EXPLORING ENGLISH MAJORS' PERCEPTIONS AND THE PRACTICAL APPLICATION OF DICTATION IN ENHANCING LISTENING SKILLS AT HANOI METROPOLITAN UNIVERSITY

Abstract

This study explores the perceptions of third-year English majors at Hanoi Metropolitan University regarding the use of dictation as a method to improve their listening skills. Listening is a crucial component of language learning, and dictation exercises have long been recognized as an effective tool for enhancing listening abilities, particularly for non-native English learners. Through a mixed-methods approach, combining both quantitative and qualitative data, this research examines how students perceive dictation, how frequently they engage with it, and the challenges they face in utilizing this technique. The findings suggest that while students generally view dictation as a valuable tool for improving focus, vocabulary recognition, and pronunciation, they face significant challenges such as dealing with fast speech, unfamiliar accents, and time constraints. The study also highlights the inconsistency in applying dictation practices, as many students rely on entertainment-based materials rather than academic content, which limits the potential effectiveness of their practice. These insights are expected to provide educators with a deeper understanding of how dictation can be more effectively integrated into language learning curricula, offering practical recommendations for improving listening instruction at Hanoi Metropolitan Unniversity and other educational contexts.