Tran Quoc Thao 1,, Nguyen Hoang Chau Long 2
1 Ho Chi Minh City University of Technology (HUTECH University)
2 Phan Ngoc Hien Gifted High School

Main Article Content


Listening is considered one of the most challenging language skills, so most of EFL learners find it difficult to get engaged in learning it. Various obstacles have been reported causing challenges for EFL learners in English listening comprehension. This study, therefore, aimed to explore EFL students’ learning engagement and their problems in English listening comprehension. The research was conducted at a high school in Ca Mau province, Vietnam with the participation of 180 tenth grade EFL students in answering the questionnaires. The collected quantitative data were analyzed using SPSS software. The findings revealed that EFL students got engaged in listening comprehension emotionally and agentically rather than behaviorally and cognitively, and their emotional engagement tended to be the most influential. It was also found out that EFL students sometimes faced different types of difficulties (perception problems, parsing problems and utilization problems) in their English listening comprehension.

Article Details


Anderson, J. R. (1995). Cognitive psychology and its implications (4th ed.). Freeman.
Bloomfield, A., Wayland, S. C., Rhoades, E., Blodgett, A., Linck, J., & Ross, S. (2010). What makes listening difficult? Factors affecting second language listening comprehension. University of Maryland Center for Advanced Study of Language.
Bui, Q. T. T., & Duong, T. M. (2018). Creating an active environment for students’ willing to communicate in English. Scientific Journal of Saigon University, 59, 54-61.
Christenson, S. L., Reschly, A. L., & Wylie, C. (Eds.). (2012). Handbook of research on student engagement. Springer.
Duong, T. M., & Chau, N. T. (2019). English listening comprehension problems perceived by English majors at The Saigon International University. In T. T. Dang (Ed.), Proceedings of International Conference on Language Teaching and Learning Today 2019: Autonomy and Motivation for Language Learning in the Interconnected World (pp. 209-222). Vietnam National University - Ho Chi Minh City Press.
Duong, T. M., Tran, T. T. H., & Tran, T. Q. (2019). Eleventh graders’ actual use of English listening learning strategies at Duong Van Duong high school. VNU Journal of Foreign Studies, 35(1), 114-130. https://doi.org/10.25073/2525-2445/vnufs.4341
Friscilla, W. T., & Alviaderi, N. (2017). Listening to students’ voices: Students’ problems in listening comprehension. Advances in Social Science, Education and Humanities Research (ASSEHR), 82, 33-36.
Gilakjani, A. P., & Ahmadi, M. R. (2011). A study of factors affecting EFL learners' English listening comprehension and the strategies for improvement. Journal of Language Teaching and Research, 2(5), 977-988.
Goh, C. (2000). A cognitive perspective on language learners’ listening comprehension problems. System, 28, 55-75.
Graham, S. (2003). Learner strategies and advanced level listening comprehension. Language Learning Journal, 28, 64-69.
Guo, J. D., & Liu, L. (2016). Devotion to FL Learning: Connotation, structure and research perspective. Journal of Jiangxi Normal University (Philosophy and Social Sciences Edition), 49(6), 181-185.
Hassan, A. (2000). Learners’ perceptions of listening comprehension problems. Language, Culture and Curriculum, 13, 137-152.
Holden, R. W. (2004). Facilitating listening comprehension: Acquiring successful strategies. Bulletin of Hokuriku University, 28, 257-266.
Nguyen, T. B. H. (2013). English learning strategies of Vietnamese tertiary students [Doctoral dissertation, University of Tasmania]. Open access repository. https://eprints.utas.edu.au/17105/
Nunan, D. (2015). Teaching English to speakers of other languages: An introduction. Routledge.
Oxford, R. L. (1990). Language learning strategies. Newbury House.
Reeve, J. (2013). How students create motivationally supportive learning environments for themselves: The concept of agentic engagement. Journal of Educational Psychology, 105(3), 579-595.
Reeve, J., Jang, H., Carrell, D., Jeon, S., & Barch, J. (2004). Enhancing students’engagement by increasing teachers’ autonomy support. Motivation and Emotion, 28, 147-169.
Reeve, J., & Tseng, C.-M. (2011). Agency as a fourth aspect of students’ engagement during learning activities. Contemporary Educational Psychology, 36(4), 257-267.
Rost, M. (2001). Teaching listening. Cambridge University Press.
Rost, M. (2002). Teaching and researching listening. Longman.
Tomlinson, C. A. (1996). Good teaching for one and all: Does gifted education have an instructional identity? Journal for the Education of the Gifted, 20(2), 155-174.
Tran, T. Q., & Duong, T. M. (2020). Insights into listening comprehension problems: A case study in Vietnam. PASAA, 59, 77-100.
Underwood, M. (1989). Teaching listening. Longman.
Vandergrift, L. (1999). Facilitating second language listening comprehension: Acquiring successful strategies. ELT Journal, 53(3), 168-176.
Vandergrift, L. (2007). Recent developments in second and foreign language listening comprehension research. Language Teaching, 40(3), 191-210.
Vu, M. T., & Tran, T. Q. (2021). Non-English major students' learning engagement in task-based language learning. HNUE Journal of Science, 66(5), 23-32. http://dx.doi.org/10.18173/2354-1075.2021-0233