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Luận văn tiếng Anh: Factors causing challenges in learning listening skills faced by first-year non-English major students at Hanoi University of Industry = Những yếu tố gây ra khó khăn khi học nghe hiểu của sinh viên không chuyên tiếng Anh năm thứ nhất trường Đại học Công nghiệp Hà Nội. M.A.

PART I: INTRODUCTION
1. Rationale
It cannot be denied that English has been taken up by people in all walks of life,
especially in companies, academic institutes and so on in Vietnam. People are eager to
learn English and wish to acquire it at an early age. Also, in order to speed up the country‟s
economy and to improve the living standards as soon as possible, it is necessary for
engineers, technicians, scientists, etc. to learn and acquire English to keep up to date with
the latest developments in technology in the world. To meet the requirements of these
people in learning English, now more and more teachers of English who have teaching
qualifications are needed in Vietnam. In brief, nowadays more and more Vietnamese
people want to learn English, and more and more teachers of English are needed to meet
the social requirements.
In learning and teaching English as a foreign language (EFL) in Vietnam, the
macro skill of listening is of great importance and it draws the attention of both teachers
and learners as Brett (1997) states that “listening is a key language skill, it has a vital role
in the language acquisition process”(p.39). Compared to the other language skills, research
on listening suggests that on average people can expect to listen “twice as much as we
speak, four times more than what we read and five times more than we usually write”
(Morley, 2001, p.70).
As listening being a vital skill for oral interaction, it is, therefore; the most
important medium for input in learning a foreign language (Lewis, 1993) and by increasing
our students‟ ability to perceive speech, the amount of input they receive will increase and
thus aiding students‟ language acquisition; which is true to the students of Hanoi
University of Industry (HaUI). Hence, it is essential for them to acquire the ability to listen
to spoken English effectively. However, despite the teachers‟ and students‟ efforts, the
students, especially the first year non – English majors often have a lot of difficulties in
learning listening comprehension. Many students fail to take the listening input so they can
hardly understand the spoken messages. That is the reason why lots of them find it
challenging to learn listening well or they become stressful in listening lessons. Therefore,
as a teacher teaching English listening, it is necessary and motivating for the writer to carry
out a study on factors causing challenges to the first year non – English major students at
HaUI in learning English listening comprehension. Furthermore, this thesis is expected to
provide insights for teachers and students in learning and teaching English listening so that
even more successful ELT in Vietnam or elsewhere could be achieved.
2. Aims of the study
The general aim of this study is to seek useful information that can Giúp to solve the
problems of non – English major students in learning English listening comprehension and
to suggest possible measures that could contribute to planning a lesson taking the learners‟
problems into consideration.
The specific aims of the study are:
1. To identify factors causing challenges for the first year non-English major students
at HaUI in learning English listening comprehension.
2. To find out which particular factor poses the most difficulty for the non-English
major freshmen at HaUI in learning English listening comprehension.
3. To give some pedagogical implications and suggestions to improve the teaching
and learning English listening comprehension of the non-English major students at
HaUI.
3. Research questions
The purpose of the study is to find out factors causing challenges in learning
English listening comprehension faced by the first year non-English major students at
HaUI. To this end, the researcher has formulated the following leading questions to be
answered in the course of the study:
1. What factors cause challenges for the first year non-English major students of HaUI
in learning English listening comprehension?
2. Which particular factor poses the most difficulty for the first year non-English
major students of HaUI in learning English listening comprehension?
3. What could be done to improve the teaching and learning of English listening
comprehension of the non-English major students at HaUI?
The study, therefore, tries to seek answers to the three above questions.
4. Significance of the study
Awareness of the factors causing problems that EFL learners encounter in
learning English listening would benefit both the learners and the instructors. After
this study is completed, the finding may Giúp instructors to become aware of the
problematic areas of listening skill so that they can take necessary treatment measures,
which are suggested as an implication of the study. More specifically, the study derives
its importance from the context it explores, i.e., it tries to give an account of the
difficulties EFL learners of HaUI encounter in listening classes. These particular learners,
as the researcher observed them in the past, had listening problems when they engaged in
EFL listening activities. Understanding their listening difficulties will permit the
instructors to modify their teaching practices.
The study would also Giúp learners to identify their difficulties of learning
English listening skill to ascertain what further learning strategies are necessary.
Learners need to be aware of the factors which contribute to their difficulties in listening;
when listeners know something about their own problems, they will be able to improve
their listening practices and become better listeners.
The finding would also encourage material designers (instructors) to conduct needs
analysis, and to revise modules or course contents in order to adjust the materials in such
a way that they address the learners‟ listening deficiencies, which are indicated as an
implication of the study. Hopefully, this information can probably be used as additional
evidence for sources of difficulties that Vietnamese college students have in learning
English listening.
5. Scope of the study
Dealing with all factors causing challenges in all aspects of learning English
listening of EFL learners is too broad for a study of this size. Therefore, this study focuses
on investigating the factors causing challenges in learning English listening
comprehension, especially with the course book series “New Headway”. Also, due to the
constraints of time, this study just involves a sample of non-English major freshmen at
HaUI.
6. Design of the study
The study is divided into 3 parts:
The first part, Introduction, presents the rationale, aims, research questions,
significance, scope and design of the study.
The second part, Development, is the main part of study, consisting of three
chapters.
Chapter 1 discusses the role of listening in language learning and teaching. Then, it
reviews previous studies on listening problems faced by language learners in general and
in Vietnamese context. Finally, it deals with theories on common potential problems in
EFL listening comprehension.
Chapter 2 introduces the context of Hanoi Univesity of Industry where the study is
conducted. It also describes the methodologies employed in the study in terms of the
research questions, target population and sampling, the data gathering instruments and data
analysis.
Chapter 3 presents the results, discussion of major findings on factors causing challenges
faced by the non-English major freshmen at HaUI and the particular factor posing the most
difficulty for them in learning English listening comprehension.
The third part, Conclusion, summarizes what are addressed in the study and makes
a brief summary of major findings as well as gives some recommendations. The limitations
and suggestions for further study are also included in the last section.
PART II: DEVELOPMENT
CHAPTER 1: LITERATURE REVIEW
This chapter comprises four sections. The first section discusses the role of
listening skills in language learning and teaching. The second section reviews the studies
conducted on listening problems faced by language learners in general and in Vietnamese
context. Then common potentials problems in EFL listening comprehension are presented in
the third section. Finally, a brief summary of the reviewed literature will be given.
1.1 The role of Listening in language Learning and Teaching
Language acquisition depends on listening since it provides the aural input that
serves as the basis for acquisition, and listening is the first language mode that
children acquire. At birth we know nothing about language, and yet we will complete
much of the first language acquisition process within our first five years, depending
almost exclusively on listening. As it is indicated in second language acquisition theory,


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