METHODS IN IMPROVING LISTENING SKILLS FOR

FRESHMEN IN ENGLISH MAJOR

Phan Đông Nghi - 17DH690086

ASTRACT each approach to improve their listening

With the country's rapid skills.
development and international integration, Keywords: listening skills,
more and more students choose to learn freshmen, effectiveness
English. However, listening skills is one of
the most essential skills and challenging INTRODUCTION
skills for first-year students. Many studies 1.1. Background
have been conducted on developing Over the past 30 years, Vietnam has
students' English listening skills, but the been more open to the world through
effects were not very clear. This study was international integration. Recognizing that,
designed to evaluate the effectiveness of HUFLIT was established with the desire to
some methods commonly used by HUFLIT produce quality students and global
freshmen. In the study, fifty students citizens. In today's context, it is undeniable
participated. The author used a the importance of English in studying and
questionnaire to ask the students their working. Listening is one of the four basic
views and feelings about each method and skills and plays an essential role in learning
its effectiveness. After analysing the and using English. However, listening
results, the author found that two given skills can be very challenging for first-year
methods, the visual and audio segment, students to obtain. Therefore, many
were chosen as the most efficient for methods have been provided to help the
students. The study has been carefully freshmen achieve it.
validated for the first-year students to 1.2. Literature review
recognize and evaluate the effectiveness of Many methods have been put out to
make it easier for the freshmen learners.

192
Djabborova (2020) reported that unique and how effective they are for students.
listening methods include interactive Therefore, the paper is mainly focused on
activities to multimedia sources. For the freshmen of HUFLIT.
instance, Silviyanti (2014) declared that 1.5. Organization
videos, such as YouTube, are attractive and The beginning of this research is a
useful in listening classes. Podcasts are also brief introduction to listening skills and
a method that had tremendous potential to their
improve the students' skills (Rahman et al., importance to students in the present
2018). context. The following chapter presents the
1.3. Objectives literature review of the Listening
The purpose of the study was to definition, the factors that affect listening
evaluate the effectiveness of listening abilities, and some well-known methods
methods for HUFLIT'S freshmen. Global that learners or teachers usually use. The
development and international integration next chapter describes how the research
have led to an upward trend in learning was carried out. After sketching the
English in students. However, developing findings and discussion, the report
English, especially listening skills, is a concludes with some limitations and
difficult task for students because of the recommendations of the research study.
non-effective methods. Therefore, the Lastly is the references list that has been
author decided to research this topic to used in the paper.
analyse the effective scales of some
popular methods for first-year students at LITERATURE REVIEW
HUFLIT. In this chapter, the writer would like
1.4. Scopes to present the background of the writer's
Numerous studies have been done to theory related to Listening Skills. This
provide the students with beneficial section contains the definition of Listening
methods, which can help them improve Skills, the reasons that affect students'
their listening skills. However, there are Listening skills performance, and some
rare studies that compare these methods methods to help the students.

193
2.1. Definition of Listening Skills There are numerous listening
Listening is one of four fundamental definitions. Listening is perceived as a
skill in learning a language. It is one of the complicated, not easy to describe,
most crucial elements of communicating. cognitive, psychological, and behavioural
The importance of listening in conversation activity (Thompson et al., 2004).
starts by acknowledging that listening is According to Bodie (2017): "Almost all
the first language ability to be learned early listening measures emphasized
(Wolvin, 2009). It took several years for listening comprehension and recall, a trend
the language teaching industry to recognize that continued for several decades." The
the significance of listening in second or definition of listening is revisited almost
foreign language learning (Morley, 2001). every year to ensure its continued
According to Brownell (2015), effective importance to researchers and practitioners
communication begins by listening rather (Brownell, 2015).
than speaking, with the statistic that 80 per In recent studies, researchers have
cent of efficient communication energy is identified listening in greater depth and
directed toward listening. clarity. As Jones (2011) defines:
People use listening much more "Listening, the ability to effectively attend
than any other single language capability in to, interpret, and respond to verbal and
everyday life. Studies of communication nonverbal messages, plays an important
time spent, people listen for up to 55% of role in the support process and can be
their day (Wolvin, 2009). In students' executed more or less skilfully." In short,
school performance, listening scholars listening is a type of information
point out that they spend more time processing operation that consists of a
listening to learn than any other consistent collection of activities that can
communication skill; on the other hand, be taught and enhanced (Bodie, 2017).
few undergraduate students have 2.2. Factors Affecting
opportunities to improve listening as a People come from various ethnic
fundamental capacity for learning backgrounds and speak a variety of
(Thompson et al., 2004). languages all over the world. Language is

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an important symbol representing a Another factor is facilities. Good
country. Misunderstand of social facilities allow English students to hear
behaviours and cultural backgrounds of a correctly. This factor demonstrates that if
language may give negative results in the services are inadequate, listeners find it
communication. The role of culture in difficult to concentrate. Accent and the
effective communication is critical from speaker speed also affect the listeners'
the Al-khresheh perspective (2020) since it performance. According to Büyükahıska
raises interaction and promotes thinking in and Uyar (2020), the most confusing
foreign languages. English can be accents for participants to understand
complicated for people, which have turned out to be French and Irish accents.
different mother tongue language. A In Rintaningrum's report (2018), nearly 30
Rintaningrum study (2018) found 38 out of of 40 students responded that the speaker's
40 students commented that it was difficult speed and pronunciation make it difficult
to understand the meaning of English for listeners to understand.
because it was taught as a foreign language. 2.3. Methods
A foreign language requires various 2.3.1. Communication activities
general cognitive skills to understand, such Students can improve their listening
as memory capital, learning experiences, ability through communication activities.
background knowledge, and vocabulary Djabbarova (2020) states that interpersonal
size. Rintaningrum (2018) finds that the activities such as mock interviews and
lack of grammar and vocabulary illustrates storytelling could help students develop
why the respondents couldn't answer the better listening skills in a non-threatening
Listening tests. It is also a vital feature for and effective way. Group activities also a
the listener to remain calm. If a listener is choice to improve the students listening
anxious or otherwise distracted and unable performance. Sarıçoban and Karakurt
to pay attention, it will be more difficult to (2016) report that the most effective stage
determine what was said accurately was the report phase, in which the students
(Bloomfield et al., 2010). asked each other questions while switching
roles as listener and speaker.

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2.3.2. Audio segment interview segments." According to Kim
When it comes to teaching listening, (2015), video materials helped gain
it is essential to remember that students familiarity with nonverbal gestures and
should be given a variety of resources to understanding cultural aspects. Ardiansyah
help them improve their listening (2018) points out that videos attract
comprehension rather than relying solely learners' attention and inspire them to learn
on textbooks (Kim, 2015). There is a while also teaching them the language
various audio segment that students can use components shown in the videos, and
to improve their listening skill. Radio visual assistance, such as facial expressions
programs, songs, online podcast are some and gestures, is often given in videos to
examples of this. Kavaliauskienė (2008) support learners' comprehension. It would
assumed that podcasting is particularly be easier for students to capture the whole
appealing to English learners because it message of spoken narrative text easier if
allows them to access "authentic" listening they listen to the auditory stimuli and pay
outlets on almost any topic that interests attention to the visual motive such as
them. Songs are one form of listening settings, behaviour, feelings, and
activity with a lot of potential because they movements (Cahyaningrum, 2010).
include language patterns, as well as
improve listening skills, pronunciation, RESEARCH METHODOLOGY
rhythm, and provide a fun environment This section explains the author's
(Lestary & Seriadi, 2019). method includes an overview of the
2.3.3. Video segment subject, the materials use and the data
Video segment has lots of analysis.
pedagogical values to improve listening. 3.1. Subject of the study
Djabbarova (2020) reveals that: "The other Fifty freshmen from the English
most helpful resource for teaching listening major in the Department of Foreign
skills is video segments that include short Languages at Ho Chi Minh City University
sketches, documentary films, dramatic or of Foreign Languages - Information
comedic material, news programs, and Technology (HUFLIT) was surveyed.

196
There were twenty males and thirty 3.3. Procedure
females. The students are from eighteen to After a look at the literature review,
twenty-two. The freshmen were chosen the author decided to do a questionnaire.
because they have to learn four basic skills, The questionnaire was carefully thought
including listening skills, in their first two through and conducted based on the current
years of study in the school. situations. The author formed a
3.2. Materials questionnaire that included ten questions
The author chose the questionnaire on the Google website. After that, the
material because it was easier to approach author put the questionnaire in the
the freshmen; the time to do it was shorter, freshmen group (the K26 group) and asked
about five minutes. them to give their honest answer. After
The participants were given a nearly a week, fifty students had responded
questionnaire about their perspectives and to the form, including twenty males and
views on the processes of learning English thirty females. The responses were then
as a foreign language when they are converted into Excel files and plotted into
learning listening classes in English. The various charts to evaluate the results
questionnaire includes ten questions. The obtained.
first six questions were closed-ended; the 3.4. Data analysis
subject only needs to choose one answer. The data were collected by the
Question one to four is for the subject answers received from the Google form.
information. The two following questions
ask the participants about their point of FINDINGS
view of Listening skills. The rest questions All the survey questionnaire's
are on the rating scale; the subject decides findings are summarized in this chapter.
how they feel about each statement. The author then presented and analysed the
The questionnaire aims to get an results to determine the responses to
overview of the Listening skills of the previously states research questions.
freshmen.

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 Figure 1. Students' listening frequency

Figure 1 displays the frequency of students agreed that they usually

Listening of students in their high schools. could listen to English while only ten per
Most students did study Listening in their cent said that they rarely or never listen to
high schools. About thirty per cent of English at their school.

198
 Figure 2. Students' attitude toward Listening

The pie chart (Figure 2) indicates accounting for nearly thirty-six per cent.
the student’s perspective on how difficult Also, eleven per cent agreed that Listening
Listening with them. Most of the is a challenging task.
respondents believed that Listening is hard,

Figure 3. Factors affect students’ Listening skill

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 The stacked bar chart (Figure 3) reason are the speaker's accent, speed, and
shows students' point of view on the factors the lack of vocabulary, with the number, in
that affect their Listening skill. The most turn, is twenty, seventeen and seventeen,
factor is "Anxiety", with twenty-nine of which make it difficult for students to
fifty students voted for it. Followed by this develop their skill.

Figure 4. Students’ perspective on their ability

The next stacked bar chart (Figure students admitted that they like listening in
4) provides how the students self- English; thirty-six students also responded
assessment their Listening ability. Most that they practice listening outside of class.

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Although half of the students stated that students. Another highly disagreeable
they are confident when listening to statement, with the number of sixteen
English, the lack of confidence in English votes, was using answer in textbooks to
listening was also very high with twenty help the students with their Listening skill.

Figure 5. Students’ perspective on their component

Figure 5 provides the students' about listening; only nine students had
opinion on their component. Most of the trouble understanding their teacher. Most
statements are highly received the of the respondents acknowledged listening
agreement of students. The majority are materials' use, but they also had used them
pleased with their teacher explanations from before. The listening activities were

201
also well received, with thirty-eight different from what they had previously
students stating that they were helpful and seen.

Figure 6. Students’ perspective on the given methods

The last chart - the column chart video segments with thirty-eight selections.
(Figure 6) reveals the students' thinking on The group and interpersonal activities seem
the given methods. The majority of to be not interested with the number
students chose the visual segments, which thirteen and twelve of students argued that
are audio and video, are the most effective it was less effective or ineffective.
techniques to develop their listening
ability. The audio segments leading forty- DISCUSSION
three choices and followed closely by is the

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 In this chapter, the author wants to effectiveness of listening methods for
discuss the data received. The author would HUFLIT's freshmen.
like to give out and explain the relevant 5.2. Findings and explanation
results, which will answer the methods The research was done to estimate
above. The author would also give out the the effectiveness of the mentioned
weaknesses of his research and present methods. Hence, the author has
some recommendations for people who prudentially authenticated the result for the
will research this topic in the future. first-year students to recognize and
5.1. Purpose of the study evaluate the effectiveness of each approach
At present, with global development to improve their listening skills. The most
and international integration, English has effective method for students is using audio
become a global language. To integrate segments such as radio, songs, or podcast.
more rapidly and seek more future That is because students can put the audio
opportunities in the international market, on reply and listen to it multiple times;
many students have to spend a lot of time moreover, they can listen to it whenever
learning and using this language fluently. and wherever they want. The subsequent
Listening skills are a vitally important skill. high-rank option is using video segments
If the students are not good at listening, like movies. Students can improve their
they cannot understand and communicate listening skills by listening and watching
with others. However, listening skills are the character body languages to guess the
rated as very challenging for students meaning. Following these two methods is
according to many different factors. interpersonal activities, including mock
Developing listening skills is also difficult interviews and storytelling, which can help
for students because many techniques or the students in their communication skills
tips have been put in place but not very and give a slight increase in their listening
effective. Therefore, the author has skills. The least effective way for students
researched some popular methods for turns out to be the group activities due to
listening skills improving. Consequently, the differences in the listening ability of
the purpose of this study is to scrutinise the each student. Likewise, some students are

203
skilled at listening while the others are just numerous limitations that the author needs
at the beginning level; this can make those to overcome to give out a better research
who are weaker at this skill unconfident study.
and hard to cooperate. 5.4. Recommendation
5.3. Limitation Recognizing the limitations, the
Although the study has shown the author suggested that there should be more
effectiveness of the methods mentioned, in- depth studies on the methods that can
the study still has many limitations. The bring real effects to improving students'
first downside is the methodology used in listening skills. The author recommends
the paper, which is the questionnaire. Due further studies to be researched over a long
to the COVID-19, the author can only do period with more students. Moreover,
the questionnaire and post it on the school research methodology should combine
social media group; therefore, the results types of research such as observation and
are not highly accurate. Also, there is only interview instruments. Additionally, more
one questionnaire that has given to the methods should be studied and given for
students. The second limitation of the study the students to experience and choose the
is the number of students. There were only most suitable for themselves. For instance,
fifty students who participated in the students can go out at some park and talk to
questionnaire. In reality, the total number foreigners to develop their communication
of the HUFLIT's first-year students and listening skills. To sum up, further
studying English major was more than one research studies should examine the
thousand and five hundred students. Hence, author's limitations as well as consider the
the figures given are not representative of recommendations that the author has
the entire student body. The last downside presented to achieve more reliable and
is the lack of methods that have provided. beneficial results for students.
There were only four methods for the
students to choose, while each person will
have their way to learn and improve their
listening skill. In conclusion, there are still

204
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 APPENDIX A – STUDENTS’ QUESTIONNAIRE

1. What is your gender?

Male
Female
2. How old are you?
18 – 19
20 – 21
Over 22
3. Where are you come from?
City
Province
Remote Areas
4. What is your major?
Translation and Interpretation
Bilingual English – Chinese
Business English
Office Administrator
Pedagogy
Others:
5. How often do you listen to English in your high school classes?
All the time
Usually
Often
Sometimes
Rarely
Never
6. What do you think about Listening?
Easy

209
 Normal
Hard
Challenging
7. Please respond to these statements about the factors that affect your Listening skills:
Strongly Disagree Somewhat
Disagree Neutral Agree Strongly
Agree
English is a foreign language
Anxiety
The speaker’s speed
The speaker’s accent
Lack of vocabulary
Lack of practices
Lack of concentration
Bad sound system
8. Please respond to these statements about your Listening ability:
Strongly
Disagree Somewhat
Disagree Neutral Agree Strongly
Agree
I like listening to English.
I feel confident when
listening to English.
My listening ability improved because of my
teacher’s explanations.
My listening ability improved due to using listening materials (videos, worksheets,
PowerPoints,
textbooks, etc.)
Choosing or writing answers

210
in textbooks helps my listening ability.
My listening ability improved because of listening practices and
activities in class.
I practice listening outside of
class.
9. Please respond to these statements about the listening component in your
Listening classes:
Strongly
Disagree Somewhat
Disagree Neutral Agree Strongly
Agree
My teacher’s explanations
about listening were useful.
My teacher’s explanations about listening were
interesting.
My teacher’s explanations about listening were difficult
to understand.
Listening materials (videos, worksheets, PowerPoints, textbooks, etc.) used in class
were useful.
Listening materials (videos, worksheets, PowerPoints, textbooks, etc.) used in class were
different from those I
have seen before.
Listening practices and
activities in class were useful.
Listening practices and activities in class were different from those I have
participated in before.
The listening component is like that of my previous English classes (elementary,
secondary, high schools)

211
10. Please respond to these statements about how effective these methods to you:
Ineffective Less
Effective Quite
Effective Effective Very
Effective
Group activities (e.g.: The Guessing Game, groups study, team
debate project, etc.)
Interpersonal activities (e.g.: mock interviews,
storytelling, etc.)
Using audio segment
(e.g.: radio programs, songs, podcast, etc.)
Using video segment (e.g.: Movie/ TV series, YouTube, documentary films, news &
interview programs)

212