"FACTORS INFLUENCING FOURTH-YEAR VIETNAMESE EFL UNIVERSITY STUDENTS’ ENGLISH LISTENING COMPREHENSION"

Abstract

"Listening comprehension is a central component of English language learning, yet many EFL learners continue to find it challenging. This study examines the factors that shape listening comprehension among fourth-year Vietnamese university students majoring in English. Six categories of influence were considered including linguistic, cognitive, affective, pedagogical, technological, and environmental. Using a quantitative design, the study drew on a questionnaire grounded in Atkinson and Shiffrin’s Information Processing Theory (1968) and Deci and Ryan’s Self- Determination Theory (2000), completed by 85 students. The results show that environmental factors had the strongest effect on students’ listening comprehension, whereas affective factors had the weakest. Noise, uncomfortable classroom conditions, and limited access to authentic listening materials outside class were the most prominent barriers. Students also reported linguistic difficulties such as idioms, slang, and unfamiliar accents; cognitive overload; emotional strain; unengaging instructional practices; and limited technological support for autonomous learning. These results suggest that improving the learning environment, increasing the use of authentic materials, and promoting self-directed learning may help students develop more effective listening strategies and address persistent challenges. The study offers practical implications for learners, teachers, and institutions aiming to strengthen English listening instruction."