BỘGIÁO DỤC VÀ ĐÀO TẠO
TRƯỜNG ĐẠI HỌC QUẢN LÝ VÀ CÔNG NGHỆ HẢI PHÒNG
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KHÓA LUẬN TỐT NGHIỆP
NGÀNH : TIẾNG ANH THƯƠNG MẠI
Sinh viên : Nguyễn Diệu Linh
Giảng viên hướng dẫn: Nguyễn Thị Thu Hương
HẢI PHÒNG 10– 2020
BỘ GIÁO DỤC VÀ ĐÀO TẠO
TRƯỜNG ĐẠI HỌC QUẢN LÝ VÀ CÔNG NGHỆ HẢI PHÒNG
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A STUDY ON SOME DIFFICULTIES ENCOUNTERED BY
SECOND-YEAR ENGLISH MAJORED SUTDENTS IN
LEARNING ENGLISH LISTENING SKILL ONLINE AT HAI
PHONG MANAGEMENT AND TECHNOLOGY UNIVERSITY
KHÓA LUẬN TỐT NGHIỆP ĐẠI HỌC HỆ CHÍNH QUY
NGÀNH: TIẾNG ANH THƯƠNG MẠI
Sinh viên : Nguyễn Diệu Linh
Giảng viên hướng dẫn: THS.Nguyễn Thị Thu Hương
HẢI PHÒNG 10 – 2020
BỘ GIÁO DỤC VÀ ĐÀO TẠO
TRƯỜNG ĐẠI HỌC QUẢN LÝ VÀ CÔNG NGHỆ HẢI PHÒNG
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NHIỆM VỤ ĐỀ TÀI TỐT NGHIỆP
Sinh viên: Nguyễn Diệu Linh
Mã SV: 1512752012
Lớp : NA1901T
Ngành : Tiếng Anh Thương Mại
Tên đề tài: A study on some difficulties encountered by second-year
english majored sutdents in learning English listening skill online at Hai
Phong Management and Technology University
NHIỆM VỤ ĐỀ TÀI
1.
Nội dung và các yêu cầu cần giải quyết trong nhiệm vụ đề tài tốt
nghiệp
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2.
Các tài liệu, số liệu cần thiết
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3.
Địa điểm thực tập tốt nghiệp
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CÁN BỘ HƯỚNG DẪN ĐỀ TÀI TỐT NGHIỆP
Họ và tên : Nguyễn Thị Thu Hương
Học hàm, học vị : Thạc sĩ
Cơ quan công tác : Trường Đại học Quản lý và Công nghệ Hải Phòng
Nội dung hướng dẫn: A study on some difficulties encountered by second-
year english majored sutdents in learning English listening skill online at Hai
Phong Management and Technology University
Đề tài tốt nghiệp được giao ngày 03 tháng 08 năm 2020
Yêu cầu phải hoàn thành xong trước ngày 23 tháng 10 năm 2020
Đã nhận nhiệm vụ ĐTTN Đã giao nhiệm vụ ĐTTN
Sinh viên
Giảng viên hướng dẫn
Nguyễn Diệu Linh Nguyễn Thị Thu Hương
Hải Phòng, ngày 01 tháng 07 năm 2020
TRƯỞNG KHOA
CỘNG HÒA XÃ HỘI CHỦ NGHĨA VIỆT NAM
Độc lập – Tự do – Hạnh phúc
PHIẾU NHẬN XÉT CỦA GIẢNG VIÊN HƯỚNG DẪN TỐT NGHIỆP
Họ và tên giảng viên: ………………………………………………………………………………………
Đơn vị công tác:
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Họ và tên sinh viên:
…………………………………… Chuyên ngành: ………………………….
Nội dung hướng dẫn: …………………………………………………. ………………………………….
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Tinh thần thái độ của sinh viên trong quá trình làm đề tài tốt nghiệp
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1. Đánh giá chất lượng của đồ án/khóa luận (so với nội dung yêu cầu đã đề
ra trong nhiệm vụ Đ.T. T.N trên các mặt lý luận, thực tiễn, tính toán số
liệu…)
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3. Ý kiến của giảng viên hướng dẫn tốt nghiệp
Được bảo vệ
Không được bảo vệ
Điểm hướng dẫn
Hải Phòng, ngày … tháng … năm ……
Giảng viên hướng dẫn
(Ký và ghi rõ họ tên)
QC20-B18
CỘNG HÒA XÃ HỘI CHỦ NGHĨA VIỆT NAM
Độc lập – Tự do – Hạnh phúc
PHIẾU NHẬN XÉT CỦA GIẢNG VIÊN CHẤM PHẢN BIỆN
Họ và tên giảng viên: ………………………………………………………………………………….
Đơn vị công tác:
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Họ và tên sinh viên:
……………………………….. Chuyên ngành: …………………………
Đề tài tốt nghiệp:
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1. Phần nhận xét của giáo viên chấm phản biện
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2. Những mặt còn hạn chế
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3. Ý kiến của giảng viênchấm phản biện
Được bảo vệ
Không được bảo vệ
Điểm phản biện
Hải Phòng, ngày … tháng … năm ……
Giảng viênchấm phản biện
(Ký và ghi rõ họ tên)
QC20-B19
ACKNOWLEDGEMENT
First of all, I would like to send my sincere thanks to all my teachers at
the Faculty of Foreign Languages, Hai Phong Management and Technology
University who have handed me basic knowledge to complete this study.
Secondly, I wish to express gratitude to my supervisor – Mrs. Nguyen Thi
Thu Huong, the English teacher of Faculty of Foreign Language, who has
always been willing to give me valuable advice and suggestions in order that I
can complete this study successfully.
Thirdly, I am equally indebted to my classmates for their suggestions and
encouragements in the process of my study.
Last but not least, I would like to express my special thanks to my family
members who gave me their love, care, support and encouragement so that I
could accomplish my study.
Hai Phong, October 2020
Student
Nguyễn Diệu Linh
TABLE OF CONTENT
Page
ACKNOWLEDGEMENT
CHAPTER I: INTRODUCTION………………………………………… .1
1.1. Rationale…………………………………………………………………1
1.1.
Aim of the study………………………………………………………….1
1.2.
Research Questions……………………………………………………….1
1.3.
Scope of the study………………………………………………………….1
1.4.
Method of the study……………………………………………………….2
1.5.
Design of the study………………………………………………………..2
CHAPTER II – LITERATURE REVIEW…………………………………..3
2.1. Theoretical background of listening……………………………………..3
2.1.1. Definition of listening skill………………………………………………3
2.1.2. Listening process………………………………………………………..3
2.1.3. Types of listening………………………………………………………..4
2.1.4. Difficulties in learning listening skill…………………………………….6
2.2. Theoretical background of online learning……………………………..8
2.2.1. The definition of learning online…………………………………………8
2.2.2. Ways to learn English online…………………………………………….9
2.2.3. Difference between online learning and traditional learning……………11
2.2.4. Difficulties in online learning……………………………………………13
CHAPTER III: METHODOLOGY…………………………………………14
3.1. Sample and sampling………………………………………………………14
3.2. Instruments…………………………………………………………………14
3.3. Data collection…………………………………………………………….14
3.4. Data analysis ………………………………………………………………15
CHAPTER IV: DATA ANALYSIS, FINDINGS AND SUGGESTED
SOLUTIONS…………………………………………………………………..16
4.1. Data analysis and findings…………………………………………………16
4.2. Suggested solutions………………………………………………………..25
CHAPTER V: CONCLUSION………………………………………………27
5.1. Summary of major findings and discussion……………………………….27
5.2. Limitations and ssuggestions for further studies…………………………..27
REFERENCES..………………………………………………………………28
APPENDICES
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CHAPTER I: INTRODUCTION
1.1. Rationale
We all know that English is widely spoken all around the world and it
always plays an important role in most fields of our lives. Therefore, mastering
English is one of the essential demands of future citizens. There are four basic
skills in learning English including writing, reading, speaking and listening.
Among them, listening is considered as the most difficult skill to master for
most learners.
From the fact that most second-year English majors at Hai Phong
Management and Technology University complained that they were bad at
learning listening English in traditional ways and online and they particularly
expected to have some effective solutions for their better online learning during
a Covid-19 pandemic, I had chosen the topic “A study on some difficulties
encountered by second-year English major students in learning English
listening skill online at Hai Phong Management and Technology University” for
my graduation paper. With this study, I wish to point out difficulties that these
learners have faced with. From the findings, some solutions will be suggested
for both students and teachers to help them do their work better.
1.2.
Aim of the study
The research aims at:
Find out some difficulties encountered by second-year English majored students
in learning English listening skill online at Hai Phong Management and
Technology University
Give solutions to help students overcome their problems
1.3.
Research questions
The study focus on answering two following questions:
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1. What are difficulties second-year English majored students encountered
in learning English listening skill online at Hai Phong Management and
Technology University?
2. What are suggestions for students and teachers to deal with those problems?
1.4. Scope of the study
This paper only focuses on subjects as second-year English majored
students when they learn listening skill online.
1.5. Method of the study
In order to achieve the aims of the study mentioned above, the quantitative
method (survey questionnaire) was used to collect information and evidence for
the study.
All the recommendations included in the study were based on the data
analysis.
1.6. Design of the study
My graduation is divided into five chapters:
Chapter I: Introduction is the introduction of my study including rationale,
aims of the study, research question, scope of the study, methods of study, and
design of the study.
Chapter II: Literature review consists of two main parts: theoretical
background of listening and theoretical background of online learning
Chapter III: This chapter describes subjects, instruments to carry out the
research, the way to collect and analyze data.
Chapter IV: data analysis, findings and suggested solutions shows detailed
results of the survey and comprehensive analysis on data collected. It also refers
to findings and offers some recommendations.
Chapter V: Conclusion presents the review of the study, suggestions for
further research and limitations of the study.
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CHAPTER II: LITERATURE REVIEW
2.1. Theoretical background of listening
2.1.1. Definition of listening skill
There are a lot of different definitions of listening provided:
According to Littlewood (1981), listening demands active involvement
from the hearer. In order to construct the message that the speaker intends, the
hearer must actively contribute knowledge from both linguistic and
nonlinguistic sources. Only by applying the knowledge of the language, can the
hearer divide the continuous stream of sound into meaningful units and only by
comparing these units with the shared knowledge between himself and speaker,
can the hearer interpret their meaning.
Mary Underwood (1989:1) gives that “listening is the activity of paying
attention to and trying to get meaning from something we hear so that the
listener must recognize and interpret the other factors which are used to convey
the messages”.
Field (1998:38), listening is “an invisible mental process, making it
difficult to describe. Listeners must discriminate between sounds, understand
vocabulary and grammatical structures, interpret stress and intention, retain and
interpret this within the intermediate as well as the lager socio-cultural context
of the utterance.
Rost (2002) defines listening as a process of receiving what the speaker
actually says, constructing and representing meaning, negotiating meaning with
the speaker and responding, and creating meaning through involvement,
imagination and empathy.
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In short, listening is a complex and active process of interpretation in
which listeners match what they hear with what they already know to understand
the spoken language.
2.1.2. Listening process
Listening process is viewed differently. It can be divided into steps or is
considered as an interpretive process. Lisa J. (2008:1) looks at listening with a
five – step process: attending, understanding, interpreting, responding and
remembering. While, other linguists give five common steps: hearing, attending,
understanding, responding and remembering. Hearing is a prerequisite to
listening. It occurs when sound waves strike the ear. Attending is a
psychological choice involving filtering out some messages and focusing on
others. Understanding refers to making sense of a message by assigning
meaning to it. Responding is providing feedback to the speaker. Lastly,
remembering is the process of recalling information from memory. In five steps
above, the responding step seems to be omitted because learners only listen to
the listening and do exercises; they have no chance to reply messages. The
remembering step is very important when helping learners to finish their
listening tasks.
Some linguists like Gary Buck (2001:2) and Brown (1994) divide listening
with two processes: bottom – up processing and top – down processing. In the
view of Brown, bottom-up processing means that learners rely on “their
linguistic knowledge to recognize linguistic elements – vowels, consonants,
words, sentences to do the construction of the meaning”. In top-down
processing, learners use their prior knowledge to make predictions about the
text. “The top-down model of listening involves the listener in actively
constructing meaning based on expectations, inferences, intentions, knowledge
of schema and other relevant prior knowledge and by a selective processing of
the input” (Brown,1994).
2.1.3. Types of listening
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2.1.3.1. Real-life listening
According to Adrian (1995), there are two ways people often listen in real-
life. They are casual listening and focused listening.
Casual listening is listening to someone or something that do not need pay
too much attention and concentration. This type of listening has no specific
purpose such as listening to the radio while studying or the example; television
set is on while we are doing something else. The characteristic of this listening
type is that you do not pay attention to listen, but also be distracted by other
things therefore we may not remember much of what we hear or there may be
nothing in our mind.
Focused listening is intentional and systematic process. The listener gives
his full attention and concentration on what the speaker is saying to get
information, knowledge and ideas. The focused listening skill involves learning
to set aside all your usual reactions, your opinions, judgments, advice,
suggestions and just say back, or reflect, what the other person is trying to say. If
the listener expects and needs are intentional, his listening is likely accurately
perceived and understood than that which is unexpected, irrelevant or helpful.
For example, when you see the news for the purpose of receiving information,
you will really focus on listening to the news without responding, not answering,
and doing other jobs during the listening process, this called focused listening.
2.1.3.2. Class-room listening
According to Rixon (1986) and Hubbard, R and others (1984), there are two
kinds of listening in classroom, they are: intensive listening and extensive
listening.
Intensive listening is the careful, focused listening to a short passage for
detailed information or for full comprehension. For example, listening to the
announcement, listening to the instructions or listening to the weather forecast.
There may be much concrete information for this kind of listening and learners
often find it difficult to get full comprehension in the first listening. This helps
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learners develop their listening skill or knowledge of the language in their effort
to do exercises or other activities. The passage should be short so that learners
have chances to get to grip with the content, have several tries at difficult parts
and to be fitted within the time allowed of a lesson. Learners also feel it easy,
interesting and encouraging when they listen to a short passage. Therefore, they
often listen with a great concentration and stretching effort.
Extensive listening is free and general listening to natural language for
general ideas, not for particular details. The listening passages for extensive
listening can be long (stories) or short (jokes, poems). The language that is used
in this type of listening is often within the students’ current ability so that
students find it pleasing and interesting when they are listening. Students feel
satisfied as they can understand the passage well. They are not asked to do any
language work and they can do their listening freely without any pressure.
Moreover the topics are various and entertaining, it, therefore, motivates
students to develop their listening skill as well as exposes them to valuable extra
contact with spoken language.
2.1.4. Difficulties in learning listening skill
2.1.4.1. Listening problems
It can be seen that second year students at Hai Phong Management and
Technology University have to deal with a great deal of difficulties in listening
online as listening in somehow is a receptive skill. However, the listening
process is often described from an information processing perspective as “an
active process in which listeners select and interpret information that comes
from auditory and visual clues in order to define what the speakers are trying to
express” (Thompson & Rubin, 1996, p.331). Considering various aspects of
listening comprehension, Underwood (1989) organizes the major listening
problems as follows: (1) lack of control over the speed at which speakers speak;
(2) not being able to get things repeated; (3) the listener’s limited vocabulary; (4)
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failure to recognize the “signals”; (5) problems of interpretation; (6) inability to
concentrate; (7) and established learning habits.
Underwood (1989) sees these problems as being related to learners’
different backgrounds, such as their culture and education. She points out that
students whose culture and education includes a strong storytelling and oral
communication tradition are generally “better” at listening comprehension than
those from a reading and book-based cultural and educational background.
Moreover, learners whose native language possesses the stress and intonation
features similar to those of English are likely to have less trouble than the
learners whose is based on different rhythms and tones. Under these
assumptions, the learners in the present study, of Vietnamese background that is
characterized by the language of different tones, appear to operate under the
least-optimal English language learning circumstances, and therefore face a
great deal of difficulty in listening.
2.1.4.2. Language problems
Mastering a foreign language is not an easy task, listening acquisition is
much more challenging to second- years students compared with other language
skills. Anne Anderson and Tony Lynch (1988, p.37) argues that second years
students will still face problems in listening created by primarily linguistic
knowledge though language system may not always be the principal cause of
difficulty. They explain that one seemingly obvious way in which input can be
more or less complex is in terms of its syntactic structure for ESL learners. It is
understandable as learners adopt a target language that possesses certain
characteristics far different from their native one in terms of grammatical
structures, lexicon, vocabulary and its mechanism meanwhile listening is most
closely related to mechanics which refer to basic sounds of letter and syllables,
pronunciation of words, intonation and stress. Thus, if a beginner student cannot
understand how words are segmented into various sounds, and how sentences
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are stressed in particular ways to convey meaning, then he will find it hard to
understand the meaning of the message.
According to Scarcella and Oxford (1992), listeners comprehend spoken
messages either through isolated word recognition within the sound stream.
phrase of formula recognition, clause or sentence, and extended speech
comprehension. That means ESL students operate simultaneously in one or two
of these areas depending on many factors, one of which is proficiency level.
Usually the second year students operate on the first and second levels of
comprehension. They catch, if hardly at all, particularly the low beginners,
isolated words and can hardly put together the meaning of words put together.
On the second level of comprehension. the student can recognize whole phrases
and simple routine expressions. They can hardly operate on the third level,
understanding clause or sentences, much more so on the fourth, understanding
discourse.
2.2. Theoretical background of online learning
2.2.1. Definition of online learning
The term online learning implies “that the learner is at a distance from the
tutor or instructor, that the learner uses some form of technology to access
learning materials” (Anderson, 2008). Basically, online learning is a method of
exchanging, accessing content and knowledge on electronic devices such as
smartphones, laptops, tablets, … equipped with internet connection. Compared
with traditional learning methods, online learning is superior because they
provide a variety of interactions and connections between learners and teachers.
Teachers and learners can interact with each other through built-in features and
applications such as email, chat, online forums, seminars, … There are two
forms of communication between teacher and student through learning online:
– Synchronous is the form that the people who access the network at the
same time, can exchange information directly as: online discussion, learn on
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livestream, online seminars directly, use some apps like Microsoft Teams or
Zoom,…
– Asynchronous: people do not need to access the network at the same
time, do not need to join in online learning directly class, you can access the
websites where online course and necessary software are built in for people who
want to learn but do not have time, example CD-ROM , email, the online course
on some websites ( VOA special English , BBC learning English, Oxford
dictionary, Duolingo,…)
In short, online learning allows students to manage their own learning
process, from the time, amount of knowledge to learn, especially it allows to
look up online knowledge related to the lesson instantly, check lessons quickly,
exchange with another students or teacher in the learning process.
2.2.2. Ways to learn English online
* Learning on websites
There are many websites designed for learners in learning English. Most of
them are free and usually fall under one of three categories:
– Sites for conversational English listening. Elllo.org is a typical website for
conversational English listening. The site contains conversations in every kind
of English accent, including non-native accents. Elllo.org was created in 2003
by an English teacher in Japan; brings more than 2500 free English lessons to
students in more than 100 countries around the world. Over the past 13 years of
development, Elllo has built a rich and diverse system of subjects; thanks to the
contributions of many lecturers around the world. This website is especially
useful for those who need to practice English listening.
– Sites for practical “daily life” English listening. ESL (English as a Second
Language) is a general English course that is increasingly chosen by more and
more people. The course is designed for all those who have lost their English
roots or an unstable English background wishing to learn English from scratch.
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It’s full of listening exercises related to shopping, travel, school and other daily
situations.
– TED Talks: Sites where people can listen to academic/educational talks
in English. TED Talks just might be the most famous source of English listening
practice. It’s a collection of educational monologues (presentations with one
speaker). TED presentations are made by experts, researchers, scholars, … from
all over the world. Practice of English through TED Talks will help you a lot
such as: improving your English communication skills, improving vocabulary
and grammar, expanding general knowledge about the world, learning speaking
skills in front of a group. bronze.
* Learn through Apps
Using apps for learning English has been popular for the past ten years,
here are some apps commonly used in English learning:
– Duolingo : Duolingo is the basic English learning app; Developed on all
devices from computers to mobile applications (on Android and iOS operating
systems); is one of four English learning apps recommended by the US
government. It’s completely free, Duolingo offers well-organized self-study
courses. The courses focus primarily on reading, writing and listening skills.
– VOA learning English : VOA stands for Voice of America, Voice of
America, is a multimedia news source sponsored and broadcast by the US
government. This app offers a large variety of lessons by video from voice of
American on a wide variety of topics like news, economic, education,… For
English learners, this is a great website. Newsletters on this site are real news
but in a way that is easier to understand such as: adding subtitles, some
newsletters speak slower than usual and specially designed for English learners.
– BBC Learning English is a free website for you to learn English –
English (not British-American) through lessons related to vocabulary, grammar;
are divided according to specific qualifications / fields. This website has a very
clear and logical structure so you can learn easily. In addition, this is a long-
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standing channel (with a history since 1943), so you can be assured of the
quality.
– FluentU : takes real-world videos like music videos, commercials, news
and inspiring talks and turns them into English learning experiences. There are
interactive subtitles. That means you can tap on any word to see an image,
definition and useful examples.
* Learn directly with teacher in online classrooms
This type of learning allows teachers and students to interact directly with
each other through online classrooms. In these classrooms, teachers still play the
main role of imparting their own knowledge based on books and experiences to
students. At the same time, teachers are also responsible for managing and
observing the students’ learning process. The teaching and learning process takes
place entirely on the internet.
Here are some softwares often used in direct online learning:
Microsoft Teams: is an central system capable of connecting, integrating with
many external applications at the same time, used for teamwork especially for
live online learning with many features such as chat, video call, online meeting,
sharing resources, … making it easy for everyone to use when learning on online
class. A student can study online, call and chat with classmate anytime,
anywhere depending on his scheduled study, data are gathered in a single place
to focus on work and very easy to find. The data security of Microsoft teams is
high. However, team notification is bad, never sends notifications that classes
are going on.
Zoom: is an online meeting platform that allows many people to be
connected together over great distances. Zoom features are also close to
Microsoft teams like call video, share documents, record,… but limited time for
the free version only 40 minutes. And zoom’s major disadvantage is the low
security of user information.
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Google classroom: is a tool that integrates Google Docs, Google Drive and
Gmail as an online classroom to help teachers simplify teaching, and is
extremely useful in learning and teaching online. It helps teachers organize and
manage classes easily and conveniently. All your documents, assignments and
grades in one place in Google Drive can be stored. A large amount of data right
on the Drive of the classroom can be shared with students without having to
worry about storage space.
2.2.3. Differences between online learning and traditional learning
* Traditional learning
This method depends on the direct interaction between teachers and
students, the main content is basic knowledge or knowledge that teachers draw
from their own experiences. The main factor of this method is the teachers who
imparted knowledge to students directly, student’s learning is done under the
guidance of teacher, so learning is also very passive.
In the classrooms, teachers and students can directly interact and exchange
with each other to help students learn their lessons more effectively. Teachers
can grasp the strengths and weaknesses of students in the learning process and
can adjust teaching methods to suit students. On the contrary, students can
improve themselves by focusing on developing the strengths and limiting the
weaknesses. However, time and places to study with the traditional method are
limited. Students must spend much time to go to and come back from school and
at least half a day at school.
* Online learning
Online learning brings some advantages. Students just need to sit in front of
the computer to manipulate, study, practice and do exercises as they like.
Functions such as organizing knowledge, representing, then displaying that
knowledge on computers and learning management organization are self-
adjusted and manipulated by students. In this method, the teacher specializes
from the position as the center of the teaching process to the role of the
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organizer to guide students and students’ activities. Teaching activities are the
main activities replaced by active activities, actively absorbing students’
knowledge, and students become the center of the teaching process. Moreover,
this new method is not limited in space and time. Students can learn anywhere
any time, which helps them save a lot of travel costs, study costs, effort,…
Websites often offer a variety of lectures and tests of many fields from basic
levels with many sources and students can choose their own learning styles and
suitable learning speeds for their listening abilities.
However, this method requires learners to be able to work independently
with a high sense of self-awareness. Besides, it is also necessary to show the
ability to cooperate and share effectively online with teachers and other
members. Learners also need to know how to plan suitably for themselves, self-
orient in learning practice, implement the study plan set out.
2.2.4. Difficulties in online learning
Learning English online is a popular form of learning that brings a lot of
convenience for learners. However, besides the advantages, there are also many
limitations that cause difficulties for learners, even adversely affect the learning
results. There are the limitations:
* Interoperability is poor. Students who do not want to be confined to the
framework of a school, who always need a “push” from their teachers to be able
to learn better will have many problems when joining the duty online classes.
Because one of the limitations of online learning is that students will not get the
same interaction with other students and teachers as they would in regular
classrooms.
* Online learning is the new method so that not only students but also
teachers are confused and have difficulty using online learning softwares.
During the learning process, due to poor communication, there are lectures that
students cannot hear and absorb.
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* Students donot have self-study spirit: learning online is not limited in
time and space, so the learning will depend on themselves, so this also makes
the number of students become lazy. In the synchronous form, some students
will turn off the mic, turn off the video right after taking attendance so that they
can do other things without paying attention to the lesson.
* Sound quality, video, recording is not good: because many softwares or
websites provide poor video, image, or audio lessons, or the wifi connection at
the place where students are not good so it is difficult for students to learn what
the lectures convey. Learning will become more difficult.
CHAPTER III: METHODOLOGY
3.1. Sample and sampling
The sample was drawn from twenty two second-year English major students
enrolled in Foreign languages department. They were at the age of 19 to 21.
The number of male and female students was not equal. Female students
accounts for nearly 91% of the student population. Most of them ( 59%) had
learnt English for less than 5 years, the rest had learnt English more than 5
years.
3.2. Instruments
* Survey questionnaire
The survey questionnaire was used to get more information about the
students themselves and their experience in learning English. It was translated
into Vietnamese to help second-year students understand all questions more
clearly and answer them more easily.
The survey questionnaire consists of two sections:
Section 1: The demographic information includes students’ gender, age, and
experience in learning English.
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Section 2: Students’ opinions on difficulties in learning English listening
online.
* Interviews
The researcher gave interviews to students to get more reliable information
for the study.
3.3. Data collection
The researcher went to K23NA class in the morning and gave the survey
questionnaires to 22 students present in the class. Before filling out their
questionnaires, students were told that their participations were voluntary and
their responses would remain confidential; they were also asked to give their
opinions as honestly as possible, which was crucial to the success of this
investigation. After questions were answered, the questionaires were collected.
Some interviews were given to some of 23NA students outside their
classrooms to in order to get data.
3.4. Data analysis
The data were analyzed with two parts including: demographic information
and students’ opinions on difficulties in learning English listening online in
order to find answers for the proposed research questions .
