Speaker
Description
This study explores the listening challenges experienced by non-English major students at a Vietnamese university, specifically in the context of B1-level VSTEP-oriented instruction. The VSTEP exam plays an increasingly vital role in Vietnam’s higher education system, as it is often used to assess students’ English proficiency for graduation and job placement. However, despite its significance, limited research has examined the specific difficulties learners face in developing listening skills aligned with this standardized test. This study addresses that gap by investigating the perceptions of 180 university students across all undergraduate years enrolled in the General English 3 (XH025) course during the 2024–2025 academic year. Using a qualitative case study approach, data were collected through a Google Form survey comprising 25 open-ended questions. These questions were organized into five thematic clusters: linguistic, cognitive, affective, material-related, and instructional challenges. Thematic analysis was employed to identify recurring patterns in the students’ responses. Findings revealed that learners commonly struggled with understanding fast speech, unfamiliar vocabulary, and complex grammatical structures. Many participants reported difficulty distinguishing individual words in rapid speech and comprehending diverse English accents—especially when recordings were played only once, as is typical in VSTEP exams. Cognitive challenges included poor memory retention and difficulty inferring implied meanings. Affective factors such as listening anxiety, lack of confidence, and discouragement further hindered performance. In addition, students raised concerns about the textbook being overly difficult and not sufficiently reflective of the actual VSTEP format. They also noted that while classroom instruction included some effective techniques, it occasionally lacked practical listening strategies—such as extended listening time, peer discussions, and scaffolded support before and after listening tasks. These findings highlight the need for targeted pedagogical adjustments to better support learners’ development of test-oriented listening skills. Adapting teaching strategies and materials to more closely meet students’ actual needs could enhance both listening comprehension and confidence in high-stakes test contexts like the VSTEP.
Keywords: Listening Challenges, VSTEP B1, EFL University Students, Test Preparation, Qualitative Research
Biography
1.Dr. Dan Cong Thai is a senior English lecturer at School of Foreign Languages, Can Tho University, Vietnam. He holds a Ph.D. from Naresuan University, Thailand, and an M.A. from University of Notre Dame, USA. His research interests cover TEFL/TESOL, intercultural communication (ICC), ESP, and English education. He is also involved in curriculum design and educational management. Dr. Dan can be contacted at tcdan@ctu.edu.vn. ORCID: https://orcid.org/0009-0002-9566-8128.
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Mr. Hung Thanh Dinh earned a BA in English Teacher Education from Dong Thap University, Vietnam, in 2016, and an MA in Principles and Methods of English Language Education in 2020. He is currently an English lecturer at Can Tho University and is pursuing a PhD in the Theory and Methods of Teaching English at Tra Vinh University. His research interests include the integration of ICT in teaching and effective teaching techniques. He can be reached at dthhung@ctu.edu.vn.
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Mr. Nghia Trong Huynh is currently a lecturer of English at Can Tho University. He earned his Master’s degree in Applied Linguistics from Curtin University, Australia, in 2011. His research interests include students’ language skills, teaching techniques, and pedagogical approaches for language educators. He can be contacted at htnghia@ctu.edu.vn.
