the research objectives, procedures, and
their rights before voluntarily providing consent. Their participation will be
entirely voluntary, with the option to withdraw at any stage without
consequences.
Confidentiality will be maintained by ensuring that all collected data remain
anonymous and are used solely for research purposes. Personal information will
be safeguarded, and responses will be handled with discretion to protect
participants' privacy.
Additionally, efforts will be made to minimize biases throughout the research
process. This includes designing neutral survey questions, ensuring objective data
collection, and preventing researcher influence on participants’ responses. By
upholding these ethical standards, the study aims to produce fair, reliable, and
credible findings while respecting the rights and well-being of all participants.