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    The document summarizes the results of a study on English listening anxiety among 130 Vietnamese high school students. According to a questionnaire: - Nearly half of students felt unconfident listening in English. - Over 50% got nervous if a listening passage was only read once during a test. - Half found it difficult to understand if words were pronounced differently. - Over 50% worried about not understanding fast speech. - Over 45% felt nervous listening to unfamiliar topics. Qualitative interviews found that students struggled with native pronunciations, pauses disrupted their listening, and some preferred British over American English.

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    The document summarizes the results of a study on English listening anxiety among 130 Vietnamese high school students. According to a questionnaire: - Nearly half of students felt unconfident listening in English. - Over 50% got nervous if a listening passage was only read once during a test. - Half found it difficult to understand if words were pronounced differently. - Over 50% worried about not understanding fast speech. - Over 45% felt nervous listening to unfamiliar topics. Qualitative interviews found that students struggled with native pronunciations, pauses disrupted their listening, and some preferred British over American English.

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    4 views3 pages

    Nguyễn Thu Hằng

    Uploaded by

    nguyethuhang.hn
    The document summarizes the results of a study on English listening anxiety among 130 Vietnamese high school students. According to a questionnaire: - Nearly half of students felt unconfident listening in English. - Over 50% got nervous if a listening passage was only read once during a test. - Half found it difficult to understand if words were pronounced differently. - Over 50% worried about not understanding fast speech. - Over 45% felt nervous listening to unfamiliar topics. Qualitative interviews found that students struggled with native pronunciations, pauses disrupted their listening, and some preferred British over American English.

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    © All Rights Reserved
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    of 3

    Họ và Tên: Nguyễn Thu Hằng

    RESULT
    1. Result of questionnaires
    There were 130 participants who completed the questionnaire was used for the
    analysis.
    Table 1: The Foreign Language Listening Anxiety Scale (FLLAS)
    Strongly Strongly
    Disagree Not sure Agree
    Items Disagree agree
    1 2 3 4 5
    1. I feel unconfident when I am 0 4 18 63 45
    listening in English. (0%) (3.07%) (13.85%) (48.46%) (34.62)

    Nearly half of the people (48.46%) taking the survey agreed that people feel
    unconfident when listening in English meanwhile………….
    Strongly Strongly
    Disagree Not sure Agree
    Items Disagree agree
    1 2 3 4 5
    2. I get nervous if a listening 0 5 10 67 48
    passage is read only once (0%) (3.85) (7.69%) (51.54) (36.92%)
    during English tests.
    Strongly Strongly
    Disagree Not sure Agree
    Items Disagree agree
    1 2 3 4 5
    3. When someone pronounces 0 6 7 65 52
    words differently from the (0%) (4.62%) (5.38%) (50%) (40%)
    way I pronounce them, I find
    it difficult to understand.

    Strongly Strongly
    Disagree Not sure Agree
    Items Disagree agree
    1 2 3 4 5
    4. When a person speaks 0 8 11 68 43
    English very fast, I worry that (0%) (6.15%) (8.46%) (52.31%) (33.08%)
    I might not understand all of it

    Strongly Strongly
    Disagree Not sure Agree
    Items Disagree agree
    1 2 3 4 5
    5. I am nervous when I am 0 7 13 59 51
    listening to English if I am not (0%) (5.38%) (10%) (45.39%) (39.23%)
    familiar with the topic.
    2. Qualitative data from interview
    The research titled “A Mixed-Method Research on 11th Graders’ English Listening
    Anxiety at a High School in Ba Vi District, Hanoi, Viet Nam” found that many
    students were unfamiliar with native speaker pronunciation. Some students
    reported that they could not understand spoken text because they did not pronounce
    words correctly or differently from native speakers. Others reported that they could
    not recognize words even though they knew them when listening. Students also
    reported that pauses and hesitation in speech disrupted their listening process and
    discouraged them from continuing to listen. Finally, some students found British
    pronunciation easy to follow while American pronunciation was difficult to
    understand.

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