PEOPLE’S COMMITTEE OF BINH DUONG PROVINCE

THU DAU MOT UNIVERSITY

FACULTY OF FOREIGN LANGUAGES


REPORT WRITING
IMPROVING LISTENNING ABILITY IN
ENGLISH FOR STUDENTS AT THU DAU
MOT UNIVERSITY

Student: TRẦN NGỌC PHƯƠNG QUYÊN

Code: 2022202010427
Class: D20NNAN05
Lecturer: Nguyễn Thanh Vân
Course: Report Writing in English (0+2)

--- Bình Dương, 2022---

 ASSESSMENT
Score Examiner’s Signature 1 Examiner’s Signature 2
In figures In words

Criteria for assessment

- Topic (10pts):

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- Organization (15pts)

………………………………………………………………………………..

- Quality of Information and Interest Level (15pts):

……………………………………………………………………………….

- Grammar, Usage, Mechanics, Spelling (15pts):

……………………………………………………………………………….

- Resources (15pts):

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- Presentation skill (30pts):

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Total :………………………………………………………………………….
 TABLE OF CONTENT
Abstract.....................................................................................................2
CHAPTER 1: INTRODUCTION...........................................................3
1.1 BACKGROUND OF THE STUDY.....................................................3
1.2 AIMS AND OJECTIVES OF THE STUDY.......................................4
1.3 RESEARCH QUESTION....................................................................4
1.4 SIGNIFICANE OF THE STUDY........................................................4
1.5 THESIS OUTLINE..............................................................................5
CHAPTER 2: LITERATURE REVIEW...............................................5
2.1 THEORETICAL FRAMEWORK........................................................5
2.2 THEME-RELATED FACTORS..........................................................9
CHAPTER 3: METHODOLOGY........................................................11
3.1 RESEARCH METHOD.....................................................................11
3.2 POPULATION AND SAMPLING....................................................11
3.3 RESEARCH INSTRUMENTS..........................................................12
3.4 PROCEDURE FOR DATA COLLECTION.....................................12
3.5 DATA ANALYSIS METHODS........................................................12
CHAPTER 4: FINDINGS AND DISCUSSION...................................13
4.1 THU DAU MOT UNIVERSITY STUDENTS' OVERVIEW...........13
4.2 DIFFICULTY IN LISTENING ENGLISH AT THU DAU MOT
UNIVERSITY STUDENTS.....................................................................14
CHAPTER 5: CONCLUSION AND MAIN SOLUTIONS
PROPOSED............................................................................................15
5.1 SOME SUGGESTIONS FOR IMPROVING STUDENT’S
ENGLISH LISTENING SKILLS.............................................................15
5.1.1 About the lecturers:.........................................................................15
5.1.2 About the students:..........................................................................16
5.1.3 About the school:.............................................................................20
5.2 CONCLUSION:.................................................................................21

TRẦN NGỌC PHƯƠNG QUYÊN 1

 IMPROVING LISTENNING ABILITY IN
ENGLISH FOR STUDENTS AT THU DAU
MOT UNIVERSITY

Abstract: The purpose of this article is to promote the basic aspects of

the role and importance of listening skills in English learning, as well as
to provide methods to assist students in improving their listening skills.
Thu Dau Mot University students encountered, and from there, some
methods to improve their listening skills were suggested. I used a
questionnaire to conduct a survey with 40 students from Thu Dau Mot
University. These students were chosen at random. I use qualitative,
quantitative, and descriptive statistics to analyze the data. The obtained
results indicate that the main causes of the students' poor listening results
are a lack of vocabulary, background knowledge, long listening texts, and
many strange topics,... As a result, the measures that I believe can be
recommended to students to help them improve their English listening
skills. After conducting my research, I discovered three key issues that
must be addressed in order for them to improve. First, it is about teachers
who need to be more creative in their Listening lessons; second, it is
about students; in this section, I have seven suggestions for them; and
finally, it is about the school the students attend that needs to change.
How to make changes to improve students' listening skills.
It is hoped that the solutions proposed in this article will assist Thu Dau
Mot University students in overcoming difficulties and improving and
making good use of listening methods in their learning process.

TRẦN NGỌC PHƯƠNG QUYÊN 2

 CHAPTER 1: INTRODUCTION

1.1 BACKGROUND OF THE STUDY

It can be stated that teaching foreign languages with the goal of

communication is and will continue to be the mainstream trend in our
country's educational institutions. The primary goal of teaching and
learning English is to instill in students basic communication skills
(listening, speaking, reading, and writing). Comprehending what you're
hearing English is no longer a passive skill; rather, it is evolving into an
active skill in which learners actively participate in listening and
processing information, understanding content, and finally responding to
it. According to the author Nunan[1], the communication process will
achieve the desired result only when the listener responds.
Communication may fail due to a lack of listening skills. As a result,
listening comprehension is a critical component of the communication
process. Listening comprehension skills, in particular, play an important
role in the development of English learning for learners. Several studies
conducted around the world have demonstrated the outstanding benefits
of the extended listening method in improving listening skills, improving
pronunciation skills, expanding vocabulary in contexts, and grammatical
phenomena. This method, according to Duzer (1997) [2], also teaches
students self-discipline and self-control while learning.
Currently, at Thu Dau Mot University, I notice that students continue to
struggle with English. According to feedback from the vast majority of
students, they struggle with English listening comprehension skills more
than other skills such as reading, writing, and speaking. The most
important skill in helping students acquire language, improve
pronunciation, and communicate is LISTENING SKILL. As a result, I

TRẦN NGỌC PHƯƠNG QUYÊN 3

boldly introduce some effective methods to help students improve their
listening skills in this article.

1.2 AIMS AND OJECTIVES OF THE STUDY

This study's subjects are 40 Thu Dau Mot University students from
various majors. The goal of this article is to raise awareness of the role
and importance of listening skills in English learning, as well as to
provide methods to help students improve their listening skills.

1.3 RESEARCH QUESTION

The purpose of this research is to determine the current state of English

listening comprehension among students at Thu Dau Mot University, to
identify the factors influencing listening learning, and to propose some
possible solutions to assist students in learning to listen. Students improve
their listening comprehension skills in English. In order to achieve this
goal, I posed the following research questions:
a. How difficult do students find it to listen to English?
b. What solutions can help students improve their English listening
comprehension skills?

1.4 SIGNIFICANE OF THE STUDY

A questionnaire with closed and open questions and answers. (With

closed answers, the lecturer provided some answers to suggest a variety
of answers as well as answers; additionally, we used open-ended
questions to provide students with a variety of answers. The students
were given the opportunity to express their views, problems, difficulties,
and wishes to the teachers) was used to focus on the difficulties students
had with listening, the methods of improving their listening skills, their

TRẦN NGỌC PHƯƠNG QUYÊN 4

thoughts on the content and duration of listening in the curriculum, and
their suggestions for learning listening.

1.5 THESIS OUTLINE

Chapter 1: Describes the background of the paper, the article's aims,

research questions, significance, and the organization of the research
study.
Chapter 2: Defines the terms used in the study report and provides an
overview of the benefits and obstacles of English listening learning.
Chapter 3: Provides an overview of the research methodology used in
the study.
Chapter 4: Present the data in tables and figures, and provide an
overview.
Chapter 5: Explain the findings and show how they different from and
are similar to what has been found in prior published studies.

CHAPTER 2: LITERATURE REVIEW

2.1 THEORETICAL FRAMEWORK

2.1.1 Definitions of Listening

According to Hasan[3], "hearing" and "understanding" are two distinct

processes. "Hearing" is a one-way process in which the listener receives
information with no explanation or interaction with the listening text.
Listening comprehension is a two-way interaction between the listener
and the listening text that assists the listener in gaining a general
understanding of the listening text. This "hearing" and "understanding"
process occurs when the listener selects and interprets information

TRẦN NGỌC PHƯƠNG QUYÊN 5

received by the auditory organs and other visual signs (if any) in order to
comprehend the speaker's message.
This perspective on listening comprehension is also consistent with the
second hypothesis about language supported by Richards[4] and
O'Malley & Chamot[5]. This assumption assumes that listening to spoken
language is an activity and a complex process in which listeners
concentrate on aspects chosen for listening. They deduce the meaning of
the pine message from the sounds heard and relate what they hear to their
current knowledge. According to Brette[6], "listening is a language skill"
decisive language. “It is extremely important in language acquisition”.
Morley[7] found that when comparing listening to other language skills,
some of us listen to "twice as much" what we say, four times what we
read, and five times what we write.
Listening comprehension is defined by Richards[4] and Schmidt[8] as
the process of understanding speech in a first or second language, and
listening comprehension in a second language includes both top-down
and bottom-up processes. (Bottom-up). Brown[9] agrees, arguing that the
"top-down" process occurs when learners use background knowledge and
available vocabulary to grasp the content of the listening passage,
whereas the "bottom-down" process occurs when learners use
background knowledge and available vocabulary to grasp the content of
the listening passage. “-up” means to predict the meaning of new words
based on the context of the listening passage.
Depending on the definitions above, LISTENING COMPREHENSION
is a complex skill. Not only is sound reception required, but so is the
analysis and comprehension of the message content of speech.
As a result, listening is a skill that takes up a lot of time in foreign
language classes. According to Rost[10], listening skills are critical in the
language classroom because if you don't understand the input source at

TRẦN NGỌC PHƯƠNG QUYÊN 6

the appropriate level, learning cannot begin. As a result, listening skills
are essential for speaking skills. Field[11] and Plonsky[12] agree that
listening is the most difficult skill to teach and learn. Then (Cross, 2011;
Graham & Macaro, 2008; Yan, 2012; Yeldham & Gruba, 2016) simply
provided a solution to improve students' listening comprehension and
enhance their understanding of the effects of self-study, motivation, and
self-confidence.
Through the opinions of scholars, as well as the reality of
communication activities, skills. This is important in everyday life,
including language learning. Students can get used to the sounds in
English by listening to them and then pronouncing them. Most linguists
also believe that when learning any language, learners must be exposed to
that language, the best way being through listening comprehension; on
this basis, learners are exposed to the language and its culture.

2.1.2 Classification of Listening

Rubin[13] and Thomson[14] define skill as Listening is classified into

two types based on the type of love failure that occurs during the listening
comprehension process. Compatibility with turmeric: This process occurs
when the listener requests to participate in a future task and the alternate
version is doing the listening and speaking. Face-to-face and telephone
conversations are examples of problems that necessitate interactive
listening. Listeners can ask the interlocutor to speak more clearly, repeat,
or speak slowly if these issues are important to them. Sound
incompatibility: Figure This listening formula occurs when the listener
actively participates in the process of passively listening to an
independent passage phone, a speech, or a conversation.
Researchers in psychology and linguistics have studied the process of
listening comprehension based on the interaction of two cognitive

TRẦN NGỌC PHƯƠNG QUYÊN 7

processes, distinguishing two bottom-up and top-down processes.
Bottom-up learners, according to Nunan[15], "separate the sequence of
speech into forming sounds, connect the sticky sounds together to form
words, connect words together to form sentences, and continue to learn."
The listener comprehends the message during the process of information
processing from the top down. The message is conveyed exactly as the
speaker intended thanks to the presence of schemas or knowledge
structures (schemata or knowledge structure) in the brain. This viewpoint
emphasizes the importance of background knowledge that learners use to
understand the information they hear in order to absorb it by associating
familiar knowledge with new knowledge.
Anderson[16], Lynch[17] and Rubin[13] discussed the bottom-up and
top-down processes in listening comprehension. According to them, the
bottom-up process involves booting by recognizing sounds,
distinguishing words, understanding the grammar structure, and finally
understanding the message's meaning. This is another mechanical process
that is the focus of research. Investigation of some teaching methods
(Brown[9]). The top-down process occurs when people focus on the
general meaning of the text while listening and applying schemas. A
schema, according to researchers, is a framework. Wisdom, which is
based on past experiences, can be used to help the listener understand the
current situation. The work consider ideas and guess the meaning of
words and topic identification are two examples of top-down processes.
The work is handled by the bottom-up process. Understanding language
is a process that involves many stitches in succession, with the output of
each link becoming the input of the next higher link. This is why
Buck[18] refers to this process as sugar one-way.

TRẦN NGỌC PHƯƠNG QUYÊN 8

2.1.3 The importance of listening

According to Rost[10], listening is an essential skill in training a foreign

language learner and can even be used to predict success in language
learning. This viewpoint is also consistent with Richards[4] and O'Malley
& Chamot[5] second hypothesis of language. This assumption is based on
the assumption that listening to spoken language is a complex activity
and process in which the listener focuses on specific aspects of listening.
They deduce the meaning of the message from the sounds they hear and
relate what they hear to their current knowledge. According to Brette[6],
"listening is a linguistic skill" that determines language. It is essential for
language acquisition." Morley[7] noted that when comparing listening
skills to other language skills, each of us hears "twice" what we say, "four
times" what we read, and "five times" what we write.
As can be seen, listening skills are essential in the process of learning a
foreign language.

2.2 THEME-RELATED FACTORS

According to Underwood, learners of English as a foreign language

frequently face the following seven potential difficulties: failure to
control the speaker's speed, failure to repeat what has been heard, and a
speaker's limited vocabulary. Listeners who do not recognize cues, do not
comprehend information, are inattentive, and lack study habits.
Rubin[13] and Thompson[14] identify three issues and offer solutions.
First, the speaker speaks too quickly. If the listener is unable to keep up
with the speaker's pace, they can ask the speaker to repeat, speak louder,
or say the same thing in a different, more understandable way. Second,
viewers of television and movies do not understand the target language.
Based on visual cues, teacher questions, warm-up activities, and their

TRẦN NGỌC PHƯƠNG QUYÊN 9

background, listeners must be able to judge or predict what they will hear
next. Third, when they hear a new word or phrase, listeners tend to stop
listening. As a result, they miss out on information that could help them
understand unfamiliar words or phrases.
Rubin[13] identifies five factors that may influence listening
comprehension. They are as follows: Listening lesson characteristics such
as speaking speed, pauses, stress and rhyme, the distinction between first
and second languages, and so on. Interlocutor characteristics such as
gender, maturity, and language proficiency; Characteristics of the
assignment, such as exercise type; Language proficiency, memory,
concentration, age, gender, first language ability, background knowledge,
and other characteristics of listeners (v) Top-down and bottom-up
processes, parallel processing, listening strategies, and so on are all
characteristics of auditory information processing.
To practice good listening comprehension skills, learners must first
understand some basic listening comprehension strategies. O'Malley &
Chamot[5] distinguish three types of listening strategies: self-
examination, inference based on prior knowledge, and guessing the
meaning of words in context. They argue that the use of these strategies is
dependent on the audience. According to Rubin[13], the application of
listening comprehension strategies is dependent on a variety of factors
such as the listening text, the context, or the tasks to be completed,... And
Rost[10] and Ross[19] investigate whether the use of listening strategies
correlates with language proficiency and practice, and whether improving
listening skills improves quality understanding or not. According to the
findings of this study, the more skilled group of listeners frequently
employ strategies such as hypothesis testing, progressive inference, and
signal extension communication.

TRẦN NGỌC PHƯƠNG QUYÊN 10

 In summary, there are many listening strategies applied to each
audience, each situation, each listening purpose, etc. Teachers and
learners need to actively learn and choose appropriate methods and
strategies and apply to each type of listening. The bottom line is that
whatever listening method or strategy is applied, the ultimate goal of all
listening must be to properly understand the speaker's message and
respond appropriately to that message.

CHAPTER 3: METHODOLOGY

3.1 RESEARCH METHOD

Collected the information using a Google Forms survey. Also read

documents, scholarly research, and domestic and international studies to
help build a logical background.
3.2 POPULATION AND SAMPLING

3.2.1 Population

This research included sending questionnaires and surveys to 50 students

at Thu Dau Mot University. Students from various majors will serve as
research subjects.

3.2.2 Sampling

This study will include 40 students from various disciplines. Their ages
range from 19 to 21. The participants were chosen by the researcher
because they had varying levels of English ability, learning styles, and
attitudes toward English classes. Most of the students participating in the
survey have studied English for more than 5 years (grades 6 to 12). The

TRẦN NGỌC PHƯƠNG QUYÊN 11

number of valid votes is the number of votes that fully answer the survey
questions, reaching 100 out of 100 distributed.

3.3 RESEARCH INSTRUMENTS

The questionnaire contains 28 questions divided into three sections.

Part I consists of three questions designed to collect personal information
from students. Part II consists of 12 questions that probe participants'
perspectives on the errors and difficulties they encounter when listening
to English. Part III contains 12 questions about solutions to help students
improve their English listening skills.

3.4 PROCEDURE FOR DATA COLLECTION

To collect data for the survey, questionnaires will be distributed to 50

students from various majors. The survey was translated into Vietnamese
so that students could easily understand and complete the questions.

3.5 DATA ANALYSIS METHODS

The data in this study will be examined by the researcher using Google
Form.

TRẦN NGỌC PHƯƠNG QUYÊN 12

 CHAPTER 4: FINDINGS AND DISCUSSION

4.1 THU DAU MOT UNIVERSITY STUDENTS' OVERVIEW

80% of the students are students of other majors who are not majoring in
English.The majority of the students (100%) have been studying English
for more than 5 years. 60% of students believe that listening is a difficult
skill for them. Because most teachers in middle and high schools are very
focused on the grammar section and skim through the students' listening
comprehension throughout the process of studying and taking the ability
test from grade 6 to present. This has a significant impact on their current
English listening results. 80% of their teachers provide students with
methods to improve their listening skills, but they are not detailed or
difficult to implement.

TRẦN NGỌC PHƯƠNG QUYÊN 13

4.2 DIFFICULTY IN LISTENING ENGLISH AT THU DAU MOT
UNIVERSITY STUDENTS

Using a Google form survey, I discovered that the problems that impede
students are divided into five major categories, which are as follows:
Lack of vocabulary, poor quality of listening exercises, new/unknown
content/topics, inability to keep up with information due to the
reader/local interlocutor's accent, student's state/psychology.

The first issue with language knowledge is a very limited vocabulary.

Because of their limited vocabulary, they frequently have to reason and
guess the meaning of new words in order to comprehend the information
they have just heard. As a result, they frequently overlook follow-up
information. Furthermore, despite having a large vocabulary, some
students have difficulty listening due to pronunciation errors. Many
words have been learned and remembered, but when they hear them, they
believe it is a new word. Grammar knowledge deficiencies also make
students' listening comprehension difficult. Some students claim that even

TRẦN NGỌC PHƯƠNG QUYÊN 14

when they do not see new words, they do not always understand the
meaning of a sentence.
The students' lack of language knowledge explains their difficulty when
speakers differ in accent, speaking speed (fast, slow), pronunciation,
intonation, and so on. They become confused, nervous, and irritable when
they hear a news report with an unfamiliar voice, a fast pace, or a strange
intonation. This psychological state has an impact on the quality of
listening comprehension, even for known words that they do not
recognize, which can easily lead to the omission of important
information.
Many students report feeling very nervous when listening to English.
Because the information is only passing very quickly, they must always
try to keep up with the speaker's speed, leaving little time to determine
what is the main information and what is the details, making it easy to
miss important information. Anxiety frequently impairs students' ability
to concentrate and has a negative impact on their listening skills.

CHAPTER 5: CONCLUSION AND MAIN SOLUTIONS

PROPOSED

5.1 SOME SUGGESTIONS FOR IMPROVING STUDENT’S

ENGLISH LISTENING SKILLS

5.1.1 About the lecturers:

Lecturers must continue to develop more diverse, easy-to-understand,

appropriate, and appealing resources for both gifted and talented students.
Pre-teaching new words in the listening lesson is also a good idea because
it will help students. Students avoid confusion and comprehend the lesson

TRẦN NGỌC PHƯƠNG QUYÊN 15

more easily. Some techniques that can be used include: using games or
visual objects to introduce the topic of the listening session; assigning
students listening tasks...
Because listening comprehension requires intense concentration, it is
difficult to keep students' attention. Lecturers must use a variety of
methods to make class time more interesting. Instructors can select
listening lessons with amusing illustrations and interesting content. The
teacher can play a song for the students and then ask them to fill in the
blanks. The teacher can show a movie with simple dialogue, and the
students' task is to record as many lines of dialogue as they can. Besides,
lecturers must actively lecture as well as attend hours to accumulate more
experience of colleagues inside and outside the school. Increase the
inclusion of listening comprehension skills in periodic and end-of-term
assessments.
Furthermore, the teacher should have the form Reward and encourage
students actively participate in voicing ideas to build a test, by ordinarily
adding test scores. This will increase motivation and encourage learners
to improve their lesson preparation at home and participate more in
lesson construction in order to earn bonus points.

5.1.2 About the students:

a) Learn to pronounce words from the start.

TRẦN NGỌC PHƯƠNG QUYÊN 16

The first step in improving your English listening skills is to learn proper
pronunciation. Most students concentrate on memorizing grammar and
vocabulary, and school programs frequently emphasize these aspects.
However, as a result of this, many people have become too lazy to listen
and speak less. As a result, we are very familiar with the face and
semantics of words but are unsure about their pronunciation. Learning
how to correctly pronounce each vowel and consonant, as well as stress,
intonation, and other factors, will gradually help you improve your
English listening skills. Mispronunciation can also lead to awkward
communication situations.
b) Listening actively.
Active listening has been shown to be an effective method for improving
English listening skills because it provides many benefits to learners such
as increased concentration, improved English reflexes, and
comprehension. The listening lesson's content is complete and well-
remembered. Here are five steps to effectively practicing active listening.
Step 1: Pay Attention
With this first step, you must concentrate entirely on the content of the
listening. Noise and other external factors can both distract and distract
you. Simply taking your attention away from the listening passage for a
few moments can cause you to miss important information.
So, when practicing active listening, try to find a quiet and comfortable
place where you won't be disturbed during the listening process.
Step 2: Collect and shape data
This means you must absorb the fundamental information and shape its
overall content. You can quickly jot down a few key terms on paper.
To do so, respond to the following questions:
Who is the one speaking?
What is the overarching theme of the discussion?

TRẦN NGỌC PHƯƠNG QUYÊN 17

What is the situation/event mentioned in the listening passage's time,
character, and location?
Step 3: Examine the data.
You must analyze detailed information from the listening passage in this
step, such as data, place names, happenings, events, and so on. Listen and
translate the meaning so that you understand at least 60% of the
sentence's content at the end of each sentence.
Step 4: Recall
Understanding is not enough; you must also memorize the information
from the listening passage. However, for those of you who are just
starting out with active listening, having to memorize a large amount of
information will be extremely difficult. So you only need to remember
the essentials.
Step 5: Summarize:
In this final step, you must reorganize the main content of the listening
lesson in your mind. Try to truly understand what the speaker is saying.
c) Practice guessing word meanings based on context.
Understanding 100% of the listening passage is impossible for those of
you who still have poor listening skills. The important thing to remember
here is that you must understand how to guess the meaning of words
based on context.
When listening to English, try to use words you already know to deduce
the meaning of words you are hearing for the first time. As a result, you
can grasp the fundamentals of the listening lesson. This is a difficult skill
to master because it requires you to think and connect quickly.
d) Immerse yourself in the English language.
Movies, books, and music are extremely useful, popular, and easily
accessible sources of English listening practice. Several studies have

TRẦN NGỌC PHƯƠNG QUYÊN 18

shown that learning English through images and sounds is far more
effective than traditional methods.
As a result, you should make a habit of watching TV shows and movies
from English-speaking countries such as the United States, the United
Kingdom, and Canada. Those of you who are just starting to learn
English, on the other hand, should choose movies with slow speaking
speeds, short duration (up to 20 minutes), and few characters.

e) Actively communicate with foreigners.

Many students are afraid to speak English because they are afraid of
pronouncing it incorrectly and that others will not understand them.
However, this mindset has generally prevented you from improving your
listening and communication skills, as these are two skills that require
regular practice to master. If you do not have the opportunity to meet
foreigners in person, there are many other ways to communicate with
native speakers, such as using chat or messaging apps on social
networking sites (Facebook, Instagram, Twitter).
f) Make use of the Internet's power.
The Internet provides learners with a variety of listening practice
resources such as podcasts, YouTube, and dozens of other websites

TRẦN NGỌC PHƯƠNG QUYÊN 19

dedicated to listening such as Ted, VOA Learning English, BBC, and
others. Your ears will become accustomed to it with just 15 minutes of
listening practice per day. gradually with English pronunciation,
increasing reflexes and listening comprehension ability.
g) Be patient.
Persistence is required for you to stay on the path to mastering Listening
skills. I understand that it is extremely difficult to understand 100% of
English listening lessons, and that learners will face numerous challenges
and difficulties in order to achieve that level.
But keep in mind that "practice makes perfect" (Có công mài sắt, có ngày
nên kim). Today's perseverance and determination will lay the
groundwork for you to reap the sweet fruit later.
So, in this part, I have shared with you all of the information that I have
learned, as well as my own experience, in order to provide the best
solutions for students to improve their English listening skills. Hopefully,
the information I've provided will assist you in selecting the best listening
practice for you.

5.1.3 About the school:

To assist students in self-studying English in general and listening

comprehension skills in particular. For students to learn, schools must be
well-equipped with classrooms, libraries, documents, and technical
equipment. Classrooms, for example, must be equipped with sound,
audio-visual systems, projectors, and a reliable Internet connection to
avoid blurred images and unclear sound. The school can also invite
interns and foreign guests to exchange ideas and create a practical
environment for students to practice their English. Furthermore, the
school requires financial assistance for lecturers and students to travel to
English-speaking countries or to work places for foreigners in Vietnam,

TRẦN NGỌC PHƯƠNG QUYÊN 20

such as Embassy and joint projects with foreign companies that use
English. This will help students see the role and importance of English in
the future, increasing their motivation to learn.
5.2 CONCLUSION:
According to research and a survey of Thu Day Mot University students'
opinions, the role and importance of English, particularly listening
comprehension skills in lessons and communication, is how. However,
my students and I believe that this is the most difficult skill in English
(Listening, Speaking, Reading, Writing). To begin with, it necessitates
that teachers improve their teaching methods and renovate the content so
that it is lively, easy to understand, and appealing to students. Learners
must recognize the significance of listening comprehension skills in
communication and future work, enhancing self-practice through all
means and with the assistance of teachers. All at once, with the above
suggestions, I hope that this will be a useful reference for students and
learners of all ages in teaching and learning English listening skills.

TRẦN NGỌC PHƯƠNG QUYÊN 21

 REFERENCES:
1. Rubin, J., & Thompson, I. (1982). How to Be a More Successful
Language Learner.Boston, Mass. Heinle & Heinle Publishers. -
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