A study on challenges and solutions to improve the listening skill of second year english majored students at english faculty, thuongmai university

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ABSTRACT
English has long been considered a global language. According to the British
Council (2013), today, a quarter of the world's population uses English, and English
has become a tool that allows speakers to access new sources of knowledge and ideas.
The study aims to find out the factors affecting English listening ability and the
strategies implemented that can improve the listening ability of second year English
department students, Thuongmai University. To address these issues, this study
employed quantitative methods and data collection used to conduct the study. The
study used questionnaires and interviews with students of the Faculty of English,
Thuongmai University, as the main research tool to collect data. The results of the
study indicate that most of the challenges that lead to hearing loss are related to the
speaker, the listener, and the listening material. To uncover the obstacles, some
learning strategies used by sophomores are also suggested to help students deal with
difficulties in listening to English. The researcher hopes that this study can help
second-year students of the Faculty of English, University of Commerce improve their
listening skills and support further research to avoid shortcomings and limitations.

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ACKNOWLEDGMENT
During this graduation, I received much-needed help, valuable knowledge, and
encouragement from family, friends, and teachers. People who deserve my gratitude
and respect.
First words. I would like to express my deepest gratitude to my teacher Tran Lan
Huong, who has always enthusiastically guided and helped me to complete this
research task.

Taking this opportunity, I would like to express my sincerest thanks to the
teachers of the Faculty of English, Thuongmai University, who gave me the basic
knowledge to complete this lesson.
I would like to sincerely thank the students of the K55 Faculty of English who
wholeheartedly participated in the research, helped me complete the survey, and
provided me with valuable information by completing the questionnaire. Thanks to
that, I can analyze and make the best suggestions for my research.
I would like to thank all the authors of the books, journals, and other documents
listed in the references section for their ideas that were reflected and developed in the
research.
Last but not least, I would like to express my special thanks to my family for
their unconditional support and encouragement throughout this research. They are a
great source of encouragement for me to complete my studies well.
November, 24th 2022
Student
Thao
Ngo Thi Thao

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TABLE OF CONTENTS

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LIST OF ABBREVIATIONS

No
.

Abbreviations

Vietnamese Meaning

1

ULIS

Trường Đại học Ngoại ngữ
– Đại học Quốc gia Hà Nội

University of Languages &
International Studies

2

VNU

Đại học Quốc gia Hà Nội

Vietnam National University

3

FELTE

4

UTEHY

5

EFL

6

STMIK

7

TMU

Khoa Sư Phạm Tiếng Anh,
Trường Đại học Ngoại ngữ
– Đại học Quốc gia Hà Nội
Đại học sư phạm Kỹ thuật
Hưng Yên
Việc học tiếng anh của
những sinh viên khơng có
ngơn ngữ mẹ đẻ là tiếng
anh
Trường Đại học Bina
Nusantara
Trường Đại học Thương
Mai

LIST OF CHARTS

5

English Meaning

Faculty of English Language
Teacher Education
Hng Yen University of
Technology and Education
English as a Foreign
Language
STMIK STIKOM Indonesia
ThuongMai University


CHAPTER I: OVERVIEW OF THE STUDY

1.1

Rationale
A number worth your attention is that English is the official language of more

than 53 countries and territories. Especially, in the current era of the explosion of
science, technology, and information, the use of English as a foreign language has
gradually become popular and plays an increasingly important role not only in the
country but also in exchanges with other countries on the world. Therefore, in
education in Vietnam, English is a top priority foreign language.
Previously, the main goal of foreign language teaching and learning was reading
comprehension and scientific research. Currently, to serve the policy of opening up,
innovation, and regional and world integration, the goal of foreign language teaching
is communication and the importance of listening skills is also enhanced than ever.
Listening is the most frequently used skill in everyday communication (Morley, 1999;

Scarcella & Oxford, 1992). Mendelsohn (1994) found that listening takes up between
forty-five and fifty percent of total communication time. Therefore, it cannot be denied
that listening is essential for communication and learning a foreign language.
Furthermore, in foreign language learning, listening is a useful means of
providing students with understandable input, which is an essential component of the
entire language learning process. And teaching listening skills in the classroom will
help students transition from classroom English to real-life English more easily and
effectively. Therefore, this study was conducted to help students and teachers pay more
attention to listening skills
The last but not least reason for choosing the title of this thesis is that although
we realize the importance of learning to listen in English, the status of teaching and
learning listening skills has long been underestimated and neglected. are concerned.
According to Hamouda (2013), learners of English as a Foreign Language (EFL) often
have problems with listening comprehension because schools often pay more attention
to teaching grammar, reading skills and vocabulary. Listening skills are not
emphasized in the majority of instructional materials, and teachers do not focus on
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developing these skills in the classroom. He also emphasizes that understanding what
others say is a difficult activity for learners. Learners face a lot of problems when
listening. If teachers want to help learners improve their listening skills, they need to
find out what difficulties learners often face in order to find suitable listening strategies
or effective remedy. Moreover, learning English in Vietnam is about memorizing new
words and sentence structure on paper. As a result, many Vietnamese students, even
those who score well on grammar tests, cannot successfully communicate with
foreigners in everyday conversations. According to Nguyen (2008), not being able to
understand what native speakers say due to lack of understanding is the most serious
cause. In addition, at Thuongmai University, very few studies describe in detail the
problems of second-year students in learning to listen..

That's why this study wanted to give some suggestions to help teachers motivate
students to have more interesting learning and better listening skills. Following
English learning, at Thuongmai University for nearly 4 years, I noticed that secondyear English majors still have many difficulties in listening skills. To help students
improve their listening skills, here are some suggestions to help teachers motivate
students to learn more interesting and better listening skills. With the hope of dipping
into listening problems, a study entitled: " A study on challenges and solutions to
improve the listening skill of second-year English-majored students at English
Faculty, Thuongmai University". This study was conducted for the reasons mentioned
above.
1.2. Previous Studies
1.2.1 National studies
First, a research paper by Nguyen Thi Thu Thao (2013) on the topic: "The main
difficulties in learning cognitive listening skills of first-year students of Faculty of
English Education, ULIS, VNU", has been done. conducted a study to find out the
main difficulties in learning the listening skills of freshmen. The participants were 150
first-year students of FELTE, ULIS, VNU, and the tool was a mixed approach of both
questionnaires and semi-structured interviews. Brief descriptions of the participants as
well as data collection methods are also provided. The results of the study show that
the majority of listening comprehension difficulties relate to four main categories:
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speaker, listener, material, and physical context. To uncover obstacles, some of the
learning strategies that freshmen use are also introduced. Based on the findings of the
study, several pedagogical implications are suggested for teachers and students in their
teaching and learning of listening skills.
Second, a research paper by Bui Thi Thu Huong (2015) on the topic: "Difficulty
in listening comprehension of first-year students of the Foreign Language Department
of Hai Phong University". This is an outstanding problem that students in general and
first-year students in particular, the Faculty of Foreign Languages at Hai Phong Private

University face, which is extremely poor listening comprehension. This leads to
serious consequences for students' low foreign language proficiency as well as
learning and teaching difficulties because listening skills are essential tools when
learning to communicate in any language. other. Problems related to listening
materials, physical limitations of students, assistive devices, in addition, factors
affecting difficulty in listening to English are lack of knowledge and practice,
environment English school…. The purpose of this study is to investigate students'
difficulties in learning English listening comprehension and some solutions. The
subjects of this study are 40 students of the Faculty of Foreign Languages who have
finished semester
Third, a research paper by Phung Thi Tho (2017) on the topic: "Research on
difficulties and solutions in English listening skills of second-year students of the
foreign language department at UTEHY". The research will find out the subjective and
objective difficulties of students in learning listening skills. Then find out the causes of
those problems and solutions for both teachers and students in teaching and learning
listening skills. The research applied qualitative and quantitative methods to conduct
the research. So, data collection tools like questionnaires. Interviews were used to
conduct the research. The research results will show the difficulties that students face
when learning listening skills. More importantly, the research finds out the causes of
those difficulties to come up with a suitable solution to the problem. With the hope of
improving students' listening abilities.

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Fourth, research by Nga HT Nguyen and Nghi TT(2017) Luu on the topic:
"Difficulty in listening to second-year English majors at Tay Do, University in
Vietnam". The study was conducted to find out the problems that second-year students
face in listening to English. Subjects participating in this study are 55 second-year
English majors in English class, class 14 of Tay Do University. Questionnaires and

paper interviews were sent to collect the issues. This is a quantitative and qualitative
study. The results of the study show that vocabulary, pronunciation, background
knowledge, and psychological factors are the main difficulties in listening
comprehension. Based on these difficulties, English learners can find a suitable way to
improve their listening skills. The results of this study may also be useful to those
interested in the field.
Finally, a study by Trinh Vinh Hien (2020) on the topic: "Difficulty and current
situation in listening comprehension" conducted a study on listening difficulties and
the participants were 50 first-year students of the English department. Anh from Lac
Hong University. Quantitative data were collected using closed and open
questionnaires. Trinh Vinh Hien's findings indicate that the most common problems
these students face are a lack of time to study and improve listening skills,
inappropriate strategies that hinder listening comprehension, and listening materials
and Facilities that also cause hearing problems.
In short, all of the research above points to the difficulty of listening skills. The
common point of these studies is that they all found the causes and factors causing
difficulties such as lack of vocabulary, lack of background knowledge, poor
pronunciation, environmental factors, psychological factors,... and some difficulties
related to other factors. Thereby, the researchers are also in sync when from those
difficulties propose solutions to help students improve their own listening skills. At the
same time, suggest solutions for students and teachers to improve their listening skills.
It is the right direction in learning and teaching listening skills.
On the other hand, besides the same factors, each researcher chooses his own
direction and method. If Bui Thi Thu Huong researches first-year students and only
focuses on finding out the factors that cause difficulties only related to listening
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materials, students' physical limitations, assistive devices, lack of knowledge, etc. and
practice, English environment, Phung Thi Tho's research is aimed at second-year

students and more broadly related to teachers to find the subjective and objective
difficulties of students in learning skills. listening skills, , This study is more
outstanding than the previous research because here the researcher also investigates
the levels of using skills to come up with the most appropriate solution direction and
research methods of teaching skills. listening for students more accurate and practical
results in teaching students. Next is the study of Nga HT Nguyen and Nghi TT Luu
and Trinh Van. This study also shows that difficulties in vocabulary, pronunciation,
background knowledge, and psychological factors are difficulties. During the listening
comprehension process, no outstanding issues have been deepened. In each study, the
researchers only went to investigate a few issues that did not cover the entire content
of the difficulty in listening skills. But the most prominent is the study of Nguyen Thi
Thu Thao, which highlights most of the factors that lead to difficulties in all of the
above studies and investigates the extent to which the strategies are used. student. In
addition, this study also raises students' awareness of the importance of listening skills
Through the comparison of domestic studies on the above topic, the
shortcomings of that topic are the basis and gaps for the study to find and discover,
realizing that, the study also applies a several sources of knowledge and experience
found new points and other points that need to be clarified
1.2.2 International Studies
Firstly, Research by Naizhao Guo (2005) on the topic: “Investigate factors
affecting English listening. Understanding and possible measures for improvement”.
This article discusses an investigation of a one-year trial of Teaching English as a
Foreign Language conducted at Shanxi University of Finance and Economics. The
experiment, which involved three teachers and 550 non-English majors from the
University, was funded by the Ministry of Education of China. The study aimed to find
out the factors that influence English listening comprehension and the strategies
implemented that can improve students' listening comprehension. The study also
sought new ways to improve listening comprehension in Teaching English as a
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Foreign Language in the Chinese context. In the light of constructivist linguistic theory
and practice, this paper analyzes the nature of listening - comprehension and the
process of listening comprehension. The paper indicates that among the current
problems and their causes in the practice of English language teaching, the most
frequent are cultural differences and their influence on listening comprehension.
According to Teaching English as a Foreign Language practice at the University, the
author offers a teaching method "based on listening ability, holistic development" and
addresses listening comprehension strategies such as distinguishing different stages of
listening teaching, tailored instruction for individual differences students, developing
students' micro-skills of listening comprehension and especially focusing on cultural
studies in language teaching. The results of the study are significant and could prove
beneficial for English language teaching in Chinese higher education institutions.
Second, “the Comprehensive Issues Listening Study was conducted by third-year
students at STMIK Prabumulih”. Understanding students' learning difficulties can
enable EFL teachers to help students develop effective learning strategies and
ultimately improve their English listening. This article focuses on how teachers
enhance their positive attitudes; they respond by coming up with appropriate strategies
that will allow them to develop their listening skills. Methods using descriptive
research design. Data were collected from questionnaires distributed to 58 thirdsemester students of Information Systems at STMIK Prabumulih. The questionnaire is
designed to collect objective information based on the objectives of the study.
Reference

questionnaire

Hamouda

(2013)

on

factors

affecting

listening

comprehension.
Third, research by VenChanthai Thepvongsa and Nilratana Klinchan with the
topic: "Research on problems in English listening comprehension skills of students
Mathayom Suksa". This mixed-method study aims to investigate problems and
strategies for solving English listening comprehension problems of Mathayom Suksa
students focusing on text listening, speakers, listeners, and physical settings. . Sixty
students and five teachers in Mathayom Suksa at Wat Salak Nuea School, Tambon Ban
Mai, Amphoe Pakredd, Nonthaburi, Thailand for the 2018-2019 school year were
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participated and selected using a quota sampling technique. Questionnaires and indepth interviews were used as tools, and the results of student questionnaires were
analyzed using percentages, mean, and standard deviation by Henderson (1995). Too
fast, they have limited vocabulary as well as poor grammar. paid more attention to the
speaker. Furthermore, students need to practice listening with native speakers and
watching English media to get used to English sounds. Finally, they need to increase
their vocabulary, grammar, slang, and idioms.
Fourth, Hamouda (2013) examined: ‘Hearing difficulties encountered by Saudi
students in their listening learning process. The study was a mixed approach using
questionnaires and interviews. The participants were 60 first-year English majors at
Qassim University. Listening comprehension seems to be the weakest skill and
students have many listening problems. Data was collected through questionnaires and
interviews. Research indicates that stress, pronunciation, insufficient vocabulary,

different accents of speakers, lack of concentration, anxiety, and poor recording quality
are the main listening comprehension problems faced by Saudi EFL learners.
Finally, Professor Watjana Suriyatham's research on the topic: a study on the
problem of listening in English and the effectiveness of listening of business students
at Bangkok University. This study was conducted with 30 business students at
Bangkok University to investigate their English listening and listening problems. The
questionnaire, IELTS Test, and Interview were used in this study as tools for data
collection. As a result, the data will be analyzed using SPSS. The results of the study
show that the main cause of hearing problems for students is listening. However, the
main factors that cause listening problems are a lack of listening practice and a lack of
exposure to different types of listening materials. The findings of this study will be
great information for teachers to recognize students' hearing problems. Research
studies, the findings of this study will be useful to probe hearing problems at a deeper
level. On the contrary, this study will be useful for the document developer to design
effective listening material for college students.
Similar to domestic studies, international studies also have common
characteristics that lead to difficulties due to factors such as vocabulary, different
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accents, stalemate, grammar, slang... In addition, the researchers also found some
solutions for students to apply from the difficult results found. Analytical data are
analyzed by researchers through interview tables, analyzed through SPSS and excel,
mainly to increase the accuracy as much as possible.
Besides, each study brings its own specific features. As for the Hamouda study
(2013), this study is limited to 60 students, so the results are quite subjective and not
really inclusive for all English learners, so this study only shows some key points
related to difficulty in listening skills. If Hamouda's study (2013) does not mention a
specific solution for students, the research paper of third-year students at STMIK
Prabumulih deepens and expands to investigate the influence of Reading skills. This

writing focuses on how teachers enhance their positive attitudes; they respond by
coming up with appropriate strategies that will allow them to develop their listening
skills. Next is the study of VenChanthai Thepvongsa and Nilratana Klinchan. Another
difference compared to other studies is that this study uses quota sampling technique to
investigate difficulties and provide solutions, especially In particular, they find out that
students need to practice listening with native speakers and watch English media to get
used to English sounds. In addition, research by Watjana Suriyatham found that the
main factors causing hearing problems were lack of listening practice and less
exposure to different types of listening materials for 30 business students at Bangkok
University, This study was conducted to find out for business students, not English
majors, so the emphasis is on how the difficulties between English majors and nonEnglish majors are similar and different. Of all the above studies, the study of Naizhao
Guo (2005) is the most comprehensive and comprehensive. This study talks about the
difficulties related to listening skills found in the research of Hamouda (2013),
VenChanthai Thepvongsa and Nilratana Klinchan and the solutions to improve
listening skills found in the study of third-year students. at STMIK Prabumulih,
Watjana Suriyatham. The experiment involved three teachers and 550 students.
Research is also looking for new ways to improve listening comprehension using
TEFL. The article points out that among the current problems and their causes in
English teaching practice, the most common are cultural differences and their
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influence on listening comprehension. The results of the study are very important and
could prove beneficial for English language teaching in Chinese higher education
institutions.
In summary, the researchers' findings are a premise for future studies to find out
what is lacking and has not yet had consistent results. Although this is an international
study with cultural characteristics and different approaches, the results are still valid
for Vietnamese students, this study also needs to learn from other studies that are not
applicable. what is already there and discover more what is not

1.3 Aims of the study
The study was carried out with the following objectives:
1.3.1 Common goals
This study was conducted to survey the current situation of learning English
listening skills of students from the Faculty of English, University of Commerce in
order to find out the causes of the difficulty in learning listening skills.
1.3.2 Specific goals
More specifically, this study investigates to identify factors that cause challenges
for second-year English students at Thuongmai University in learning English
listening. In addition to uncovering the problems faced by second-year students, the
researcher wishes to offer some recommendations and possible solutions to overcome
the difficulties and meaningful challenges and pedagogical suggestions to improve the
effectiveness of teaching and learning effective listening skills at the University of
Commerce. They will be very helpful for teachers to motivate their students in
listening classes. These suggestions are also intended to help students get up to speed
in a normal conversation in life, thereby improving communication.

1.4.

Research Subjects
The study focuses on challenges in learning listening skills of second-year
English majors at Thuongmai University. After that, the study will offer some learning
solutions based on the collected data with the hope of helping students overcome
difficulties in learning listening skills of students

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1.5 Scope of the study
For this research paper, the English department of Thuongmai University is the

space to complete the research paper. With the implementation time in the second
semester of the academic year 2021-2022.The study talks about the challenges and
solutions in listening skills of second-year students of English department of business
university. Due to time and knowledge limitations, this study cannot cover the whole
issue of listening skills. It focuses solely on exploring common challenges and
difficulties that students face in listening. Furthermore, research cannot reach all
students at Thuongmai University. It is only for 2nd year students of English
department of business university which is the scope of this research
1.6 Research methodology
In this study, the researcher conducted the research by quantitative method and
collected data. The study was conducted with the participation of 130 second-year
students from the Faculty of English, at Thuongmai University. Including survey
questionnaires for students, and interview questions for 2 nd-year students - Faculty of
English, Thuongmai University. The objective of this study was to obtain factual
descriptive data on listening comprehension problems in the second semester of
second-year English majors at Thuongmai University.
1.6.1 Population and Sampling of the Research
A population is a group of people who share Creswell’s characteristics (2012, p.
625). This study was conducted at the Department of English, Thuongmai University,
to explore the challenges in learning listening skills. The study was conducted with the
participation of 130 second-year students of the Faculty of English, who are studying
in the second semester of 2021-2022, at Thuongmai University. Research is limited to
students because such sophomores have achieved a certain level of English after
graduating from high school. A large number of students have studied English for 7
years (4 years of middle school and 3 years of high school). However, their English
proficiency is quite similar as most of them come from different rural areas and are
influenced by the local community. The program taught English to high school
students before, so students did not have many opportunities to practice their English
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skills. Therefore, when entering Thuongmai University, their English proficiency is
still limited and they face many difficulties in learning. The random selection of
second-year English majors will yield the most objective and reliable results. Besides,
the students had a year to get used to the English environment at university, unlike
what they learned in high school. Moreover, the second year is the year when
Thuongmai University has the subject of listening skills, the students will receive a full
range of knowledge and skills from the teachers. In short, it is extremely urgent to find
and deal with these problems in the first steps of English language acquisition.
1.6.2 Research tools
1.6.2.1 Questionnaire
1.6.2.1.1 Justification for the use of questionnaires
As mentioned in the previous section, questionnaire was chosen as the data
collection method for the study. In making such a decision, the researcher must
carefully weigh the advantages and disadvantages of this type of tool.
The popularity of using questionnaires in research is due to their ease of
construction, high flexibility, and ability to gather large amounts of information
quickly. In addition to the time benefit, the questionnaire was also attracted by the
effort and financial resources of the researcher. Regarding time efficiency, Dornyei
(2003) states that the questionnaire can be used “to collect a large amount of
information in less than an hour” (p.9). Moreover, with the help of modern computer
software, the time and cost for data processing can be reduced 18. Therefore, this tool
is the most suitable collection method from the point of view of Researchers.
1.6.1.2 Description of survey questionnaire
A self-report questionnaire (see Appendix) was developed to collect relevant data
on listening difficulties as well as solutions. There are 12 questions and 44 statements
designed for second-year English majors at TMU to explore challenges and solutions
in listening. The questions are arranged as follows,
Part 1 includes 4 questions (1, 2, 3,4,5) used to talk about students' attitudes
towards listening skills. Question 1,2) general information about students. Question 3

is the students' perception of the level of listening skills (very difficult, difficult,
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medium difficult, easy). Question 4 is used to measure students' self-study listening
skills. Question 5 is to learn about the importance of listening skills for students
Part 2 consists of 3 sentences (6, 7, 8) used to talk about challenges that make it
difficult for students in listening skills. Question 6 is used to investigate difficulties
related to listeners in listening skill with 19 commands (1-19) Question 7 is used to
detect difficulties related to learners in listening skill with 14 commands (20- 34).
Question 8 is used to find problems related to the material in listening skills with 9
statements (35-44)
Part 3 includes questions 9 research on factors affecting listening skills
Part 4 includes questions (10,11,12,13) about strategies students use and should
do in listening skills.
Finally, question 14, open-ended question "What solution do you recommend to
improve English-listening and overcome those obstables?"
1.6.2.2 Interview
1.6.2.2.1 Justification for the use of interview
As mentioned above the disadvantages of using questionnaires, the researcher
overcomes these disadvantages by interview method. According to Thanajaro (2000),
qualitative interviews help the researcher to gain deeper insights into the attitudes,
actions and actions of the participants. Interviewing is a versatile data collection tool
that includes multi-sensory channels from verbal and non-verbal. This method is very
useful to get detailed information about personal feelings, perceptions and views. By
providing opportunities for learners to report on their own words, attitudes and insights
can be gained. In addition, it can provide high response rate, high reliability and face
validity. It is very helpful for the researcher to avoid ambiguity and misunderstanding.
On the contrary, conducting an interview can be costly and time consuming. In more
detail, the researcher needs more time to go through each step from setting up the

environment, interviewing, recording, analyzing and then reporting the results.
therefore, in order to eliminate the limitations of this method, the interview questions
and context should be carefully prepared in advance. Each interview lasted
approximately 20-25 minutes and all interviews were recorded. In addition, notes are
17


also used to record important information. Interviews were conducted with 10
sophomores.
1.6.2.2.2 Description of the interview
A semi-structured interview question list designed to gain insight into the
listening strategies adopted by the participants. To study strategies used by
sophomores in learning listening. Since this is a semi-structured interview, the
researcher may add or remove some items to achieve the goal. The interview consists
of 7 created question items but there are 3 that need attention as follows
Question 1: What is the problem affecting your understanding as a listener?
This question is asked to identify the factors that cause challenges in listening
skills to determine which second-year English majors are facing difficulties related to
which problem to find out appropriate measures for students to improve their listening
skills
Question 2, "Some of the above difficulties, which are the most difficult?"
With this question, the researcher wants to determine which factors have the most
influence so as to determine what is the focus of the problem causing hearing
difficulties for students so that students can find out what is the best solution for
yourself when facing such a big obstacle?
Final question: What impact do strategies have on students?
Ultimately, this question involves applying strategies to problems. The purpose
of this question is to find a solution when applying the appropriate strategies, it is not
always successful to apply the strategy, but we must consider that factor that works for
students or not, that's the main purpose of this question

The online interview was conducted with 30 students from Faculty of English,
University of Commerce. All agreed to help the researcher in a helpful and
comfortable manner. The purpose is to collect students' opinions on factors affecting
English listening skills and make suggestions to improve this skill. After the interview,
I based on the interview results to analyze the data. Interview results will be carefully
recorded. Analysis of interview data will be presented with data collected from
questionnaires in each section.
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1.6.3 Data collection process
To increase the reliability and validity of the study, a random sampling procedure
was applied to the survey questionnaire. Questionnaires will be set up and surveyed for
130 students. In the first part of the questionnaire, the students were informed about
the objectives and implications of the study, then, the students were asked to survey
most objectively. Furthermore, when they had completed their answers, they were
asked to check their answers for incomplete or missing answers.
Students were selected to submit voluntary, non-coercive, and non-business
comments, and questions that were objective, and to increase the coherence of the
thesis interviews were conducted to discover different ideas to donate to the province multi-use and asymptotic to the love of scientific research. The research and the
questionnaires including the interviews did not affect the results and did not interfere
with the acquisition and learning process of survey participants. The questionnaires
were not related to other factors such as personal information, information related to
culture, ethnicity, non-linearity, cultural criticism, ethnicity, and non-racism. , gender.
Before conducting the interview, the subjects were informed about the objective
and process of the interview. To alleviate their fear of revealing their honest views and
to ensure a better and legal outcome, IntervieWers were told that their responses would
be kept confidential.
Data collection process: Conducted in 3 stages
Stage 1: Distributing survey forms: Live survey forms are distributed to secondyear students of the Faculty of Business English and sent the link to the online survey

form and forwarded those online questionnaires to students via the following channels.
social networks like Facebook, zalo….
Stage 2: Collecting questionnaires and interviewing: After handing out the
questionnaires directly, I collected them immediately. In addition, the online survey
information has been stored in the software. As for the comments on the interview, I
proceed to record according to the name of the interviewee in a clear, specific, and
scientific way.

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Stage 3: Conduct data check: Data is collected from surveys and interviews.
Using the methods of synthesis and statistics mentioned in the next chapter to measure
the results of the research. Reuse methods to validate the survey's number of
questionnaires and interviews accurately.
1.6.4 Methods of data analysis
To investigate student feedback towards student listening comprehension
problems, the researcher has put together a questionnaire, after taking data from the
questionnaire, it is analyzed by using formula and ratio conversion percentage. This
formula is used to process data results from the questionnaire, reducing the calculation
time for researchers and giving the most accurate results.
A formula for the questionnaire:
P=

[ ]

F
Χ100
N

Questionnaire formula
P: Result of percent
N: Total score for each factor
F: Total number of answers for each factor
(Sugiyono, 2011, p.94)
After completing the data counting, for the data obtained from the questionnaire,
the results were collected and analyzed using Microsoft Excel software in one
percentage point. The data will then be illustrated through graphs and tables to remove
descriptions of the findings. It helps me confirm the results of the questionnaire
survey. This method saves researchers' research time, and accurate results. The
analysis helped researchers to highlight some of the conclusions from this study.
Includes the following steps:
Step 1: Clean data: The transcription of the data has been carefully checked and
inaccuracies or incompleteness will be selected to make the collected data reliable.
After distributing and collecting 130 questionnaires
Step 2: Categorize the data: The researcher classified the primary data according
to the research questions.
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