bài chuẩn

MINISTRY OF INDUSTRY AND TRADE
INDUSTRIAL UNIVERSITY OF HO CHI MINH CITY
FACULTY OF FOREIGN LANGUAGES
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GRADUATION THESIS
RESEARCH ON THE DIFFICULTIES IN THE LISTENING 1
FACED BY THE SOPHOMORE
ENGLISH- MAJODED STUDENTS AT IUH
.
STUDENT NAME : NGUYEN THI KIEU OANH
ID NUMBER : 18038451
CLASS CODE : DHAV14B
COHORT : 2018- 2022
SUPERVISOR NAME : LE NGOC DIEP , M.A.
HCMC, 05/2022
MINISTRY OF INDUSTRY AND TRADE
--- ---
GRADUATION THESIS
STUDENT NAME : NGUYEN THI KIEU OANH
ID NUMBER : 18038451
CLASS CODE : DHAV14B
COHORT : 2018- 2022
SUPERVISOR NAME :LE NGOC DIEP, M.A.
HCMC, 05/2022
MINISTRY OF INDUSTRY AND TRADE INDUSTRIAL UNIVERSITY OF
HO CHI MINH CITY FACULTY OF FOREIGN LANGUAGES
------
Student name : Nguyen Thi Kieu Oanh
ID Number : 18038451
Class Code : DHAV14B
Cohort : 2018-2022
Supervisor Name :Le Ngoc Diep, M.A.
Student’s declaration: I declare that this graduation report is entirely my own work and does not
involve in plagiarism or collusion. It also has not been accepted as part of a submission to
another purpose else where. I accept heavy penalty for any cheating or plagiarism.
Date submitted : 20/05/2022
Signed : ………………………
Word count : 11,425 words

ABSTRACT
One of the most important skills for interacting in everyday life is listening. When studying a
foreign language, this skill is becoming increasingly vital. Although learners recognize the value
of language comprehension, their English listening abilities have not yet progressed to the level
of mastery. As a result, when they began majoring in English, they had a lot of trouble listening.
1. It appears that they are unfamiliar with them or are unaware of how to employ listening tactics,
as well as how to self-study at home to practice. Practice listening 1 and are unsure how to
overcome their challenges with listening. As a result, the thesis was written to look into the issues
and challenges that second-year at Faculty of Foreign Languages at the Industrial University of
Ho Chi Minh city students have when learning to listen 1. After that, I offer some
recommendations to assist pupils in improving their listening skills. To measure operating
progress, I employed a quantitative approach. Data collecting techniques like questionnaires are
used in research. The poll consisted of 116 second-year English majors from classes DHAV16.
The writer evaluated the data from the questionnaire using Google Form before drawing
conclusions. Students' problems in learning to listen will be shown by the research findings.
More significantly, the study assists me in determining the root causes of the issues so that I can
develop effective remedies. I did my best to complete this thesis using my personal experience
and knowledge of English learning methods to help students enhance their listening skills 1.
Keywords: listening, listening 1, difficulties.
ACKNOWLEDGEMENT
Throughout my graduation thesis, I was given enthusiastic help and support, as well as guidance
and motivation to overcome all barriers and complete this task successfully.
First and foremost, I would want to express my gratitude to the Faculty of Foreign Languages at
the Industrial University of Ho Chi Minh City for their unwavering support in completing my
graduation thesis.
In addition, I want to express my gratitude to my supervisor, Le Ngoc Diep, M.A., who was
exceedingly helpful and supportive. Without her encouragement and guidance, finishing the
graduation thesis would be tough. She also provided me with personalized coaching and
comments, which aided in the development of my English writing skills and methodologies.
Besides, I would want to express my gratitude to my five bandmates. Huynh Thuy Ngan, Nguyen
Cam Thi, Chu Thi Khanh Linh, Bui Thi Hang Hanh, and Tran Thi Thuy Trang are the people
who have always been enthusiastic about helping me finish this thesis swiftly and successfully.
Finally, I would want to express my gratitude to all of the gorgeous and charming DHAV16
students who contributed to my graduation thesis.
In conclusion, I would like to express my gratitude to everyone who has assisted, supported, and
led me, without which I would not have been able to finish my graduation thesis.
Keywords: listening, listening 1, difficulties

TABLE OF CONTENTS
CHAPTER I: INTRODUCTION .................................................................................................

1
1.1 Rationale ................................................................................................................................

2
1.2 Research objectives ................................................................................................................

3
1.3 Reseach questions ..................................................................................................................

3
1.4 Scope of the study ..................................................................................................................

3
CHAPTER II: LITERATURE REVIEW ...................................................................................

5
2.1 Definitions of key terms ........................................................................................................ 6
2.1.1 Definition of listening .....................................................................................................

6
2.1.2 Definition of listening skill ............................................................................................. 7
2.1.3 Definition of difficulty..................................................................................... 7
2.1.4 Definition of listening 1………………………………………………………………
2.2 Results of previous studies .................................................................................................... 8
2.2.1 Pre-listening......................................................................................... 8
2.2.2 While- listening.......................... 11
2.2.3 Post-listening........................................................................................... 16
2.3 The common problems faced by sophomore majored English students……
2.3.1 Poor grammar
2.3.2. Sound problems
2.3.3. Lack of vocabulary
2.3.4 Listening duration and speech

2.3.5. Environmental factors
2.3.6. Physical causes
CHAPTER III: RESEARCH DESIGN .....................................................................................20
3.1 Research site ........................................................................................................................

21
3.2 Participants ...........................................................................................................................

21
3.3 Research methodology and research methods .....................................................................

22
3.3.1 Research methodology ..................................................................................................

22
3.3.2 Research methods ..........................................................................................................

22
3.4 Procedures ............................................................................................................................

24
3.5 Data analysis ........................................................................................................................

24
CHAPTER IV: FINDINGS AND DISCUSSION ..................................................................... 26
4.1 Findings ............................................................................................................................... 27
4.2 Discussion
4.3 Previous studies comparison
CHAPTER V: CONCLUSION .................................................................................................. 44
5.1 Conclusions .......................................................................................................................... 45
5.2 Recommendation ................................................................................................................. 46
5.2.1 Recommendations for the Teachers of the Faculty of Foreign Languages ...................
46
5.2.2 Recommendations for sopphomore English majored students of Faculty of Foreign

Languages............................................................................................................................... 46
5.3 Limitations of the studies................................................................................................... 47
REFERENCES ............................................................................................................................ 48
APPENDICES ..............................................................................................................................
52
CHAPTER I: INTRODUCTION
Submitted by Nguyen Thi Kieu Oanh ID number:
18038451
1.1 Rationale
English is not only a global language, but it also plays a significant role in societal transformation.
English is employed in a variety of disciplines, including business, technology, and science. It is
widely acknowledged as the primary language for international communication and collaboration.
In recent years, English has grown in importance and value in Vietnam. The number of people
who are fluent in English has skyrocketed. Given the importance of English in everyday life, all
Vietnamese schools, including kindergartens, primary schools, secondary schools, high schools,
colleges, and universities, have made English a compulsory subject in their curricula. The
majority of Vietnamese students, on the other hand, excel at vocabulary and grammar activities.
As a result, students, particularly those at the Faculty of Foreign at Industrial University in Ho Chi
Minh City, have difficulty listening and speaking.
For several reasons, as a researcher, I would like to present you with the thesis title " Research on
the difficulties in the listening 1 faced by the sophomore English-majored students at IUH."
Firstly, the most important skill in learning English is listening. It has the potential to expand our
understanding of several subjects in other countries. Because they are two components of
communication, listening and speaking abilities are intimately linked. When we grasp what is
being discussed, we can pick up on each other's broad ideas. Miscommunication occurs when we
do not comprehend or miss critical information during communication procedures. Furthermore,
listening is an important ability for delivering meaningful feedback to pupils, which is an
important element of the language learning process. As a result, I'd like to undertake this research
in order to urge students and teachers to focus more on their listening abilities.
Secondly, according to Rost (1994), listening has the following benefits in a language classroom:
" Consistent practice is essential in the language classroom because it provides the learner with
input. Any learning cannot begin until the input is understood at the appropriate level."" As a
result, we can deduce that pupils' listening abilities appear to be the most difficult and important.
The ability of university students to communicate in English varies. The majority of them had
learnt English as a child, yet many students are perplexed when communicating or applying for
jobs because they cannot understand the topic of the conversation.
Finally, some students are uninterested in learning how to listen, which is why I chose this
research topic. They despise having to listen to lectures. Practice of listening skills, on the other
hand, is difficult and time-consuming. As a result, I'd like to brainstorm ways for teachers to
encourage children to practice listening skills more actively and successfully.
For over three years, I studied at the Industrial University of Ho Chi Minh City's Faculty of
Foreign Languages. I'm aware that the sophomores are having difficulties with their listening
skills. Because of the foregoing, a study titled " Research on the difficulties in the listening 1
faced by the sophomore English-majored students at IUH” was conducted in the hopes of
identifying the listening difficulties that they frequently face.
Supervisor: Le Ngoc Diep, M.A. Page 1

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1.2 Research objectives
The goal of this research is to delve into the listening issues that sophomore students at IUH's
Faculty of Foreign Languages face. In other words, the author wishes to learn which factors
influence a learner's listening capacity, both objective and subjective aspects, as well as provide
prospective tactics and successful ways for logically boosting the listener's ability.
1.3 Research questions
The following are the questions the researcher is looking for replies to:
1. What are the issues that second-year English majors at the Faculty of Foreign Languages
at Ho Chi Minh City's Industrial University face when listening 1 to English?
1.4 Scope of the study
Listening issues affect practically all students, even English second-year English majors at Ho Chi
Minh City's Industrial University. Despite this, the study was unable to reach all of IUH's pupils.
It is limited to second-year students in the English faculty at IUH, namely in DHAV16 classes; as
a result, I primarily focus on analyzing common challenges in students' listening abilities.

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CHAPTER II: LITERATURE REVIEW

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2.1 Definitions of key terms
2.1.1 Definition of listening
Listening is one of the most important abilities that students must develop
over the course of several hours. Learners are becoming increasingly aware
of it. Various renowned linguists have defined listening differently, including
Pearson (1983), Hirsch (1986), Bentley and Bacon (1996), Rubin (1995),
Hirsch and Purdy (1997), O'Malley, Chamot, and Kupper (1989), Howatt &
Dakin (1974), and Anderson & Lynch (1988).
Furthermore, Bentley and Bacon (1996) recognized that listening is an

important aspect of the second language acquisition process, and it has
been defined as an active process in which the listener generates meaning
from oral information. Rubin (1995) offered a similar viewpoint, claiming that
listening is the talent that demands the most processing time for second
language foreign learners since they must simultaneously store information
in short-term memory while attempting to comprehend the communications.
According to Pearson (1983), listening necessitates organization and

includes knowledge of phonology, grammar, semantics, and text structure,
all of which appear to be influenced by the cognitive approach. As a result,
even if not fully appreciated, listening abilities are critical to language
acquisition. Meanwhile, Hirsch (1986) defined hearing as the ability to
understand and give meaning to sounds by responding, selecting meaning,
recalling, attending, and evaluating prior information.
Hirsch and Purdy (1997) defined listening as "the active and dynamic
process of attending, perceiving, interpreting, remembering, and responding
to the expressed (verbal and nonverbal) needs, concerns, and information
offered by other human beings." (p. 8).
To recapitulate, each definition is presented to clarify the nature of the

listening skill required to learn a native or foreign language.
2.1.2 Definition of listening skill

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Listening skills are described as paying attentive attention to what is being

stated. In the study of listening comprehension processes in second
language learning, specific linguistic elements (e.g., phonemes, phrases,
grammatical structures) and the listener's perceptions, the circumstances
and meaning, background information, and the subject are all explored.
According to Howatt and Dakin (1974) define listening as the ability to hear
and comprehend what others are doing. In addition to Thomlison (1984),
listening is essential for effective communication. This process entails
recognizing a speaker's accent or pronunciation, learning grammar and
vocabulary, and grasping the context. A good listener can do all four things
at the same time.
Additionally, listening is the simplest and most straightforward way to gather

information. Listening skills assist us in achieving success at work, in our
families, and in society. Another benefit of great listening is that it builds
friendships and family bonds. Everyone wants to be understood by their
peers. If they can find listeners who understand and welcome them,
someone will express joy and feel closer to them. Improving one's listening
skills necessitates an understanding of the importance of listening skills. It
aids pupils in improving their listening comprehension, which improves their
communication skills. It also aids in the development of appropriate listening
comprehension and habits, both of which help with communication.
2.1.3 Definition of listening 1
Listening 1 is at A2 level, which is a compulsory subject in the framework

program of students at the Faculty of Foreign Languages of Ho Chi Minh's
Industrial University. When learning to listen 1 to a student, there are 30
lessons, divided into 15 sessions, 2 periods each. In this subject, students
are provided with materials, listening files as well as textbooks by the
lecturer. Students are assessed their listening level through tests. Listening
program 1 has two regular tests, 1 midterm test and 1 final exam. Through
the average score of the whole semester of Listening 1, it is possible to
assess the student's level easily.
2.1.4. Definition of difficulty
"Difficulty" is a concept used to describe the turbulence, thorns, and

challenging state of work that people must go through and encounter.
2.2 Results of previous studies

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2.2.1. Pre-listening
Before listening, according to Rost (1990), one must make the meaning of
context explicit, clarify intent, and identify roles, procedures, and listening
objectives. Learners are provided with some background information on the
topic they will be discussing. Learners are better aided in understanding the
text when they have prior knowledge. The students must next define the
listening's goals or intent, as well as what they must listen for and the level
of information required. Based on the information available, learners will be
able to predict what they will hear.
The exercises, according to Vandergrift (1999), will assist students decide

what to listen for and focus their attention on the context while listening.
Discussing the issue, reading the assignment directions, predicting the
content of the hearing, and thinking of synonyms and antonyms are all
examples of these tasks. Moreover, vocabulary and grammar abilities are
essential for listening comprehension. Learners with limited language
abilities may find it difficult to understand the listening text. Due to pre-
listening activities, learners may be able to detect new vocabulary and
grammatical constructs in the listening text, resulting in a better
understanding of the listening text.
2.2.2 While-listening
Students must listen to the texts or documents in order to comprehend the

messages of the speakers and complete all duties required during this
stage. Due to the importance of listening, teacher interference is practically
impossible during this procedure. While-listening activities, according to
Underwood (1989), were tasks that students were obliged to accomplish
while listening to text. These listening tasks are designed to assist students
enhance their ability to articulate spoken language messages in listening
comprehension. Additionally, while listening, learners can double-check
predictions, evaluate what is important and eliminate non-essential
information (note-taking, summarizing), detect inferred knowledge, and so
on. Finally, through forming assumptions, testing predictions, envisioning,
assessing, and reflecting, an effective listener should always double-check
their perception of the message.
2.2.3 Post-listening

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Following the completion of listening assignments, students engage in post-

listening activities. Some post-listening actions expand on the work done
before and during the hearing session, while others are just distantly tied to
the listening document.
Furthermore, students can connect listening with other abilities such as

speaking or writing through post-listening exercises. Checking listening
outcomes in pairs or groups, reading transcriptions, finding vocabulary in
transcriptions, putting information in notebooks, and taking practice tests are
some post-listening activities that contribute to improving listening abilities.
Students should be encouraged to apply what they've learnt so far in order

to explain and expand their understanding. Students should summarize the
hearing content orally, in writing, or as a summary. It has been established
that having students recount or summarize their report is an effective way to
check comprehension.
2.3. The common problems faced by sophomore majored English

students
There are numerous aspects that influence a student's capacity to listen.

We only covered six issues in Chapter 2: bad grammar, sound problems,
lack of vocabulary, length and speed of listening, environmental factors, and
physical causes.
2.3.1 Poor grammar
According to Graham, inadequate vocabulary, poor grammar, and

misunderstandings of listening tasks are some of the variables that
contribute to learners' difficulty with listening comprehension (2006). Poor
grammar has a big impact on listening abilities since grammar is the
foundation that allows you to grasp what others are saying. Many people
believe that by simply listening to others talk, they can comprehend the full
sentence or paragraph by putting the words together. This may be true for
simple phrases, but when relational pronouns, inversion structures, and
comparative structures are utilized, the content becomes more complex. As
a result, children with bad grammar will struggle to understand a text when
listening to it. It demonstrates that listening and grammar abilities are
inextricably intertwined.

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Takeno and Takatsukay's research topic is "Factors Affecting Listening

Comprehension Ability of Japanese Learners of English" (2007). The
investigation was carried out using a quantitative technique. The author
surveyed fourth-graders at an Okayama senior high school in Japan using a
questionnaire. The issues had an impact on Japanese English learners'
listening comprehension abilities, as well as grammar, vocabulary, auditory
short-term memory, and articulation speeds for Japanese and English
words. Grammar had a big part in this study and had a considerable impact
on listening abilities. Although the study found that bad grammar had an
impact on children' listening abilities, it was only conducted with fourth
graders. As a result, I conducted the research to confirm that poor grammar
had an impact on university students' listening comprehension.
2.3.2. Sound problems
Hande Yilaz and Fatih Yavuz conducted research in 2015 at Turkan Soray
Primary School in Istanbul, Turkey, on "The Problems Young Learners Face
During Listening Skills." A quantitative method was used to carry out the
research. The study was conducted using a questionnaire among fourth-
graders in a Turkish primary school in Istanbul. The findings of the study
revealed that when teaching listening in Turkish public schools, teachers
frequently miss "phonetics." As a result, their pronunciation was terrible. As
a result, they were unable to comprehend what they were hearing. Although
the study found that "phonetics" had an impact on pupils' listening abilities, it
was only conducted in primary school. As a result, I wrote the study to
confirm that "phonetics" had an impact on university students' listening
comprehension.
According to Ur (1984), if a word is pronounced differently than it was the

first time it was heard, the listener will be unable to recognize it as the same
term and may even forget it. This problem is now interfering with the
students' capacity to understand what they are hearing. To put it another
way, some students had difficulty matching the pronunciation of spoken
words, despite the fact that they were familiar with them. We couldn't
remember what terms meant, and some children struggled with both.
Furthermore, we cannot deny that proper pronunciation aids listening
abilities. It might help kids recognize and write down accurate word spelling.
2.3.3. Lack of vocabulary

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Suping Wang's research project is titled "An Empirical Study on the Role of
Vocabulary Knowledge in EFL Listening Comprehension." The study was
carried out using a quantitative approach. A questionnaire was used to
collect data for the study. Both vocabulary breadth and depth had a
significant impact on listening scores, according to this study. As a result,
the findings of this study may be used to help students realize the
importance of vocabulary study for their listening abilities. This study, on the
other hand, solely looked at the impact of vocabulary in two areas: reading
vocabulary and hearing comprehension. As a result, I'd like to investigate
the links between hearing vocabulary and listening comprehension, as this
would be more useful to EFL listeners.
According to Richards and Renandya (2002), vocabulary is an important

part of language proficiency because it lays the groundwork for how people
talk, listen, read, and write. Learners who lack a large vocabulary or
methods for expanding their vocabulary frequently fall short of their potential
and are unable to take advantage of language learning opportunities such
as listening to the radio, speaking with native speakers, expressing
themselves in a variety of ways, reading, or watching television. Azmi
Bingol, Celik, Yidliz, and Tugrul Mart (2014) also stressed the importance of
vocabulary, claiming that pupils would easily recognize terms when listening
to texts that contained them. It can ignite kids' attention, passion, and
improve their listening comprehension when they understand the meaning
of words. A lot of terminology has a lot of meanings, and if it isn't utilized
appropriately in the right context, children will be confused.
2.3.4 Listening duration and speech
Students' levels, according to Armi Bingol, Celik, Yidliz, and Tugrul Mart
(2014), may play a big impact in listening to extended parts and
remembering everything. Lower-level pupils will find it especially difficult to
listen for more than three minutes and complete the listening activities.
Short listening passages will be easier to comprehend, and learners will be
less fatigued. Underwood faces a number of challenges when it comes to
effective listening comprehension (1989). To begin with, the speaker's
speed is uncontrollable by the audience. Second, listeners are unable to
have phrases repeated to them, which can lead to major complications. A
recording segment cannot be replayed. Third, listeners' vocabularies are
limited. The speed is another characteristic that makes listening
comprehension difficult. When presenters speak quicker than usual,
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listeners may have trouble catching target words. Overall, according to

Underwood (1989), unlike reading comprehension, hearing comprehension
is the most difficult because the listener has no influence over the speaker's
speed (p. 16)
Eileen K. Blau's study is titled "The Effect of Syntax, Speed, and Pauses on
Listening Comprehension." A quantitative method was used to carry out the
research. The research was conducted at the University of Puerto Rico
using a questionnaire. A quantitative method was used to carry out the
research. The research was conducted at the University of Puerto Rico
utilizing a questionnaire. According to the findings of the study, we shouldn't
be too concerned about speech speed. Mechanical speech reduction did not
increase understanding even when a moderately quick pace of delivery was
adopted as the norm, even at the lowest levels of L2 competency. That is
why I developed a thesis to show that students' listening comprehension is
influenced by their listening speed.
2.3.5. Environmental factors
Classrooms can often hamper pupils' listening comprehension due to their

inconvenient character. The audio is not as clear for students in the back
rows of large classes as it is for kids in the front. Students who sit near
windows are affected by the noise. Background noises in the environment
and noises on the recording can draw the listener's attention away from the
information in the listening passage. They will virtually likely fail a listening
job if they are asked to do so while there are distracting sounds around
them. They are overwhelmed by the noise, no matter how hard they attempt
to concentrate on their work. Other listening comprehension barriers,
according to Watson and Smeltzer (1984) and Yagang (1994), were sounds,
whether they came from the ambient environment or from the listening
apparatus. Distracting sounds include ringing phones, knocks on the door,
low-quality devices, background noises, volume control, and other noises.
They claimed that the sounds interfered with EFL students' comprehension
and drew their attention away from the passage's content.
Additionally, the temperature in the classroom can be a component that

makes it difficult to understand what is being said. If the classroom does not
have an air conditioner, it will be excessively hot in the summer and too cold
in the winter. Some environmental conditions, such as excessively bright or
too low lighting, foul odors, impaired vision, and so on, have an impact on
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pupils' listening activities. These factors make it difficult for students to listen
and focus on the work at hand.
Janice M. Keenan, Rebecca S. Betjemann, Sally J. Wadsworth, John C.

DeFries, and Richard K. Olson conducted the study "Genetic and
environmental factors on reading and listening comprehension." A
qualitative method was used to carry out the research. The interview at the
University of Denver and the University of Colorado was used in the study.
The findings of the study revealed that environmental influences had a
substantial impact on listening comprehension.
2.3.6. Physical causes
The majority of students believe that poor recording quality, low-quality

cassettes, or equipment are to blame for their difficulties with listening
comprehension. The listener's awareness will be influenced by the issues.
For example, the audio could have been recorded when there were noises
present, or the cassette could have been used for so long that the quality
had degraded. Noise or distortion in the audio transmission, according to
Bloomfield et al. (2011), obstructs listener comprehension. As a result,
teachers should carefully review the audio before conducting the listening
test.
"External Factors Causing Students' Difficulties in Listening," by Kartika

Pratiwi and Erna Andriyanti, is the title of the study. A quantitative method
was used to carry out the research. The questionnaire was used in the study
at Yogyakarta State University and Yogyakarta State University. The
findings revealed three external factors that contribute to students' difficulty
in listening: the speaker, the topic's context, and the physical surroundings.
The physical setting issues could be solved by providing high-quality audio
and a listening environment that is favorable to productive listening.
Although the study found that the physical environment had an impact on
students' listening comprehension, it did not find a solution to the problem.
As a result, I decided to conduct this study in order to address the issue.

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CHAPTER III: RESEARCH DESIGN

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In this chapter, the writer must concentrate on the details of design

research. It begins with a description of the study site after discussion of the
participants, research methodology, research methods, procedures, and
data analysis.
3.1 Research site

This study was implemented at the Faculty of Foreign Languages of Ho Chi
Minh's Industrial University, a large-scale and high-quality university
associated with the Ministry of Industry and Trade. Modifying and renewing
one's priorities, learning more about teaching methods, and then developing
teacher personnel to meet the demands of improving training efficiency to
become a national key university that plays a pioneering role in the
development of schools under the Ministry of Industry and Trade, and is
among the top 10 universities in Vietnam in terms of application, on par with
advanced countries in the area of high-quality human resources training.
To train and enhance human resources with sufficient foreign language
ability and life skills, to raise students' awareness of learning and research
in order to meet the increasing demands of society in the recent trend of
international integration and cooperation; to contribute to IUH's development
as well as the city's, country's, and regional economic, social, and cultural
development.
3.2 Participants
The survey's participants are mostly sophomore English majors from Ho Chi
Minh City's Industrial University's Faculty of Foreign Languages. 118
students in grades DHAV16 completed the questionnaire. Furthermore, it
was discovered that the majority of them had more than ten years to study
English. The table below summarizes the individual participant information.
Total number of participants Age Year of learning English
20 <3 4-6 7-9 >10

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116 116
These students were chosen as a substantial component of the study due to

the following characteristics.
Firstly, the investigation may be relied on for precision and dependability
because we sent questionnaires to 116 sophomore English majors at
Industrial University of Ho Chi Minh City's Faculty of Foreign Languages.
Secondly, the vast majority of them have a basic command of the English
language. Their command of the English language, however, has not yet
been polished. They have only recently begun a year of university studies
and students experience a variety of difficulties when learning and
mastering new English abilities. As a result, the author thought they'd be an
excellent resource for the research. They are more likely to give the finest
advice on learning the language, especially in terms of listening skills.
Finally, they were happy when they completed the questionnaire.They
shared interest in the subject and completed it sincerely and meticulously.
As a result, the writer decides to include the DHAV16 classes in her data
collection.
3.3 Research methodology and research methods
3.3.1 Research methodology
The study will be conducted in a quantitative manner. "Quantitative research
is the process of collecting and interpreting numerical data," said Pritha
Bhandari. It can be used to look for patterns and averages, make
predictions, evaluate causal linkages, and extrapolate results to larger
groups." This method was chosen by the author since data collection is
reasonably simple. Furthermore, data processing takes only a brief period
(using statistical software). We surveyed approximately 116 sophomore
English majors at the Faculty of Foreign Languages at Industrial University
of Ho Chi Minh City for this study. As a result, we may obtain quantitative
and numerical data that is accurate, dependable, and consistent. The writer
will present the data using tables and charts after obtaining the findings.
3.3.2 Research methods
This study concentrates on the widely used questionnaire-based methods.
The questionnaire, according to the Longman Dictionary, is a data collecting
query that the writer delivers to a large number of people. The surveys were
distributed to sophomore English majors at Ho Chi Minh City's Industrial
University's Faculty of Foreign Languages. Before surveying, the writer
double-checked and modified the contents of the literature review to ensure

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that the report is correct and dependable. The questionnaires were provided
to 116 students from DHAV16 classes in order to better understand the
aspects that influence listening comprehension and make recommendations
for improvement. There are 14 questions in all, separated into four sections.
The study's first section looked at the personal information of IUH
sophomore English majors. There are five multiple-choice questions in total
(from questions 1 to 5).
The gender of the student is the first question. The second question inquires
about the length of time students have been studying English. The last three
questions are about students' perceptions of listening in general and their
self-evaluation of their listening ability.
In the second section, students are asked how students study listening at
home (question 6). The questions focus on how students use self-study to
improve their listening skills. The writer suggested some choices to answer
this question.
The third section focuses on the problems, aspects, and difficulties that
second-year students majoring in Languages at the Industrial University of
Ho Chi Minh City have when listening to English. Part 3 contains seven
questions (questions 7 to 13). Question 7 inquires about the issues that
pupils come up with after learning listening 1. In this question, the Likert
scale of the degree (always, usually, sometimes, rarely, never) of the
components is utilized in this question to determine the students' problems
after studying the listening 1.
The six questions cover problems, aspects, and difficulties that students
often face. Question 8 is an open-ended question regarding aspects that
students encountered during their listening session. Question 9 asks about
what difficulties students often face in relation to the content of
conversations while listening. Sentence 10 relates to students' difficulties in
language factors. Students can choose their answers according to the given
suggestions or can write their own ideas. Sentences 11,12,13 respectively
relate to environmental issues and physical factors, problems about
listeners and speakers in the listening passages. In these questions, the
answers are designed in the form of open-ended questions to know the
student's elements of listening 1.
The final part - part 4, offers some solutions to improve listening skills of
second-year English majors after studying listening 1 to help students
improve their listening skills. The researcher can suggest some practical
options to improve listening skills of second year English majors based on
student feedback.
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Part I Part II Part III Part IV

Conten Student’s Self-study Specific factors Some
t information listening affecting suggestions for
(5 through students’ helping students
sentences) media listening 1 (7 improve their
(1 sentences) listening 1(1
sentence) sentence)
3.4 Procedures
The questionnaire is crucial in this investigation. Hence, the writer spent a
large amount of time developing the questionnaire. The draft questionnaire
was revised before being sent to the academic instructor for evaluation and
feedback. It was then distributed to the object that would be surveyed. The
whole questionnaire helped writers collect all of the data and information
needed to answer research inquiries. On April 18th, 2022, this survey will be
posted in the group DHAV16 at the Faculty of Foreign Languages of the
Industrial University of Ho Chi Minh City. It was administered to 116 pupils in
DHAV16 classrooms. These classes were chosen to take part in the survey,
and completed for about four days. Students actively aided the researcher in
gathering the most objective data possible for the study. The writers wrote
captions describing how to survey and the key content of the questions to
guarantee that participants could select responses accurately.
3.5 Data analysis
Before establishing quantitative analysis, writers must think carefully about
how they will collect and evaluate data. The researcher used a quantitative
approach, collecting survey questionnaires from second-year English majors
at the Industrial University of Ho Chi Minh City's Faculty of Foreign
Languages. To understand about the problems that second-year students
have when learning listening 1. After gathering the replies from the students,
the writer continues to synthesize and evaluate the data in order to answer
the research questions.
The author prepares a survey using Google Forms so that data may be
collected and processed promptly. Because of the enormous number of
participants, this application is particularly accurate and convenient to use
for research operations. Tables and charts are generated as a result, and
charts in the shape of bar, column, and pie charts can assist readers better
grasp the study's results. These charts are made with the specific goals of
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each situation in mind. After transforming the data into charts and tables, the
writer studied the numbers and contrasted the details shown. Finally, each
dataset's comments, observations, and conclusions were pre-written.
CHAPTER IV: FINDINGS AND DISCUSSION

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The researcher will report the findings of data collection through student
survey responses about problems in learning listening 1 of sọhomore
English majors at the University's Faculty of Foreign Languages. City
Business. City of Ho Chi Minh. It's an attempt to respond to the research
question posed at the start of the investigation.
1. What are the issues that second-year English majors at the Faculty of Foreign
Languages at Ho Chi Minh City's Industrial University face when listening 1 to English?
4.1 Findings
4.1.1 Overview
4.1.1.1 Gender of students participating in the survey
Chart 1: Gender of students participating in the survey
The pie chart shows information about the student's gender. Looking at the
diagram through the displayed graph, the subjects are more female than

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male. Out of 100%, 69.9% are female. Of course, the rest will be the male
gender (30.4%).
4.1.1.2 The period of time the students have studied English
Chart 2: The period of time the students have studied English
The pie chart provides information about how long students spend learning
English. The graph shows that students who have studied English for more
than ten years account for 43.1%. 31.9% of learners take 7 to 9 years to
learn English. Besides, 18.1% of students study English from 4 to 6 years.
However, the percentage of students learning English for less than 3 years
accounts for 6.9%. In summary, students spend years learning English.
4.1.1.3 Average score of listening 1 of students
Chart 3: Average score of listening 1 of students

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The pie chart depicts the ability as well as the average score of students
from the Faculty of Foreign Languages at the Industrial University of Ho Chi
Minh City in listening 1. It's also worth noting that student results aren't all
the same. The percentage of students scoring below 4 is quite high with
12.1%. More than half of the students (52.6%) stated that students were
average with a score between 4 and 6.4. The number of students who got
good grades from 6.5 to 7.9 points accounted for 28.4%. Meanwhile, with
scores above 8 only 6.9% of students got good grades. In conclusion, there
are considerable disparities in student levels.
4.1.1.4 Self-study listening time of students each week
Chart 4: Self-study listening time of students each week
The pie chart illustrates how much time students spend on listening practice
each week. Students spend less than an hour and from 1 to 3 hours to learn
English, accounting for a dizzyingly high rate of 31.9% and 49.1%
respectively. However, only 9.5% of students said that they spend 3 to 5
hours listening practice. Besides, 9.5% of students spend more than 5 hours
a week listening practice. In summary, there is a significant difference
between the time it takes to learn English. The percentage of students who
spend less time practicing listening is higher than the percentage of
students who spend a lot of time practicing listening.
4.1.1.5 Students' opinions about listening 1

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Chart 5: Students' opinions about listening 1
The pie chart shows the thinking of sophomore students of the Faculty of
Foreign Languages at Industrial University of Ho Chi Minh city about
listening 1. It is noteworthy that 4.3% and 8.6% of students agree that
listening 1 is a very easy and easy skill. Meanwhile, the number of learners
who think that listening 1 is difficult and very difficult is 35.3% and 12.1%,
respectively. In contrast, 39.7% of students chose listening 1 at a neutral
level. In short, listening 1 is quite a difficult skill in absorbing the English
language.
4.1.1.6 The frequency of students having problems in learning

listening 1 in class

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Chart 6: The frequency of students having problems in learning listening 1 in class
The chart shows students using methods to self-study listening at home. It is

noteworthy that 68.1% of students listen to English songs and podcasts.
However, students' choice of watching movies or foreign channels and
listening to audio recordings or CDs of university courses was 65.5% and
40.5% respectively. students who choose to listen to news in English and
choose to talk with foreign friends are 36.2%% and 18.1% respectively.
Meanwhile, the number of students who agree to learn listening by listening
to many listening tests in IELTS, TOEIC and only taking the test is 33.6%
and 18.1%. In addition, students using the method to learn to listen at home
accounted for 9.5%. In short, there are many ways to learn to listen well.
4.1.1.7 The aspects of a listening session that sophomore English-

majored students often have problem with in listening 1

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Chart Title
The structure of the exam is different from the lesson that the teacher teaches in class
Not familiar with the teacher's way of teaching
The poor equipments
The text book is too difficult
Lecturers are not enthusiastic
Noise
0 10 20 30 40 50 60 70 80
Never Rarely Sometimes Usually Always
Chart 7: The aspects of a listening session that sophomore English-

majored students often have problem with in listening 1
The bar graph shows the number of students expressing different opinions
on common problems after learning to listen 1. Noise problem has 69
students choose sometimes, 20 students choose usually. Meanwhile, there
are 11 and 9 students who choose to always and rarely have problems,
respectively. Only 1 student who chose the idea never had a problem. The
problem of the faculty is not enthusiastic, there are 48 students who choose
sometimes, 30 students choose usually, 25 students choose rarely, 5
students choose always and 5 students choose never. Notably, the problem
of textbooks is too difficult, 60 students choose sometimes, 32 students
choose usually, 11 students choose always, 11 students choose rarely and
1 student chooses never. Meanwhile, the problem of poor equipment, 63
students choose sometimes, 25 choose usually, 12 choose rarely, 7 choose
always and 5 choose never to have this problem. Besides, the problem is
that students are not familiar with the teacher's teaching method, there are
55 people who choose sometimes, 22 people choose usually, 20 people
agree to choose rarely and 9 people choose always have this problem and 8
students choose never to meet. As for the question about the structure of
the exam, which is different from what the teacher taught in class, there are
51 students who choose sometimes, 32 students who choose usually, 20
students who choose rarely, and 11 students who choose always and only
one student who never had this problem. In summary, there is a significant
difference between opinions on common problems after learning listening 1.

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4.1.1.8 The difficulties that students often face in relation to the

conversation's content
Chart 8: The difficulties that students often face in relation to the

conversation's content
The chart shows that 63 students (54.3%) chose the aspect of the
conversation's content that had difficulty. Notably, 56 students (48.2%)
agreed that linguistic elements were the aspect that caused them difficulties
and 47 students (40.5%) chose physical surroundings. Meanwhile, the
number of learners who think that the problem is about listeners and
speakers accounted for 34 people (29.3%) and 60 people (51.7%). In short,
there are many problems that make it difficult for learners in listening
lessons.
4.1.1.9 The difficulties that students often face in linguistic elements
Chart 9: The difficulties that students often face in Linguistic elements

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The graph shows that 65.5% of students lack vocabulary and 56% of
students do not understand jargon, idioms and slang expressions.
Meanwhile, 44% and 48.3% of students, respectively, have difficulty with
grammatical constructions that are complicated and being unable to
concentrate when the dialogue is too long. Furthermore, students failed to
keep up with the speaker's speed and did not understand every single word
of every dialogue at 44.8% and 28.4%. In addition, 25% and 6.9% of
students face not understanding the whole conversation and other reasons.
In summary, there are many problems students face related to the content
of the conversation.
4.1.1.10 The problems students have experienced with the physical

surrounding when studying listening 1
Chart 10: The problems students have experienced with the physical surrounding when
studying listening 1
The bar graph shows the number of students expressing different opinions
about difficulties in language. 35.7% of students were unable to identify
words and 47% couldn't recognize the signals when the speaker was
moving from one point to another. The highest percentage is 54.8% of
students when meeting an unknown word, they stop listening and start
thinking about its meaning. Furthermore, students cannot infer the meaning
of an unknown word while listening and cannot follow the sequence of the
dialogue when the sentences are too long and complicated, accounting for
41.7% and 50.4%. In general, students have a lot of difficulties in terms of
language factors.
4.1.1.11 Environmental problems when listening

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Chart 11: Environmental problems when listening

The graph illustrates the number of sophomore English majors affected by
physical surroundings. It is also important to note that four problems affect
their listening comprehension. The problem of “disturbing sounds such as
talking, noisy around” strongly affects students' listening comprehension,
accounting for 61.1% of them. In contrast, the factors “use of some low-
quality recorded materials” and “limited the number of listening time” slightly
affect their hearing accounted for 46.9% and 46%. Besides, other issues
that affect the listeners insignificantly account for 16.8%. In summary, there
is a significant difference in the students' answers.
4.4.1.12 Listener problems
Chart 12 Listener problems
The graph provides information on how many problems second-year English

majors are affected. It was also clear that thirteen problems significantly
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affected their hearing. The highest percentage, 45.7% of students, agreed

that “unable to focus when the dialogue gets too long” strongly influenced
their progress, but 44.8% of them chose the problem of "unable to
concentrate since I'm looking for solutions and listening to the discourse at
the same time". focus because they are looking for a solution and listening
to the presentation at the same time." Furthermore, the number of learners
who reported that their listening comprehension was significantly affected by
“lose the flow of the dialogue because being so focused on understanding
every word or phrase heard”, “do not understand dialogues because of your
poor pronunciation”. dialogues because of poor pronunciation”, “do not
understand dialogues because of poor vocabulary and grammar”, “do not
understand dialogues because of your low English proficiency level ”,
“cannot predict what would come next in a dialogue", " feel nervous when
listening", "guess slowly the meaning of words in a dialogue", " cannot follow
a dialogue when I am not interested", "cannot follow a dialogue because of
my poor listening skill", " limited culture and social knowledge", "cannot hear
words spoken by the speaker in brief, linking sounds".The problems of
listeners accounted for 44%, 36.2%, 39.7% ,34.5%, 25.9%, 28.4%, 29.3%,
30.2%, 34.5% and 39.7%. In conclusion, there is a significant difference
between the student respondents.
4.1.1.13 Speaker problems
Chart 13 Speaker problems

The bar graph depicts the speaker's problems with students' listening
comprehension. Overall, the number of students agreeing that the factor
"don't understand the meaning of words that are not clearly pronounced"
significantly affects the listening process accounts for 56.9%. Most students

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admitted that " do not understand the dialogue without seeing the speaker's
dialogue body language" and " it is hard to understand speakers because
there are various accents" significantly affected their listening skills,
accounting for 38,8% and 56% of the total. Other students said that they
cannot understand because speakers speak too fast slightly affects their
listening comprehension accounting for 46.6%. On the other hand, a small
number of students (only 29.3%) think that the problem "do not understand
the dialogue when the speaker does not pause long enough" affects their
listening comprehension. In summary, there were significant differences in
student responses.
4.1.1.14 Some suggestions from students to overcome problems

encountered in listening 1
Most of the second-year students gave some suggestions to overcome the
problems encountered in listening 1. Many students agree that listeners
should practice listening more at home, which can be heard on the website,
listening to ielts books, textbooks to guess unknown words or phrases
without panic. Make listening to English your daily activity whether it is short
or long, study hard to add more vocabulary related to the content of that
listening, learn to pronounce correctly. Don't try to hear every word. Before
you start recording, read the questions and answers carefully, then try to
imagine and predict what the record will contain. while there is an opinion
that "the listener needs to have a specific plan in listening practice, know
clearly about the methods to improve the skill. If it is difficult to apply the
methods, just cut them out. and try other methods. Finally, it makes sense to
stick to this plan every day when I want to be good at listening 1. Even
though I didn't get good marks in this subject, I still wanted to give the above
information. ". In addition, there were a few students who could not or did
not know any suggestions.
4.2 Discussion
Thứ nhất, từ việc phân tích dữ liệu trên, người nghiên

cứu khá hài lòng với các vấn đề đã nêu. Các phát hiện
của nghiên cứu phù hợp với ý kiến của Vandergift

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(2007) rằng kỹ năng nghe là kỹ năng khó thành thạo

nhất đối với những người học ngôn ngữ thứ hai. Vì
vậy, họ sẽ cần phải nỗ lực rất nhiều để có thể học được
kỹ năng này. Bên cạnh đó, biểu đồ 5 cho thấy hầu hết
học sinh đều đồng ý rằng nghe là một kỹ năng khó, rất
khó. Điều này tương tự với các nghiên cứu được thực
hiện bởi Jou (n.d.), Abdalhamid (2012) và Vandergrift
(1997) rằng tầm quan trọng của việc lắng nghe là
không thể phủ nhận. Hơn nữa, kết quả điều tra của Lu
(2008) cho thấy 93,8% sinh viên cho rằng kỹ năng nghe
quan trọng hơn ba kỹ năng còn lại. Richards (2008)
cũng đưa ra quan điểm tương tự ở trên rằng nghe là
thách thức nhất đối với người học tiếng Anh. Vì vậy,
học sinh cần nhận ra tầm quan trọng của kỹ năng lắng
nghe.
Thứ hai, có ba chiến lược luyện nghe tiếng Anh, bao
gồm chiến lược nghe trước của học sinh, chiến lược
trong khi nghe, chiến lược sau khi nghe. Biểu đồ 6 thể
hiện các chiến lược ưu tiên của học sinh. Học sinh nhất
trí với chiến lược "xem qua các câu hỏi và đoán chủ đề
nói về cái gì", "đoán nội dung bài nghe" và "đọc
hướng dẫn của bài thi" trước khi nghe. Những chiến
lược này giúp họ khai thác tối đa những gì họ sẽ nghe
và chia sẻ kiến thức ngữ cảnh chung trước khi nghe.
Ngoài ra, số liệu thống kê từ biểu đồ 7 cho thấy các
chiến lược trong khi nghe của học sinh. Giai đoạn cho
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phép học sinh nghe và hiểu văn bản. Không bắt buộc
học sinh phải hiểu toàn bộ tài liệu nghe. Họ không bắt
buộc phải ghi nhớ chính xác
từ hoặc câu được nói. Họ chỉ cần nắm được những
điểm chính. Nhiều cách tiếp cận có thể được sử dụng
để khiến học sinh tập trung vào khái niệm và chủ đề
trọng tâm của bài văn mà họ đang nghe, chẳng hạn
như chiến lược "kiểm tra dự đoán", "nhận biết các
điểm diễn ngôn" và "ghi nhớ các điểm quan trọng".
Biểu đồ 8 trình bày các chiến lược sau khi nghe. Hầu
hết các sinh viên đều đồng ý với chiến lược "kiểm tra
kết quả nghe theo cặp hoặc nhóm", "đọc phiên âm",
và "thực hành lại bài kiểm tra". Giai đoạn giúp học
sinh ôn lại toàn bộ bài học.

Submitted by Tran Thi Diem Kieu ID number: 17023991
oreign Languages of the Industrial University of Ho Chi Minh City on April 19th, 2021. It is
surveyed to 100 students in three classes of DHAV16. These three classes were selected to
participate in the survey, and each class completed a survey for around fifteen minutes. Students
enthusiastically assisted the writer in obtaining the most objective data for the study. To ensure
that participants could select responses correctly, the writers spoke with them about the primary
content of the questions. Besides that, the questionnaire is also translated from English to
Vietnamese.
3.5 Data analysis
The writer must think carefully before designing quantitative analysis since it decided how they
obtain and analyze the data. The author used quantitative methods with survey questionnaires
obtained from first-year English majored students of the Faculty of Foreign Languages at
Industrial University of Ho Chi Minh to investigate the difficulties faced by freshmen while
practicing the listening ability. The writer started to synthesize data and analyzed it to answer
research questions after gathering the students' responses. The writer entered the data and
processed the information using Excel software. It was very accurate and convenient when using
this program for research procedures because of the large number of participants. Tables and
charts were generated as a result of it, and charts in the form of bar, column, and pie charts could
help readers understand the statistics in the study more efficiently. These types of graphs were
generated based on the particular goals of each issue. The writer analyzed the figures and
compared the details shown after converting data into charts and tables. Finally, the writer offered
comments, observations, and conclusions for each set of data.
Supervisor: Nguyen Thuy Truc Linh, M.A. Page 31


CHAPTER IV: FINDINGS AND DISCUSSION
Thứ nhất, từ việc phân tích dữ liệu trên, người nghiên cứu khá hài lòng với các vấn đề đã nêu. Các phát
hiện của nghiên cứu phù hợp với ý kiến của Vandergift (2007) rằng kỹ năng nghe là kỹ năng khó thành thạo
nhất đối với những người học ngôn ngữ thứ hai. Vì vậy, họ sẽ cần phải nỗ lực rất nhiều để có thể học được
kỹ năng này. Bên cạnh đó, biểu đồ 5 cho thấy hầu hết học sinh đều đồng ý rằng nghe là một kỹ năng khó,
rất khó. Điều này tương tự với nghiên cứu được thực hiện bởi Vandergrift (1997) rằng tầm quan trọng của
việc lắng nghe là không thể phủ nhận.
Thứ hai, các khó khăn của học sinh thể hiện khá rõ trong bài nghiên cứu. Cùng với đó là cách học sinh tự
luyện tập nghe ở nhà sẽ giúp học sinh cải thiện nghe 1 của họ .Vì vậy, Vandergrift (1999) đã nghiên cứu
rằng các bài tập sẽ giúp học sinh quyết định nên nghe để làm gì và tập trung chú ý vào ngữ cảnh khi nghe .
Ngoài ra , biểu đồ 12 đã đưa ra vấn đề khó khăn trong việc thiếu từ vựng, thiếu ngữ pháp. Theo Graham và
Takeno, Suping Wang, Richards and Renandya (2002), Takatsukay(2006), vốn từ vựng không đủ, ngữ pháp
kém và hiểu sai nhiệm vụ nghe là một số trong những yếu tố góp phần khiến người học gặp khó khăn trong
việc nghe hiểu, vì vậy từ vựng rất quan trọng . Bên cạnh đó, biểu đồ 7 và 8 cũng cho thấy yếu tố về âm
thanh ảnh hưởng rất lớn đối với việc nghe hiểu của học sinh. Điều này Hande Yilaz và Fatih Yavuz đã tiến
hành nghiên cứu vào năm 2015. Vấn đề không nhận ra từ vựng ở biểu đồ 9 của học sinh cũng được Ur
(1984) nghiên cứu.Nếu một từ được phát âm khác với lần đầu tiên nó được nghe, người nghe sẽ không thể
nhận ra nó là cùng một thuật ngữ và thậm chí có thể quên nó.
In this chapter, the researcher will report the results of data collected through students’ survey
questionnaires about the problems when learning the listening skill and some suggestions for
improvement of first-year students who majored in English in the Faculty of Foreign Languages

at Industrial University of Ho Chi Minh city. It demonstrates an effort to respond to the three
research questions asked at the start of the investigation.
1. What are the common problems faced by the first-year English majored students in the
Faculty of Foreign Languages at the Industrial University of Ho Chi Minh City when they
listen to English?
2. What are useful listening strategies?
3. What suggestions help first-year English majored students of the Faculty of Foreign
Languages at the Industrial University of Ho Chi Minh City improve their English
listening skills? 4.1 Findings
4.1.1 Overview
4.1.1.1 Students’ time for learning English up to now
3%
9%
10 years
23%
11 years
65%
12 years
More than 12 years
Chart 1: Students’ time for learning English up to now
The pie chart gives information about the time students spend learning English. A glance at the
graph reveals that 100% of students learn English over ten years. Two-thirds (65%) of the
learners take ten years to study English. Besides that, there are 23% of the students learning
English about 11 years. However, the proportion of English learners from 12 years to more than
12 years accounted for 9% and 3%, respectively. In short, students spend many years learning
English.

4.1.1.2 Students’ thinking about the most difficult skill in learning English
Writing 16
Reading 11
Speaking 27
Listening 46
0 10 20 30 40 50
Percentage(%)
Chart 2: Students’ thinking about the most difficult skill in learning English
The chart indicates what students view as the most difficult English language skill. It is noticeable
that 46% of the students agreed that listening is the most complex skill to master in the English
language. Meanwhile, the number of learners who thought that speaking is a difficult skill
accounted for 27%. On the contrary, 16% and 11% of the students opted for writing and reading
skills as the most challenging skills when learning English. In conclusion, listening is the most
challenging skill in English language acquisition.

4.1.1.3 Students’ self- assess their listening skills
2% 3%
7%
A. Excellent
32% B. Good
56% C. Fair
D. Average
E. Poor
Chart 3: Students’ self- assess their listening skills
The pie chart indicates students’ English listening ability of the Faculty of Foreign Languages at
the Industrial University of Ho Chi Minh City. It is also noted that students’ English listening
abilities are not good. More than half of the students (56%) thought that they get average level.
The number of students has fair levels accounted for 48.7%. Meanwhile, only 2.0% and 7% of
the students reach excellent and good ranks in turn. In brief, there are dramatic differences
between students’ levels.
4.1.1.4 Students’ awareness of the importance of listening
79
80
70
60
Percentage(%)
50
40
30 21
20
10 0 0
0
Very Fairly Not very Not at all
important important important important

Chart 4: Students’ awareness of the importance of listening

The given bar chart shows how many students awareness the importance of listening skills. From
the chart, it can be seen that listening is the most important skill recognized by most students.
That is demonstrated by the fact that over 79% of students agreed with it. On the other hand, a
minor proportion, only 21% of students supposed that listening skill is fairly important. The chart
is more remarkable that nobody thought that listening is not very important or not at all
important. In conclusion, they clearly understand that listening is the most crucial skill in English
language learning.
4.1.1.5 Students’ time on daily listening practice

60
49
50
40
Percentage(%)
30 27
20 15
9
10
0
10 – 20 minutes 20 – 30 minutes 30 – 40 minutes More than 40
minutes
Chart 5: Students’ time on daily listening practice
The line chart illustrates the number of students who spend how much time practicing listening
every day. Students spend from 10- 20 minutes to 20- 30 minutes learning English made up
between 15 % and 27 %, respectively. This number rises steeply, reaching a peak of 49 %.
However, only 9 % of the students supposed that they learn English over 40 minutes. In
conclusion, there are significant differences between the time learning English.
4.1.2 English listening strategies
4.1.2.1 Students’ pre-listening strategies

Read the task directions

Think of the synonyms and 35

antonyms 65
Guess the meanings of the words
17 64
No
Guess the content of the listening
36
Yes Do nothing, just ready to 11 listen
94 83
89
Go over the questions and guess
what the topic is about 6 92
8
0 20 40 60 80 100
Percentage(%)
Chart 6: Students’ pre-listening strategies
The bar chart shows the number of students expressing different ideas about pre-listening
strategies. Most students opted for two statements, including “go over the questions and guess
what the topic is about” and “guess the content of the listening” strategies accounted for 92% and
89%, while only 8% and 11 % of students did not agree with that, respectively. However, the
proportion of participants who denied “do nothing, just ready to listen” and “think of the
synonyms and antonyms” strategies were 94% and 83% of the students, but 6% and 17 % did not
select with these strategies, respectively. In brief, there are dramatic differences between
learners' opinions about pre-listening strategies.
4.1.2.2 Students’ while-listening strategies
Checking predictions A
Recognizing discourse markers (Examples B

include: Well, and another thing is, now,
finally, and so on)
Determining what is important and discard C

what is not

Keeping important points in mind (note-taking, D

summarizing)
Recognizing inferred information, such as the E

speaker’s attitude or intention
100
90 23 18
36 32
80 41
70
Percentage(%)
60
No
50
82 YES
40 77
64 68
30 59
20
10
0
A B C D E
Chart 7: Students’ while-listening strategies
The bar graph depicts the proportion of students using while-listening strategies. Most of the
students opted "yes" for all strategies. The highest proportion, 82% of the participants, agreed that
“keeping essential points in mind (note-taking, summarizing)” is an essential activity. 77% of the
students thought that “checking predictions” is an important activity, while only 23% of them did
not choose it. Besides that, there are 68%, 64%, and 59% of students who opted for three
strategies, including "recognizing inferred information, such as the speaker's attitude or
intention", "recognizing discourse markers (examples include: well, and another thing is, now,
finally, and so on)" and "determining what is important and discard what is not", while 32%,
36%, 41% of those denied with them, respectively. In summary, there are significant variations in
the perspectives of students about while-listening strategies.

4.1.2.3 Students’ post-listening strategies
Yes No
Checking the listening results in 84% 16%

pairs or group
Reading transcription 75% 25%
Identifying vocabulary in 66% 34%

transciption
Writing vocabulary in notebook 57% 43%
Practising the test again 81% 19%
Chart 8: Students’ post-listening strategies
The given table provides information about the number of students who chose views for
postlistening strategies. Overall, in all the five strategies, most students opted "yes" which
accounted for the high rate and significantly fewer responses "no". "Checking the listening results
in pairs or group" and "practicing the test again", and "reading transcription" strategies were most
chosen by students with 84%, 81%, and 75%, respectively. However, only 66% of the students
selected the "identifying vocabulary in transcription" strategy, compared to 57% of them
answering the "writing vocabulary in the notebook" activity. In contrast, the percentage of
students who opted "no" for all strategies was lower. Only 16% and 19% of the students did not
agree with "checking the listening results in pairs or group" and "practicing the test again"
strategies, respectively. Likewise, the average number of the students that they denied with
techniques only ranges among 25%, 34%, and 43% in these five strategies. In conclusion, there
are significant differences in student perspectives about post-listening strategies.

4.1.3 Specific factors affecting students’ listening skills
4.1.3.1 Factors influencing student’s listening comprehension

Strongly Agree Neutral Disagree Strongly
agree disagree
Cannot keep up with the 62% 28% 7% 3% 0%

speed of the speaker
Hard to find main ideas of 10% 15% 19% 39% 17%

the question
Do not know enough 57% 24% 13% 4% 2%

vocabulary related to the
test
Cannot hear key words 66% 20% 11% 3% 0%
Chart 9: Factors influencing student’s listening comprehension
The table gives information about students' perceptions of facing problems during listening
comprehension. It is also cleared that the four issues have a significant effect on their listening
comprehension. The highest proportion, 66% of the students answered through the questionnaire,
strongly agreed that “can not hear keywords” problems impact listening comprehension, while
nobody denied this. 62% and 57% of the students thought that “the speaker's speed” and
“vocabulary” play an essential role; therefore, they dramatically affect their listening ability,
while only 3% and 4% disagreed with that, respectively. In contrast, the number of students who
disagreed with the “hard to find main ideas of the question” factor did not influence listening
skills, which accounted for 39%, but about 10% of them strongly agreed with that. In conclusion,
there are significant variations in the responses of students.
4.1.3.2 The impact of linguistic factors on student’s listening comprehension

Chart 10: The impact of linguistic factors on student’s listening comprehension
The graph illustrates the number of first-year English majored students affected by linguistic
factors from the speaker when listening. It is also noted that the six issues influence their listening
comprehension. The “complex the sentence” problem strongly affects students’ listening
comprehension, making up 65% of those, while only 5% did not agree with it. In contrast,
“colloquial words”, and “variety of accents” factors slightly impact their listening ability
accounted for the same number (38%), while 11% and 4% of them denied two problems,
respectively. Besides, "the speed of delivery factor" issue impacts extremely listening
comprehension by 25% of the learners, but only 6% of them rejected it. Moreover, 21% of the
learners thought that the “linking words” issue extremely impacts their listening ability, and 41 %
strongly agreed with it. In summary, there are significant variations in the answers of students.

4.1.3.3 The influence of environment on student’s listening comprehension
5 4 0 6 10
100%
28 36 32
80% 38 28
60%
40% 45 60 51 47 53
20%
12 8 13 15 9
0%
Strange and Long A lot of Difficult Simple
new topic spoken text information content and content and
in the text vocabulary vocabulary
to listen. to listen.
Extremely Strongly Slightly Not at all
Chart 11: The influence of environment on student’s listening comprehension
The chart gives information about how many first-year English-majored students are influenced
by content listening. It is also cleared that the six problems impact significantly on their listening
comprehension. The highest proportion, 60% of students agreed that “long spoken text” strongly
affects their process, but only 4% of them did not choose this problem. Moreover, the number of
learners thought that their listening comprehension ability is significantly impacted by “strange
and new topic”, “a lot of information in the text”, “difficult content and vocabulary to listen”, and
“simple content and vocabulary to listen” problems when listening to the text accounted for 45%,
51%, 47%, and 53% respectively. In conclusion, there are significant differences between
students’ respondents.
4.1.3.4 The impact of environment on student’s listening comprehension

Poor sight

Bad smells
Too bright or too dim lightingNot at all
Slightly
Uncomfortable chair
Strongly
Too hot or cold roomExtremely
Noisy environment
0 20 40 60 80
Percentage( %)
Chart 12: The impact of environment on student’s listening comprehension
The graph shows the influences of environmental problems on student’s listening comprehension.
It is noted that the six problems have a significant impact on their listening skill. The highest
proportion, 71% of the students thought that a “noisy environment” issue extremely impacts their
listening ability. Meanwhile, just 3% of them believed “noisy environment” slightly influenced
listening comprehension. One factor affecting students' ability to understand strongly is “poor
sight” which made up 52% of the students, while 15% denied that. “Bad smell” and “too hot or
cold room” problems strongly affect their listening ability accounted for 43% and 47%
respectively. Furthermore, the number of students who thought that “too bright or too dim
lighting” and “uncomfortable chairs” also strongly affect their listening comprehension made up
38% and 32% in turn. In brief, there are substantial differences in students' answers.
4.1.3.5 The influence of physical settings on student’s listening comprehension

69 70
70
60
50
Percentage
40
30 The poor tape quality
21
The poor equipment
20 14 12
10 5 3 6
Chart 13: The influence of physical settings on student’s listening comprehension
The bar chart depicts the influence of physical settings on students' listening comprehension.
Overall, the number of students agreed that the physical settings factor dramatically influences
listening processes. Most students admitted that "the poor tape quality" and "the poor equipment"
problems substantially affect their listening skills accounted for 73.3 % and 68 % of the total,
respectively. Other students thought that physical settings slightly affect their listening
comprehension, made up from 14% to 21%. On the other hand, a minimal number of students
(only 3%) stated that these problems impact their listening comprehension. In summary, there are
significant variations in the answers of students.
4.1.4 Strategies for improvenment

Strongly Disagree Neutral Agree Strongly
disagree agree
Use foundation 3% 5% 30% 51% 11%

knowledge
Listen to keywords 0% 2% 7% 29% 62%
Listen to main ideas 0% 4% 11% 28% 57%

Listen to details 13% 33% 26% 17% 11%
Listen to every single 40% 27% 19% 9% 5%

word
Take notes (writing 2% 6% 8% 53% 31%

down the main points
and key information
while listening)
Guess the meaning of 5% 5% 13% 50% 27%

new words from
context
Predict the meaning of 4% 2% 16% 49% 29%

the missing section
based on the context
Summarize the content 9% 14% 10% 44% 23%
Continue listening and 18% 42% 20% 12% 8%

record any words heard
Chart 14: Strategies for improvenment
The table gives information about strategies to improve English listening skills toward first-year
English-majored students of the Faculty of Foreign Languages at Industrial University of Ho Chi
Minh City.
Overall, in all the ten strategies, most of the students chose “agree” and “strongly degree” which
accounted for the high rates and dramatically less responses "neutral", “disagreed” and “strongly
disagreed”.

Of the ten strategies, “listen to keywords” and “listen to main ideas” strategies were strongly
agreed by most students with 62% and 57%, respectively. Besides, there were 31%, 29%, 27%
and 23% of the participants who strongly agreed the “take notes (writing down the main points
and key information while listening)”, “predict the meaning of the missing section based on the
context”, “guess the meaning of new words from context” and “summarize the content” in turn.
Likewise, only 11% of the students strongly agreed “use foundation knowledge” activity,
compared to 8% by “continue listening and record any words heard” and 5% by “listen to every
single word” strategies. In contrast, the number of students who agreed with “take notes (writing
down the main points and key information while listening)”, “use foundation knowledge”, “guess
the meaning of new words from context”, “predict the meaning of the missing section based on
the context” and “summarize the content” strategies made up 53%, 51%, 50%, 49%, and 44% of
students, respectively. Meanwhile, only 9%, 12%, 17%, 28% and 29% agreed with “listen to
every single word”, “continue listening and record any words heard”, “listen to details”, “listen to
main ideas” and “listen to the keywords”, respectively.
On the othe hand, the percentage of students who opted "neutral", “disagree” and “strongly
disagree” for all strategies was lower. 30% of the students agreed neutral with “use foundation
knowledge” while only 5 % agreed and 3% strongly dissagreed with it. The number of students
who disagreed with “listen to the details” and “listen to every single word” strategies made up 33%
and 27%, but there are 26% and 19% of them who agreed neutral with them in turn. The chart is
more remarkable that nobody strongly disagreed with “listen to keywords” and “listen to main
ideas” strategies but only 2% and 4 % of participants agreed with them in turn.
In summary, there are effective options for students to choose for improving listening skills.
4.2 Discussion
Firstly, from analyzing the data above, the researcher is quite satisfied with the mentioned
problems. The writer's first significant finding is that most students thought listening is the most
difficult English language skill. The study's findings are relevant to Vandergift’s (2007) opinions
that listening skill is the most challenging skill to master among second language learners.
Therefore, they will need to put in much effort in order to learn this skill. Besides that, chart 4
illustrates that most students agreed that listening is an essential skill when learning English. This

is similar to studies performed by Richar200, and Vandergrift (1997) that the importance of
listening is undeniable. Moreover, the results of Lu's (2008) investigation revealed that 93,8 % of
students thought the listening skill is more critical than the other three skills. Richards (2008) also
gave a similar view above that listening is the most challenging for English learners. Therefore,
students need to recognize the importance of listening skills.
Secondly, there are three strategies of English listening, including students’ pre-listening
strategies, while-listening strategies, post-listening strategies. Chart 6 expresses students’
prelistening strategies. Students agreed with "go over the questions and guess what the topic is
about", "guess the content of the listening" and "read the test direction" strategies before listening.
These strategies help them get the most out of what they will hear and share common context
knowledge before listening. In addition, statistics from chart 7 shows students’ while-listening
strategies. The stage allows students to listen and comprehend the text. It is not required that
students comprehend the entire listening document. They are not required to memorize the exact
words or sentences spoken. They only need to grasp the main points. Many approaches can be
used to get students to concentrate on the central concept and topic of the text they are listening
such as "checking predictions", "recognizing discourse markers", and "keeping important points
in mind" strategies. Chart 8 presents post-listening strategies. Most of the students agreed with
"checking the listening results in pairs or group", "reading transcription", and "practicing the test
again" strategies. The stage helps students review the whole lesson.
Thirdly, the first-year English majored students of the Faculty of Foreign Languages at the
Industrial University of Ho Chi Minh City are faced with plenty of problems when learning
listening skills. Nevertheless, the writer only mentions issues relating to linguistic factors from
the speaker, listening content, environment, and physical settings in the study. Statistics from
chart 10 show that students face problems with words, sentences, accents. According to the
research, the topic is "English Listening Comprehension Problems of Students from China
Learning English in Malaysia" by Abidin (2013). Three Chinese students enrolled in University
Science Malaysian's English Listening Comprehension class were interviewed using a qualitative
approach. According to this report's findings, the vital issue that Chinese students face is a lack of
previous English vocabulary, which inhibits their comprehension of the listening process.
Furthermore, variations in native speakers' accents prevent proper understanding of the listening

material. From chart 11 results, most learners meet trouble with “long-spoken text” when learning
to listen. The researcher's findings are relevant to Ur's (1984) view that difficulty in listening
comprehension is partly because of the length of the listening text, which bores listeners and
distracts their attention. Hence, it is reasonable to believe that long-spoken texts obstruct learners'
ability to listening comprehension. Besides that, Anadapong (2011) mentioned in his research
named "A Study of English Listening Problems and Listening Proficiency of Business at
Bangkok University." This study aims to look into the English listening problems and proficiency
of thirty Business students at Bangkok University. The study's findings revealed that the most
common cause of students' listening problems is the listening document (strange and new topic, a
lot of information in the text, and difficult content and vocabulary to listen). In chart 13, other
factors affect students' listening comprehension, such as “the poor tape quality” and “the poor
facilities”, aside from noise from the background environment and noise from the recording itself.
Bad tape and equipment reliability, such as buzzing speakers, low-quality CDs, defective
computers, and so on, hinder students' listening comprehension capability.
Finally, if students want to develop their listening skills, they must work hard to change their poor
listening habits and expand their background knowledge. There are many ways to develop their
listening skills in English today. In chart 14, we mentioned ten strategies to improve listening
comprehension. The majority of the students agreed with “use foundation knowledge”, "listening
to the keywords", "listening to main ideas", "predicting the meaning of the missing section based
on the context", "summarise the content", “take notes ( writing down the main points and key
information while listening)” and so on. Learners do not need to understand every word in order
to get the knowledge from the recording. Students should practice concentrating on the message
by "listening to the main idea". When listening, students should "summarize" and "take notes
about what they hear". Furthermore, students practiced listening to English daily to become
familiar with the native accent in conversation. Another one, they also broaden their knowledge
of English-speaking nations, the English language, as well as social and cultural knowledge.

CHAPTER V: CONCLUSION
This chapter summarizes the research's main findings and suggestions for improving the listening
skills of first-year English-majored students of the Faculty of Foreign Languages at the Industrial
University of Ho Chi Minh City.
5.1 Conclusion
The writer draws the following conclusions based on the questionnaire's findings.
Firstly, most English-majored students are well aware of the value of the listening subject. As the
results of the survey show, the majority of students believed that listening is a challenging skill
among the four skills. However, they only spend from 30 to 40 minutes practicing listening skills
every day. They have not determined where they are and what they require in terms of listening.
Secondly, the writer recognizes that some of the students do not use listening strategies and
techniques. A few of them do nothing when receiving the paper test. They even do not underline
keywords, guess the meaning of words, or read the test directions, and so on. They need to

understand the importance of listening tactics when listening to accomplish the tasks more
efficiently.
Thirdly, the researcher finds out the difficulties that first-year English-majored students are
facing. Linguistic factors from the speaker cause an effect on the students' listening
comprehension. It is challenging to listen to the variety of accents, colloquial words, linking
words, complex sentences, and speed of the delivery. Another difficulty is listening to content.
Strange and new topics, long-spoken text, and vocabulary are some of the problems that
significantly impact listening skills. Almost all students agreed that when they acquire knowledge
in various fields, their listening also improves. Moreover, problems relating to the environment
and physical setting also influence students' listening ability.
Finally, the writer gives some solutions to improve the listening skill of first-year English
majored students of the Faculty of Foreign Languages at the Industrial University of Ho Chi
Minh City. Most of the students agreed that " use foundation knowledge"," listen to the
keyword", " listen to main ideas", " take notes (writing down the main points and key information
while listening)", "guess the meaning of new words from context", " predict the meaning of the
missing section based on the context", and " summarize the content" strategies can help them
enhance English listening comprehension level. The above results are based on the writer's
research during their time to complete their thesis. They also made significant contributions in
providing practical advice on improving the listening skills of first-year English-majored
students.
5.2 Recommendation
5.2.1 Recommendations for the Teachers of the Faculty of Foreign Languages
To develop listening skills in learning English, the role of teachers is important. Teachers should
instruct students to plan study, monitor tasks, and help students start working effectively.
Lectures should guide students on effective ways to learn more about listening skills by using
techniques such as listening to the main idea, predicting the content, identifying keywords, and
summarizing the content. Besides, teachers also encourage students to listen and speak English
during school hours, limit writing all of the things when listening, and motivate students to
remember ideas to create confidence.

5.2.2 Recommendations for first-year English majored students of Faculty of
Foreign Languages
Students need to spend much time practicing and efforting as well as persistence to improve
listening skills. In addition, students are recommended to listen to the news on the Internet, video,
and podcasts on exciting topics to enrich their vocabulary and background knowledge to improve
listening skills. Besides that, some websites offer the perfect opportunity for students to practice
listening skills, for example, https://listenaminute.com/, https://www.voicetube.com/,
https://breakingnewsenglish.com/, https://www.tedxdesigntechhs.com/ and so on. They are free
learning listening English websites for people from beginner level to advanced level. It supplies
lots of short videos with various exciting topics attaching the transcription. Through these sites,
learners can do listening, reading, pronunciation, and grammar exercises. It also offers words
exercises to help learners enhance their vocabulary. By practicing the listening skills in these
websites mentioned, students can gradually improve their listening ability and enhance their
vocabulary. Last but not least important, it is helpful to apply effective strategies for improving
listening abilities. In this study, the writer gives some strategies to improve listening skills,
including listening for the main idea, predicting the content, identifying the keywords, and
summarising the content.
5.3 Limitations of the research
Even though the above study is completed; however, there are still drawbacks, such as data
collection methods and student survey questionnaires, time limitation, a lack of documents, the
researcher's abilities, and other unforeseen problems. First of all, survey results based on a
questionnaire and some students who did not cooperate, resulting in data that is not truly
objective. Another reason, due to a lack of time and experience, the researcher was unable to
conduct other approaches such as classroom observation or interview participants, which would
have improved the reliability of the data. Second, due to the study's restricted size, the researcher
focuses on first-year English-majored students of the Faculty of Foreign Languages, representing
a small portion of students. As a result, the conclusions of the study cannot be generalized. In
addition, the researcher was unable to address all aspects of the problem. Although the limitations
indicated, the writer expects that this study will help them improve the English listening skills of
the Faculty of Foreign Languages at the Industrial University of Ho Chi Minh City.


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APPENDICES

QUESTIONNAIRE
Hello everyone,
Our group includes Tran Thi Diem Kieu, Tran Thi Huynh
Huong, and Nguyen Ngoc Kha My. We are fourth-year
English majored students of the Faculty of Foreign Languages
at the
Industrial University of Ho Chi Minh City. We are writing a
thesis titled “A study on the problems faced by first-
year English majored students of the faculty of
Foreign Languages at Industrial University of Ho Chi
Minh City when learning listening skill and some
suggestions for improvement.” We are collecting data for the research, and please help us to fill
out the following questionnaires. The study will assist us in understanding better your problems
in learning listening skills. After that, we give some suggestions to improve the skill.
Class:………………………………………………………………………………………..
Gender: Male  Female 
Part I: Students’ information
(Please carefully read each question, circle the one that applies to you)
1. How long have you been learning English?

A. 10 years
B. 11 years
C. 12 years
D. More than 12 years
2. From your point of view, what is the most difficult skill in learning English?
A. Listening
B. Speaking
C. Reading
D. Writing
3. How do you assess your listening skill in English?

A. Excellent
B. Good
C. Fair
D. Average
E. Poor
4. Do you think listening skill is an imprortant skill during the learning process of
English?
A. Very important
B. Fairly important
C. Not very important
D. Not at all important
5. How long have you spent on practising listening exercises everyday?

A. 10 – 20 minutes
B. 20 – 30 minutes
C. 30 – 40 minutes
D. More than 40 minutes
Part II: English listening strategies
(Choose Yes or No for each of them)
6. What do you do before-listening?

Yes No
Go over the questions and guess what the topic is about
Do nothing, just ready to listen
Guess the content of the listening
Guess the meanings of the words

Think of the synonyms and antonyms
Read the task directions
7. What do you do while-listening?

Yes No
Checking predictions
Recognizing discourse markers
(Examples include: Well, and another thing is, now, finally, and so
on)
Determing what is important and discard what is not

Keeping important points in mind (note-taking, summarizing)
Recognizing inferred information, such as the speaker’s attitude or
intention
8. What do you do post-listening?

Yes No
Checking the listening results in pairs or groups
Reading transciption
Identifying vocabulary in transciption
Writing vocabulary in notebook
Practising the test again
Part III: Specific factors affecting students’ listening skills.
Instruction: Give the mark () in the blank, which is true for you.
9. What are your difficulties when listening?

Statements Strongly Agree Neutral Disagree Strongly
agree disagree
Cannot keep up with the speed of

the speaker
Hard to find main ideas of the
question
Do not know enough vocabulary

related to the test
Cannot hear key words
10. What are linguistic factors you often encounter deriving from the speaker?
Extremely Strongly Slightly Not at all
Colloquial words
Linking words
Complex sentences
Variety of accents
Speed of delivery
11. How does the listening content affect your listening comprehension?
Listening contents Extremely Strongly Slightly Not at all
Strange and new topic
Long spoken text
A lot of information in the text
Difficult content and vocabulary to
listen.
Simple content and vocabulary to

listen.
12. What are causes from the environment affect to your listening ability?
13. How does physical settings affect to your listening ability?
Physical settings Extremely Strongly Slightly Not at all
The poor tape quality
The poor equipment
Part IV: Some suggestions for helping students improve their listening skills 14. In your
opinion, what strategies should you use to improve your listening skill? (Put a  on your
answer, you can choose more than one answer)
Strongly Disagree Neutral Agree Strongly
disagree agree
1 Use foundation knowledge

2 Listen to keywords
3 Listen to main ideas
4 Listen to details
5 Listen to every single word
6 Take notes ( writing down the
main points and key information
while listening)
7 Guess the meaning of new words

from context
8 Predict the meaning of the
missing section based on the
context
9 Summarizing the content

10 Continue listening and recording
any words heard
Others:………………………………………………………………………………………………
………………………………………………………………………………………………………
………………………………………………………………………………………………………
 THANK YOU FOR YOUR HELPING 
THE END
BẢNG KHẢO SÁT
Xin chào các bạn,
Nhóm chúng tôi gồm có Trần Thị Diễm Kiều, Trần Thị Huỳnh Hương và Nguyễn Ngọc Khả My.
Chúng tôi là sinh viên năm thứ tư chuyên ngành tiếng Anh của Khoa Ngoại ngữ trường Đại học
Công nghiệp Thành phố Hồ Chí Minh. Chúng tôi đang viết luận văn “Nghiên cứu những vấn đề
mà sinh viên năm thứ nhất chuyên ngành tiếng Anh của khoa Ngoại ngữ trường Đại học
Công nghiệp Thành phố Hồ Chí Minh gặp phải khi học kỹ năng nghe và một số đề xuất cải
thiện”. Chúng tôi đang thu thập dữ liệu cho nghiên cứu và vui lòng giúp chúng tôi điền vào các
bảng câu hỏi sau. Nghiên cứu sẽ giúp chúng tôi hiểu rõ hơn các vấn đề của bạn trong việc học kỹ
năng nghe. Sau đó, chúng tôi đưa ra một số gợi ý để cải thiện kỹ năng này.
Lớp:………………………………………………………………………………………………….
Giới tính: Nam  Nữ 
Phần 1: Thông tin sinh viên.
(Xin vui lòng đọc từng câu hỏi một cách cẩn thận, khoanh tròn vào đáp án bạn cho là đúng
nhất)
1. Bạn đã học tiếng Anh được bao lâu?

A. 10 năm
B. 11 năm
C. 12 năm
D. Hơn 12 năm
2. Theo quan điểm của bạn, kỹ năng khó nhất của việc học tiếng Anh là gì?
A. Nghe
B. Nói
C. Đọc
D. Viết
3. Bạn đánh giá kỹ năng nghe tiếng Anh của bạn như thế nào?
A. Xuất sắc
B. Giỏi
C. Khá
D. Trung bình
E. Kém
4. Bạn có nghĩ rằng nghe là một kỹ năng quan trọng trong quá trình học tiếng Anh hay
không?
A. Rất quan trọng
B. Khá quan trọng
C. Không quan trọng lắm
D. Hoàn toàn không quan trọng
5. Bạn đã dành bao lâu để luyện các bài nghe hàng ngày?
A. 10- 20 phút
B. 20-30 phút
C. 30-40 phút
D. Hơn 40 phút
Phần 2: Các chiến lược nghe. (Chọn có hoặc không cho mỗi đáp án)
6. Bạn thường làm gì trước khi nghe?

Có Không
Xem qua các câu hỏi và đoán chủ đề bài nghe
Không làm gì, chỉ sẵn sàng để nghe
Đoán nội dung của bài nghe
Đoán nghĩa của các từ
Đọc kỹ hướng dẫn bài nghe
7. Bạn thường làm gì trong khi nghe?

Có Không
Kiểm tra những dự đoán trước đó
Nhận biết được những ý quan trọng( ví dụ: Well, now, finally,…)
Xác định những ý quan trọng, loại bỏ những ý không quan trọng
Giữ lại các nội dung có liên quan( ghi chép, tổng hợp)
Nhận biết thông tin được ngụ ý từ người nói
8. Bạn thường làm gì sau khi nghe?

Có Không
Kiểm tra đáp án với bạn
Đọc bản ghi
Xác định từ vựng trong bản ghi
Chép từ vựng vào bài tập
Thực hành lại bài nghe
Phần 3: Các nhân tố cụ thể ảnh hưởng đến kỹ năng nghe của sinh viên.
9. Những khó khăn của bạn khi nghe tiếng Anh là gì?
Hoàn Đồng ý Phân Không Hoàn
toàn vân đồng ý toàn
đồng ý không
đồng ý
Không thể theo kịp tốc độ của người nói
Khó để tìm ra ý chính trong câu

Thiếu vốn từ vựng
Không nghe được từ khóa
10. Bạn có thường gặp những vấn đề liên quan đến ngôn ngữ ( xuất phát từ người nói)
trong bài nghe hay không?
Ảnh Ảnh Ảnh Không
hưởng rất hưởng ảnh hưởng
hưởng ít
nhiều nhiều
Từ thông tục
Từ nối
Câu phức
Chất giọng của người nói khác nhau
Tốc độ truyền tải của người nói
11. Nội dung bài nghe ảnh hưởng như thế nào đối với kết quả nghe của bạn?
hưởng ít
nhiều nhiều
Chủ đề nghe lạ và mới
Bài nghe dài
Nhiều thông tin trong bài nghe

Nội dung và tự vựng khó để nghe
Nội dung và từ đơn giản
12. Các yếu tố từ môi trường ảnh hưởng đến khả năng nghe của bạn như thế nào?
hưởng ít
nhiều nhiều
Tiếng ồn
Phòng học quá nóng hoặc quá lạnh
Ghế ngồi không thoài mái
Đèn quá sáng hoặc quá mờ
Mùi khó chịu
Vị trí ngồi
13. Vấn đề liên quan đến chất lượng bài nghe và các thiết bị nghe ảnh hưởng như thế
nào đến khả năng nghe hiểu của bạn?
Yếu tố vật lý Không ảnh Ảnh hưởng Cực kỳ ảnh
hưởng Ảnh hưởng ít nhiều hưởng
Chất lượng bài nghe kém
Thiết bị âm thanh kém
Phần 4: Một vài đề xuất giúp học sinh cải thiện kỹ năng nghe của họ
14. Theo quan điểm của bạn, bạn nên sử dụng các chiến lược nào để cải thiện kỹ năng
nghe của bạn?
(Đánh dấu  vào câu trả lời của bạn, bạn có thể chọn nhiều hơn một đáp án)
Hoàn Không Phân Đồng ý Hoàn
toàn đồng ý vân toàn
không đồng ý
đồng ý
1 Sử dụng kiến thức nền tảng

2 Nghe từ khóa
3 Nghe ý chính
4 Nghe chi tiết
5 Nghe từng từ
6 Ghi chú (viết những điểm chính và
thông tin quan trọng khi nghe)
7 Đoán nghĩa của các từ mới theo ngữ
cảnh
8 Dự đoán ý nghĩa của phần còn thiếu

dựa trên ngữ cảnh
9 Tóm tắt nội dung

10 Tiếp tục nghe và ghi lại bất kỳ từ
nào đã nghe
Khác:………………………………………………………………………………………………
………………………………………………………………………………………………………
……………………………………………………………………………………………….
 CẢM ƠN SỰ GIÚP ĐỠ CỦA BẠN 
KẾT THÚC
SUPERVISOR’S EVALUATION FORM

Student’s name: Tran Thi Diem Kieu Student ID No.: 17023991 Supervisor’s name:
Nguyen Thuy Truc Linh
CRITERIA SCORE CLO

Oral Presentation Content (3) CLO 1
(10) Performance (3) (10)
Time management (10 minutes) (2)
Response to questions (2)
Format (3) CLO 1
Format and Coherence and Organization (4) (10)
Language Use Grammar mistakes (3)
Introduction Rationale and research objectives (5) CLO 2
Research questions (5) (20)
Literature Definitions of key terms/concepts (5)
Written Review Review of previous studies (5)
Graduation Research Research Methodology & Methods CLO 3
Thesis Design (10) (25)
(70)
Collecting and analyzing data (5)
Findings & Relevance between research findings
Discussion and goals (Findings) (5)
Evaluating and discussing the
findings (Discussion) (5)
Conclusion Conclusion & recommendation (10) CLO 4
(10)
Referencing (5) CLO 5
(5)
Supervisor’s Appraisal on Group Decision & Planning
teamwork (05) Roles & Distribution CLO 6
Establish Goals (10)
Meeting Minutes
Peer evaluation on teamwork Contribution to the team project
(05) Taking responsibility
Working with others
Supervisor’s Appraisal (10) Communication skills (2) CLO 7
Punctuality (2) (10)
Continuous improvement (6)
Other comments:
TOTAL SCORES ……. /100
Date: 18 / 6/ 2021
Supervisor’s Signature

EXAMINER’S EVALUATION FORM

Student’s name: Tran Thi Diem Kieu Student ID No.: 17023991
Supervisor’s name: ………………………………………………………………….………...
CRITERIA SCORE CLO

Oral Presentation Content (6 CLO 1
(10) ) (20)
Performance (6
)
Time management (10 minutes) (4
)
Response to questions (4)
Format (3) CLO 1
Format and Coherence and Organization (4) (10)
Language Use Grammar mistakes (3)
Introduction Rationale and research objectives (5) CLO 2
Research questions (5) (25)
Literature Definitions of key terms/concepts (5)
Written Review Review of previous studies (10
Graduation )
Thesis Research Collecting and analyzing data (5) CLO 3
(70) Design Research Methodology and Methods (30)
(10)
Findings & Relevance between research findings
Discussion and objectives (Findings) (5)
Evaluating and discussing the
findings (Discussion) (10)
Conclusion Conclusion & recommendation (10) CLO 4
(10)
Referencing (5) CLO 5
(5)
Other comments:
TOTAL SCORES ………./100
Date: ………………………….
Examiner’s Signature
………………………………..
Updated in December 2020
Prepared by:
Le Thi Thuy, M.A.
Head of the Division:

Tran Kieu My An, Ph.D.
5th March, 2021

Reviewed by:
Phan Thi Tuyet Nga, Ph.D.
Rubrics for Written Graduation Thesis (70%)
Item/ Weight Unsatisfactory Developing Satisfactory Exemplary
0 1 2 3 4 5 6 7 8 9 10
Format There are There are several There are minor There are
(3) consistent mistakes in the mistakes in the hardly any
mistakes in required format. required format. mistakes in
the required the required
format. format.
10 Coherence and The The paper is The paper is The paper is
Organization (4) development of presented with presented in clearly stated,
paper is vague; connected concept logical sequence well-
no apparent and ideas, clear and well developed and
logical order of transitions. organized. well
presentation. organized.
Grammar There are There are several There are minor There are
mistakes consistent spelling and spelling and hardly any
(3) spelling grammar grammar spelling
and mistakes in the mistakes in the and
grammar paper. paper. grammar
mistakes in mistakes in
the paper. the paper.
Rationale and The research The research The research topic The research
objectives of topic area is topic is is adequately topic is
research (5) unclearly presented, and defined. The introduced in a
described. Little the significance significance and coherent and
evidence shows and objectives of objectives of the interesting
Introduct the significance the paper is paper is well manner. The
ion 10 and objectives of justified. justified. significance and
the research objectives of
the paper is
topic.
well justified.
Research Research Research questions Research Research

questions (5) questions are not are defined. questions are questions are
successfully coherently and scientifically
defined. clearly meaningful and
defined. challenging.
15(10) Definitions of The literature is The literature is The literature is The literature
key defined in an linked with the linked with is intricately
terms/concepts unclear research topic. Key research topic. linked with
(5) manner. concepts are The key the research
Definition of recognized. concepts related topic and
key concepts is to the research appropriately
insufficient. topic are explained.
defined. The key
concepts
related to the
research topic
are also
clearly
defined.
Review of The previous The previous The previous The previous

previous studies studies are studies are studies are quite studies are
(5) (10) inadequately relevant with the relevant with the adequately
relevant with research topic research topic relevant with
the research and summarized. and appropriately the research
topic and summarized. topic and
inappropriately appropriately
summarized. summarized.
30(25) Research The author The author The author The author
Methodology displays such a correctly presents justifies his/her justifies his/
and Methods low level of the research choice of analysis her choice of
(10) research methods and methods and research
methodology shows good demonstrates methods
that it can be organization and effective systematically
regarded as application of application of and
unacceptable. research relevant research demonstrates a
methodology. methodology. deep
understanding
in the
application of
relevant
research
methodology.
Collecting and The author The author The author The author
analyzing data describes the correctly presents presents the data presents the
(5) data collecting the data collecting collecting and data collecting
and analyzing and analyzing analyzing stages and analyzing
stages, but the stages and clearly. The stages
description does outlines the author makes correctly and
not form a analysis. The good use of the clearly. The
coherent and analysis data in the author makes
analysis. The great use of the
logical whole. demonstrates a
author chooses data in the
The analysis good command
the methods analysis. The
methods are and reliable use of
sensibly to author chooses
mainly chosen the method.
summarize the the relevant
to answer the information methods to
research provided by the best
questions, but data. summarize the
the author has information
an insufficient provided by
command of the the data.
methods.
Relevance The author The author The author The author

between demonstrates a demonstrates demonstrates demonstrates
research findings poor level of satisfactory adequate levels of advanced levels
and objectives understanding understanding in understanding in of
(Findings) in the analysis the analysis of the analysis of the understanding
(5) of the research the research research findings. in the analysis
findings. The findings. The The research of the research
research research findings findings are findings. The
findings are adequate relevant
may be adequate research
inadequate in to the objectives of
but not as findings are
meeting the study.
described. relevant to the
objectives of
objectives of
study.
the study.
Evaluating and The thesis fails The research The research The research
discussing the in making findings make a findings make a findings make a
findings contribution to minor good contribution significant
(Discussion) the knowledge contribution to the to the knowledge contribution to
(5) (10) base of the knowledge base base of the the knowledge
discipline and of the discipline discipline and base of the
field of study. and field of study. field of study. discipline and
field of study.
10 Conclusions No logical The conclusions The conclusions The

&recommendati conclusions are are partially are presented conclusions
on (10) reached. logical. The link logically and are presented
Answers to between the answers to logically and
research conclusions and research answers to
questions studied research questions questions are research
and discussion is left somewhat explained in a questions are
about them is unclear. The final good manner. explained in a
almost entirely The final
summary only coherent
missing or it is summary
partially manner. The
unconnected communicates
communicates the final summary
from the thepurpose and
purpose and is relevant
perspective of findings ofthe
findings of the and
the research The study. The author
study. The author communicates
final summary in demonstrates
demonstrates quite the objectives
no way adequate
adequate and findings of
communicates understanding of
understanding of the study. The
the purpose and the strengths and
the strengths and author
findings of the weaknesses of
weaknesses of
study. The his/her own demonstrates
his/her own
author research. good
research.
demonstrates understanding
inadequate of the strengths
understanding of and
the strengths and weaknesses of
weaknesses of his/her own
his/her own research.
research.
Referencing References are The referencing is The referencing The

(5) of poor quality. in a proper is in a proper referencing is
The format and manner, but the manner and the in a proper and
layout are layout of the layout of the extensive
inconsistent and bibliography is bibliography is manner. The
not in line with consistent with largely in line format and
APA style. APA style. There with APA style. layout of the
are, however, a bibliography
few are correct and
inconsistencies. in line with
APA style.
Rubrics for Oral Presentation (10%)
Unsatisfactory Developing Satisfactory Exemplary
Item/ Weight
0 1 2 3 4 5 6 7 8 9 10
Content Organizational Organizational Appropriate Organizational
(3) structure present structure present organizational pattern is
but unclear with clearly with pattern used and compelling and
underdeveloped introduction, easy to follow moves audience
introduction, body and with developed through speech
body and conclusion. A introduction, with ease.
conclusion. few transitions. understandable Introduction
Transitions are body part and draws in the
awkward. satisfying audience and
conclusion. Main conclusion is
points are satisfying. Main
smoothly points are clearly
connected with made and
transitions. smoothly
connected with
transitions.
Performance Very little Little Adequate use of Effective use of
(3) gestures or eye gestures or gestures, eye gestures, eye
contact. eye contact. contact, contact, vivid
Monotone voice Monotone voice language, and language, and
or insufficient or insufficient voice. Limited voice to add
volume. volume. oral fillers and interest to speech.
Reading of notes Little poise. nonverbal Poised with use of
only. distractions. notes for reference
Heavy
only. No oral
Speech is often reliance on Uses a wide
fillers and
unintelligible notes. Abundant range of
nonverbal
oral fillers and pronunciation
distractions. Clear
nonverbal features pronunciation
distractions.
Mispronunciatio
ns are frequent
and cause some
difficulty for the
listener
Time No regard for Presentation Presentation Presentation given
management time constraints. given within given within two within time
(10minutes) six or seven four or five or three minutes constraints (from
(2) minutes above minutes above above or below 9-11 minutes)
or below the or below the the allotted time
allotted time allotted time.
Response to Unable to Most questions Nearly all All questions are

questions respond are responded questions are responded
(2) many competently. responded knowledgably and
questions. knowledgably and respectively.
respectively
Rubrics for Supervisor’s Appraisal (10%)
Item/ Unsatisfactory Developing Satisfactory Exemplary

Weight
0 1 2 3 4 5 6 7 8 9 10
Communic Students show a weak Students show an Students show Students show a
ation skills communication skill in adequate a good very good
meetings with the communication skill
(2) supervisor and group in meetings with the communication communication
members. supervisor and group skill in skill in meetings
members. meetings with with the
the supervisor supervisor and
and group group members.
members.
Punctuality Students are always late Students are Students are Students are
(2) in meetings with the sometimes late in usually always punctual
supervisor. meetings with the punctual in in meetings with
supervisor. meetings with the supervisor.
the supervisor.
Continuous Students show an Students show a Students show Students show a

improveme unwilling attitude positive attitude a positive willing attitude
towards assigned work, towards assigned towards assigned
nt (6) complete work late often work, complete attitude work, complete
and make no reference work late sometimes towards work on time or
from the supervisor. and can make a make alternative
assigned work,
relevant reference arrangement and
from the supervisor. complete work make a good
on time or reference from
the supervisor.
make
alternative
arrangement
and make a
good reference
from the
supervisor.
Rubrics for Teamwork (10%) 1. Rubrics
for Supervisor’s Appraisal (5%)
2. Rubrics for Peer Evaluation (5%)
1. Rubrics for Supervisor’s Appraisal (5%)
Student’s name: Tran Thi Diem Kieu Student ID No.: 17023991

Item/ Weight
0 1 2 3 4 5 6 7 8 9 10
A procedure for A clear
A clear procedure
There is no planning& procedure for
for planning &
planning &
planning&decision - making decisions making decisions
Group is established by making decisions
making in research work
in research work is
Planning & process, the group, but it is is informally
formally
Decision decisions not established by all
established by all
are made by clear and/or members of the
members of the
individuals. it focuses on group.
group.
individuals.
The group The group
The group
The group does not establishes establishes and
establishes clear
establish roles for informal roles documents clear
and formal roles
each member for each and formal roles
Roles & for
and/or the member. The for each member
Distribution workload is each
workload and distributes
unequally member and
could be the workload
distributed. distributes the
distributed equally.
workload equally.
more equally.
Scheduled
meetings minutes Scheduled
Scheduled meetings minutes
Scheduled meetings are often recorded,
meetings minutes
minutes are rarely and the are always
are usually
Meeting recorded, and the contribution of recordedand the
recorded and the
Minutes efforts are scattered. each team contribution of contribution of
members are NOT each team members each team
identified. are identified. members are
identified.
Rubrics for Teamwork (10%)
Name of member: Tran Thi Diem Kieu

Item/ Weight
0 1 2 3 4 5 6 7 8 9 10
Collects Collects and
information when Collects basic, presents to the
Does not collect prodded; tries to useful information team a great deal
Contribution any relevant offer some ideas, related to the of relevant
to the team information; no but not well research, information; offers
project useful suggestions developed, and not occasionally offers well-developed
(10) to address team's clearly expressed, useful ideas to and clearly
needs; to meet meet the team's expressed ideas
team's needs; directly related to
needs; the group's topic.
Does not perform Performs assigned
assigned tasks; tasks but needs
often misses many reminders;
attends meetings Performs all Performs all tasks
meetings and,
regularly but assigned tasks; very effectively;
Taking when present,
does not have generally does not attends meetings attends all
responsibility
anything say anything regularly and meetings and
(10)
constructive; usually participates participates
constructive to
sometimes expects effectively; enthusiastically;
say; relies on
others to do
others to do the his/her work.
work;
Rarely listens to, Usually listens to Generally, listens
shares with, and others but to others' points of Almost always
Working with supports the sometimes does view; always uses listens to others
others efforts of others; not pay much appropriate and and their ideas;
(10) often uses attention when respectful helps them
inappropriate others talk, and language; tries to develop their ideas
language; often is assumes their make a definite while giving them
not a good team ideas will not effort to understand full credit.
member. work; others' ideas;
Evaluator's name: Tran Thi Huynh Huong
Date of evaluation: 10/6/2020

Rubrics for Teamwork (10%)
Name of member: Tran Thi Diem Kieu

Item/ Weight
0 1 2 3 4 5 6 7 8 9 10
Collects Collects and
information when Collects basic, presents to the
Does not collect prodded; tries to useful information team a great deal
Contribution any relevant offer some ideas, related to the of relevant
to the team information; no but not well research, information; offers
project useful suggestions developed, and not occasionally offers well-developed
(10) to address team's clearly expressed, useful ideas to and clearly
needs; to meet meet the team's expressed ideas
team's needs; directly related to
needs; the group's topic.
Does not perform Performs assigned
assigned tasks; tasks but needs
often misses many reminders;
attends meetings Performs all Performs all tasks
meetings and,
regularly but assigned tasks; very effectively;
Taking when present,
generally does not attends meetings attends all
responsibility does not have
anything say anything regularly and meetings and
(10)
constructive; usually participates participates
constructive to
sometimes expects effectively; enthusiastically;
say; relies on
others to do
others to do the
his/her work.
work;
Rarely listens to, Usually listens to Generally, listens
shares with, and others but to others' points of Almost always
Working with supports the sometimes does view; always uses listens to others
others efforts of others; not pay much appropriate and and their ideas;
(10) often uses attention when respectful helps them
inappropriate others talk, and
language; tries to develop their ideas
language; often is assumes their
make a definite while giving them
not a good team ideas will not
work; effort to understand full credit.
member.
others' ideas;
Evaluator's name: Nguyen Ngoc Kha My
Date of evaluation: 10/6/2020

PROGRESS FORM
GRADUATION THESIS
Research title: A study on the problems faced by first-year English majored students of the
Faculty of Foreign Languages at Industrial University of Ho Chi Minh City when learning
the listening skill and some suggestions for improvement. Student name: Tran Thi Diem
Kieu Student ID No.: 17023991
Supervisor name: Nguyen Thuy Truc Linh
Week Date Content Supervisor’s comments &
Signature
1 GVHD
(22/01/2021- 27/01/2021 Introduction Nguyen Thuy Truc Linh
27/01/2021)
2 GVHD
3/02/2021 Topic Nguyen Thuy Truc Linh
3 GVHD
10/02/2021 Research questions Nguyen Thuy Truc Linh
4 GVHD
24/02/2021 Chapter 1 Nguyen Thuy Truc Linh
5 GVHD
6 GVHD
17/03/2021 Chapter 2 (cont.) Nguyen Thuy Truc Linh
7 GVHD
8 GVHD
20/04/2021 Chapter 2 (cont.) + Nguyen Thuy Truc Linh
Questionnaire
Check - Work completion: 80 %. GVHD
Progress - Continue or not? Continue Nguyen Thuy Truc Linh
9 GVHD
10 GVHD
11 GVHD
12 GVHD
The supervisor’s approval of the students’ submission (Yes/ No): Yes
Date: 15/06/2021
Supervisor
(Signature & Full name)

Updated in July 2018
Prepared by: Le Thi Thuy, M.A.
Head of the Division: Tran Kieu My An, Ph.D.
August 29, 2020

Second Revision Vice
Dean:
Phan Thi Tuyet Nga, Ph.D.

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MINISTRY OF INDUSTRY AND TRADE

INDUSTRIAL UNIVERSITY OF HO CHI MINH CITY

FACULTY OF FOREIGN LANGUAGES

STUDENT NAME : NGUYEN THI KIEU OANH

CLASS CODE : DHAV14B

COHORT : 2018- 2022

SUPERVISOR NAME : LE NGOC DIEP , M.A.

INDUSTRIAL UNIVERSITY OF HO CHI MINH CITY

FACULTY OF FOREIGN LANGUAGES

STUDENT NAME : NGUYEN THI KIEU OANH

CLASS CODE : DHAV14B

COHORT : 2018- 2022

SUPERVISOR NAME :LE NGOC DIEP, M.A.

Student name : Nguyen Thi Kieu Oanh

Class Code : DHAV14B

Supervisor Name :Le Ngoc Diep, M.A.

Date submitted : 20/05/2022

Word count : 11,425 words

Keywords: listening, listening 1, difficulties

CHAPTER I: INTRODUCTION .................................................................................................

1.1 Rationale ................................................................................................................................

1.2 Research objectives ................................................................................................................

1.3 Reseach questions ..................................................................................................................

1.4 Scope of the study ..................................................................................................................

CHAPTER II: LITERATURE REVIEW ...................................................................................

2.1 Definitions of key terms ........................................................................................................ 6

2.1.1 Definition of listening .....................................................................................................

2.1.2 Definition of listening skill ............................................................................................. 7

2.1.3 Definition of difficulty..................................................................................... 7

2.1.4 Definition of listening 1………………………………………………………………

2.2 Results of previous studies .................................................................................................... 8

2.2.2 While- listening.......................... 11

2.3 The common problems faced by sophomore majored English students……

2.3.1 Poor grammar

2.3.2. Sound problems

2.3.3. Lack of vocabulary

2.3.4 Listening duration and speech

2.3.6. Physical causes

CHAPTER III: RESEARCH DESIGN .....................................................................................20

3.1 Research site ........................................................................................................................

3.2 Participants ...........................................................................................................................

3.3 Research methodology and research methods .....................................................................

3.3.1 Research methodology ..................................................................................................

3.3.2 Research methods ..........................................................................................................

3.4 Procedures ............................................................................................................................

3.5 Data analysis ........................................................................................................................

CHAPTER IV: FINDINGS AND DISCUSSION ..................................................................... 26

4.1 Findings ............................................................................................................................... 27

4.3 Previous studies comparison

CHAPTER V: CONCLUSION .................................................................................................. 44

5.1 Conclusions .......................................................................................................................... 45

5.2 Recommendation ................................................................................................................. 46

5.2.2 Recommendations for sopphomore English majored students of Faculty of Foreign

Supervisor: Le Ngoc Diep, M.A. Page 1

1.2 Research objectives

1.3 Research questions

Supervisor: Le Ngoc Diep, M.A. Page 2

CHAPTER II: LITERATURE REVIEW

Supervisor: Le Ngoc Diep, M.A. Page 3

2.1 Definitions of key terms