Dictation techniques have been shown to be effective in addressing certain listening difficulties among language learners. This study aimed to identify the primary listening difficulties experienced by students at Vinh University, evaluate the effectiveness of dictation techniques in enhancing their listening skills, and examine students’ perceptions of dictation activities in listening instruction. A quantitative research approach was employed, with data collected through an experimental intervention comprising 10 dictation exercises. The participants were 30 first-year English major students, who were divided into an experimental group and a control group. During the intervention, the experimental group engaged in daily dictation practice using audio recordings of no more than 60 seconds in length. The results revealed that limited vocabulary and fast speech were the primary challenges affecting students’ listening comprehension. In addition, students in the experimental group reported positive effects of dictation practice on vocabulary retention, spelling accuracy, sound recognition, and grammatical development. Despite some concerns regarding the time required to complete the activities, most students found dictation practice engaging and valuable for developing their listening skills.