A survey on english speaking competence activities of english majored sophomores at thu dau mot university

THU DAU MOT UNIVERSITY FACULTY OF FOREIGN LANGUAGES GRADUATE PAPER A SURVEY ON ENGLISH-SPEAKING COMPETENCE ACTIVITIES OF ENGLISH-MAJORED SOPHOMORES AT THU DAU MOT UNIVERSITY Student name: Phạm Thị Phương Nhi Student code: 1722202010236 Class: D17AVGD02 Course: 2017 - 2021 Major: English Language Lecturer: Nguyễn Hoàng Minh Đức (MA) Binh Duong, December 2020 THU DAU MOT UNIVERSITY FACULTY OF FOREIGN LANGUAGES GRADUATE PAPER A SURVEY ON ENGLISH-SPEAKING COMPETENCE ACTIVITIES OF ENGLISH-MAJORED SOPHOMORES AT THU DAU MOT UNIVERSITY Student name: Phạm Thị Phương Nhi Student code: 1722202010236 Class: D17AVGD02 Course: 2017 - 2021 Major: English Language Lecturer: Nguyễn Hoàng Minh Đức (MA) Binh Duong, December 2020 STATEMENT OF AUTHORSHIP Student full name: Phạm Thị Phương Nhi Student ID: 1722202010236 Title of paper: "A survey on English-speaking competence activities of English-majored sophomores at Thu Dau Mot University" I hereby confirm that I am the sole author of the paper presented Where the work of others has been consulted, this is duly acknowledged in the paper’s bibliography I have also not consulted any other unnamed online sources All verbatim or referential use of the sources named in the bibliography has been specifically indicated in the text Binh Duong, 13/12/2020 The writer Phạm Thị Phương Nhi i ACKNOWLEDGEMENTS During the process of writing the topic, the writer encountered diverse problems, but fortunately, the writer has received a lot of help in selecting topics, searching documents, conducting survey, etc Firsly, the writer would like to thank the instructor, Ms Nguyen Hoang Minh Duc, who took the time to guide the writer carefully, specifically in the case of busy teaching From the first step of selecting a topic to the final revision of the report, she has provided many insightful and detailed pieces of advice to help the writer open up many of the writer's research ideas, as well as giving valuable comments in the process of writing reports on the writer's topic In addition, the writer would like to thank the teachers of Thu Dau Mot University in general and the Faculty of Foreign Languages in particular for creating a healthy learning environment, teaching knowledge so that the writer has the opportunity to learn, practice valuable training, improve knowledge, skills and implement this research project Lastly, without the support of the English language sophomores during the survey, the writer could not finish the research Therefore, the writer would like to express the gratitude to all of them Sincerely thanks! Pham Thi Phuong Nhi ii ABSTRACT The English-speaking competence is one of the most important language skills, especially in the future learning and working environment of each student, especially students specializing in the English language However, the speaking competence of English-majored sophomores is difficult To recognize the difficulties, the student's English competence is self-evaluated by the students and the methods that student applies to improve their ability The author has surveyed the students, especially the English-majored sophomores of Thu Dau Mot University to get relatively accurate figures on this issue through survey questions iii TABLE OF CONTENTS ACKNOWLEDGEMENTS ii ABSTRACT iii CHAPTER I: INTRODUCTION, MOTIVATION AND PURPOSE 1 Rationale for research Research Question Research purpose The significance of the research 5.Background information about the research: Context and subjects 5.1 Context Subjects The limitations of the research CHAPTER II: OVERVIEW OF PREVIOUS WORK CHAPTER III : LITERATURE REVIEW 3.1 Definition of speaking 3.2 Definition of Speaking Competence 3.3 Factors affecting speaking competence 3.4 The importance of English-speaking competence to students CHAPTER IV: METHODOLOGY 4.1 Research object 4.2 The participants 4.3 The data collection instrument 4.3.1 Document research: 4.3.2 Questionnaires: 4.4 The data categorization procedure 4.5 The data analysis procedure CHAPTER V PRESENTATION, ANALYSIS AND DISCUSSION 10 5.1 Students’ sel-evaluation about the students’ English-speaking compentence 10 5.2 The Activities to improve English-speaking competence 14 5.2.1 IN-CLASS ACTIVITIES 14 5.2.2 EXTRA ACTIVITIES 19 CHAPTER VI: CONCLUSION AND RECOMMENDATION 20 6.1 Conclusion 20 6.1.1 Students’ self-evaluation about the students’ English-speaking competence 20 6.1.2 Methods of developing English-speaking competence 20 6.2 Recommendation 20 REFERENCES 21 APPENDIX 23 APPENDIX 27 LIST OF TABLES Table Student’s self-evaluation about the difficulty of speaking English 10 Table Student’s opinion about student’s current speaking competence 11 Table Students' opinions about difficulties students often have in speaking English 12 Table The factors that influence English-speaking ability 13 Table Current speaking activities inside English-speaking class 14 Table Current while-speaking activities inside English-speaking class 15 Table Students’ opinions about post-speaking activities inside English-speaking class 17 Table Current pre-speaking activities 18 Table Activities to improve students’ English-speaking competence outside the classroom 19 CHAPTER I: INTRODUCTION, MOTIVATION AND PURPOSE Rationale for research Today, English is growing rapidly and widely used all over the world English is spoken by more than 400 million people worldwide Learning English is more and more important in Vietnam these days The open-door economic policy and Vietnam’s joining World Trade Organization (WTO) help Vietnam’s economy, culture, and education to develop The proficiency of English brings opportunities for employment in international companies People are rushing to learn English to get good jobs as a result Speaking competence is playing a very important role As the above fact, the number of people who need to communicate in English is considerably increasing They are recognizing that English is not a scientific subject, but a tool to earn a living This recognition helps speaking competence get more attention in the curriculum in universities Thu Dau Mot University is one of the universities in Binh Duong province with The English Language Program at Thu Dau Mot University equips students with the knowledge, skills, and attitudes necessary to meet the requirements of working in an English-speaking environment at home and abroad However, the English students at Thu Dau Mot University still have many limitations in using this language, especially the limitation of the speaking competence of students The desire to find out what the students really to improve their speaking competence and how the teachers actually teach speaking competence in the speaking classes makes the writer conduct this research Research Question The main questions to be answered in this study are: -What is the general situation of the English-speaking competence of English-majored sophomores at Thu Dau Mot university? -What activities students to improve their English-speaking competence? Research purpose This study is to discover students’ self-perception of students’ English-speaking competence and the current English-speaking competence activities applied inside and ouside the classrooms The significance of the research This study will help the writer have a clearer, more realistic overview of Englishspeaking competence at TDM University This will support future research as background information Page of 35 5.Background information about the research: Context and subjects 5.1 Context Thu Dau Mot University The school's precursor is Binh Duong Pedagogy College - a prestigious pedagogical training institution of Binh Duong province, providing a team of professional teachers, teaching expertise, and dedication to the younger generation June 24, 2009, Thu Dau Mot University (TDM university) was established under Decision No 900 / QD-TTG of the Prime Minister The mission of the University is to train high-quality human resources for socio-economic development and international integration of Binh Duong province, the Southeast region - the southern key economic region, and to become a consultancy center research in regional Over 10 years of establishment and development, the University has shaped itself as a multidisciplinary and multi-field educational institution It is developed by an advanced university model With the philosophy of "Aspiration - Responsibility Innovation", Thu Dau Mot University has affirmed the position of a high-quality scientific research and training unit, which is a representative of the intellectual power of Binh Duong province English Language Program The English Language Program at Thu Dau Mot University equips students with the necessary knowledge, skills, and attitudes to meet the requirements of working in an English-speaking environment at home and abroad The training content consists of 120 credits, of which: + General education knowledge: helping students develop political thinking, criticalcreative thinking, physical skills, teamwork skills, and scientific research methods + Basic knowledge: providing basic knowledge of the English language such as Listening, Speaking, Reading, Writing, Phonetics, Phonetics, Morphology, Syntax, Semantics, Drafting skills speeches and presentations + Specialized knowledge: providing intensive English language knowledge about business communication, translation, and interpretation + Internships with diverse extracurricular activities help students be confident, creative and acquire the necessary skills to be able to adapt to a dynamic and challenging working environment According to the above training content, Speaking is in the series of the Basic knowledge of the English program Page of 35 the relative proportion of 36.2% -23.1% Thus, it shows that the lack of vocabulary is one of the most difficult problems for students which proves that although being a major student, most of them are having difficulty with vocabulary In general, vocabulary for communication is one of the major drawbacks to being able to successfully communicate and fully convey the meaning of what they want to say Most students recognize this Next, the difficulties in lack of structure and pronunciation errors are also selected by many students after the lack of vocabulary It can be said that these are the most common difficulties for most students, because most students are weak in sentence structure, they can only remember a few basic structures which they have studied before, and knowledge is really not having enough for sophomores Although there is a low rate in the survey graph, the ratio is quite similar in not enough preparation time This is also a big challenge for students who want to practice speaking skills because according to students, the time for speaking skills is too little They want to be cared for by teachers and spend a lot of time to practice before class hours Finally, the lack of confidence is high at 69.2% It easy to understand why students choose this factor so much because Psychology is a major barrier, directly affecting the process of improving English communication Because of the above aspects, the listening and speaking module is just "coping", which leads to many students forming psychology of fear of speaking, fear of being wrong, afraid of communicating in English Every time they speak English, they are ashamed, afraid of making mistakes while speaking and being laughed at by others QUESTION NO.4: In your opinion, what influences your English-speaking ability the most? Students' opinions Your English proficiency 71.5 % Your mood 63.8 % Teaching methods of teachers 28.5 % Other ………………………………… 0.8 % Table The factors that influence English-speaking ability The main reason affecting students' speaking ability according to the survey, their English proficiency (71,5%), this is a worrying situation because English speaking competence plays an important role in almost all learning processes of an English-major student Next, 63.8% of the total of 130 students choose the reason that affects students' speaking competence is their mood In addition, that is 0.8% of other reasons such as lack of vocabulary, grammar structure and cannot manage and allocate their time Page 13 of 35 In summary, the reasons that affect students' competence to speak English are mostly derived from students' proficiency and mood They think their ability is weak, which leads to low confidence Next, the method of teaching English is also selected after these two aspects In Vietnam, the teaching method is mainly in the traditional way, focusing on grammar while pronunciation is the foundation for good learning of foreign languages in general and English in particular The consequence is that although students specialize in English, only through grammar aspects, the theoretical exercises are essential and not highly applicable The goal of learning English only focuses on increasing grades, earning diplomas, but it does not help students realize the importance and the right way to learn English 5.2 The Activities to improve English-speaking competence There are main parts: pre-speaking, while-speaking, and post-speaking Specifically, the Pre-speaking section includes aspects, While-speaking includes aspects and Post-speaking has aspects 5.2.1 IN-CLASS ACTIVITIES QUESTION NO.1: What approach you often use to improve your Englishspeaking competence inside the English classroom? The first part is about the activities before the participants speak, the writer has conducted a survey of the following questions:  PRE-SPEAKING Strongly Strongly PRE -SPEAKING Disagree Agree disagree agree I nothing 38% 43% 18% 1% I underline key words of the topic and 75% 12% 2% 11% question I prepare the ideas in my mind without 6% 0% 47% 47% taking notes I take notes of what I intend to say for 6% 0% 47% 47% that topic Table Current speaking activities inside English-speaking class In the first part of the question, there is 43% of the students disagree with doing nothing before participating in a speech, and 38% of the students strongly disagreeing with doing nothing before speaking Most students not agree with doing anything before starting a speech and let students it without prior instruction With the second part of the question, there is a big difference between students’ opinions 75% of the students agree that before speaking they will underline keywords of the topic and question In contrast, only 2% of the students strongly disagree with this Page 14 of 35 survey the percentage of those who strongly agree and disagree with nearly the same, which occupies 12% and 11% Thus, it is good to show that students are aware of the importance of underlining keywords of the topics and questions In general, underlining the keywords of the topic will help students understand the main ideas of the topic better and understand the subject in a deeper way One pre-speaking activity that most students is taking note of ideas about the topic they are about to speak about But there are some parts of students who can prepare ideas in their mind without taking notes Through this, the writer also surveys students based on these things The results show that 47% of the students agree that they only need to think of ideas in the mind without taking notes but also up to 0% of students disagree with this The remaining 6% of students strongly agree If the above table on the student opinion survey only needs to prepare the ideas in the mind without taking notes, this table shows the percentage of students who have taken note of the main points before speaking From the table, the difference is quite high, with 47% of the students agree to take note of their ideas before speaking and % of the students strongly disagree with this, 0% of the students disagree  WHILE-SPEAKING Strongly Strongly WHILE-SPEAKING Disagree Agree disagree Agree When I speak, I usually focus on 2% 28% 61% 9% grammar When I speak, I usually focus on 1% 5% 78% 16% pronunciation When I speak, I usually focus on 5% 19% 62% 14% vocabulary When I speak, I translate in mind from 3% 19% 63% 15% Vietnamese to English I respond immediately as soon as I 2% 52% 42% 4% hear the question When I speak, I look at my notes 4% 28% 59% 9% Table Current while-speaking activities inside English-speaking class In this first part, most students agree that when they speak, they usually focus on grammatical structures, 61%, and 9% respectively agree 28% of students disagree with this issue The fact that most students focus on grammatical structure is a problem for major English students in general and sophomores in particular In general, good grammar has many negative effects on students' ability to communicate in English, Page 15 of 35 because they accidentally create quite a psychological barrier for them when speaking English grammar is too complex to memorize and use appropriately Meanwhile, the actual conversation is speedy, there is no time for them to arrange a complete sentence, exactly according to the knowledge they have learned In this second part, pronunciation is an extremely important factor in English The survey results show that up to 78% of the students agree and 16% of the students strongly agree on the total of 100% of students said that while they say they usually focus on their pronunciation Students can understand and realize the importance of good pronunciation Therefore, students should pay attention to their pronunciation so that the most standard, especially for English students Because if English students not pronounce correctly, native speakers not understand what they say Besides, nonstandard pronunciation is also the reason that makes the "presentation" of student poor In the third part, 62% of students choose to agree and 14% totally agree that they often practice vocabulary when they speak English In contrast, only 19% of students disagree and 5% strongly disagree with this part In general, Vocabulary is always the deciding factor for each student's ability to speak English The students with a wide vocabulary, the better they will be in listening, reading, writing, and especially speaking Based on the table, we can see that students know the importance of knowing many words so most of the students agree that when they speak English, they focus on the vocabulary in the above survey sentence In the fourth part, there are 15% -65% of the students often translate in mind from English to Vietnamese when they speak This is an extremely common habit of Vietnamese people Many students have a habit of always thinking questions and answers in their native language, then translate them into English This is a very bad habit for foreign language learners because the order of words between the two languages can be completely different and the use of the language is also influenced by cultural differences - considered as language barriers Moreover, when the students want to speak an English sentence, they often translate words into their mother tongue and then put them into the complete sentence This affects students' English thinking and reflexes In the fifth part, there are 42% of students agree and 4% strongly agree with their response immediately as soon as they hear the question In contrast, 52% of students agree and 2% of students strongly disagree with this part Therefore, most students choose to disagree that they will answer immediately after hearing the question The response immediately as soon as they hear the question is one of the elements an Englishmajored should have But for sophomores, this is a difficult problem even for good students Page 16 of 35 In the sixth part, while speaking English, taking notes also have a significant effect 59% of the students agree and 9% of the students strongly agree with looking at their notes takes notes when they speak Conversely, 28% of the students disagree with this 4% of students think taking notes is not important or unnecessary when speaking But taking notes is quite important while preparing a speech Because currently, students need to quickly build a simple outline on scratch paper so that there is a tight and reasonable structure The student's notes will be brief bullets, the main ideas that students speak These help students remember what was prepared and easier to visualize their speech While saying that students can also completely rely on the preparation for the test The notes are very brief and simple, but they are valuable suggestions for students' speech  POST-SPEAKING POST-SPEAKING Strongly Strongly Disagree Agree disagree agree I always listen to my teacher 1% 2% 59% 38% and my partner’s correction I usually note down all my mistakes of vocabulary, 2% 19% 61% 18% grammar, pronunciation I nothing 35% 41% 19% 5% Table Students’ opinions about post-speaking activities inside English-speaking class For the first part, the table shows that 59% of the students agree and 38% of the students strongly agree that after they finish their speech they will always listen to the opinions of their teachers and partners In contrast, only 1% of the students disagree completely and 2% of the students disagree with this Thereby, students always tend to listen to comments to be able to improve their speaking competence For the second part, based on the above table, 61% of the students agree, 18% strongly agree while 19% disagree with the fact that after finishing speaking, they will often record all their mistakes of vocabulary, grammar, and pronunciation In general, students recognize and record their mistakes after finishing the speech, which brings a lot of benefits for students because when they take note of these mistakes, they can improve themselves The notes help the next speech better For the third part, according to the table, most of the students disagree with not doing anything after speaking About 5% of those strongly agree and 19% agree with this In general, students are aware that it is better for them to have activities after speaking, which is much more helpful for them than not doing anything Page 17 of 35 QUESTION NO.2: What pre-speaking activities can help you become more competent in speaking? Students' opinions Brainstorming all related ideas with the partner 90.8 % Getting relevant vocabulary and structures from the 77.7 % teacher Having enough preparation time 86.2 % Receiving clear instruction from the teacher 56.9% Other ……………………………… 0.8 % Table Current pre-speaking activities The above data show the percentage of activities students before speaking to help themselves become more competent in speaking From the table, 118 students out of 130 students choose to brainstorm all related ideas before starting to speak, which accounted for 90.8% 112 students, accounting for 86.2%, require to have enough preparation time from the teacher to prepare their speech when getting a topic Next, activities such as getting relevant vocabulary and structure related to the topic and receiving clear guidance from the teacher account for (77.7% and 56.9% respectively) In addition, there are several other ideas that students suggest: having more extracurricular activities, increasing the interaction of students with those around them to create an environment and proximity to help them more confident and comfortable in speaking Page 18 of 35 5.2.2 EXTRA ACTIVITIES QUESTION NO.1: What approach you use to improve your English-speaking competence outside the classroom? (for student) Students' opinions Memorize all vocabulary and sentence patterns that have been taught in class Practice English with friends face-to-face Practice speaking online with native speakers using Cambly or other English websites Watch English movies/soap opera with English subtitles Reading English newspapers or magazines Listen to English music or English radio news Join in an English-speaking club 73.8 % 67.7% 40.8% 75.4% 30.8% 66.2% 21.5% Table Activities to improve students’ English-speaking competence outside the classroom Based on the table, the percentage of the activities the students choose to outside the classroom to improve their English-speaking competence does not have a big difference in the survey options Specifically, most of the students choose to improve their speaking competence by watching English movies or dramas on tv with English subtitles (75.4%) and trying to memorize vocabulary and sentence patterns learned in class (73.8%) Students often choose quite famous English films to be able to watch and practice their English as Game of Throne, Harry Potter, Maleficent, Friends or idiots, the next two activities are also selected a lot, namely practicing English with friends face-to-face (67.7%) and listening to music or English radio news (66.2%) Activities such as practicing speaking English online with native speakers using Cambly or other English websites and reading English newspapers or magazines are relatively applied by only 40 and 53 students out of 130 participants students often choose good and famous websites to improve their English, such as Cambly, ted talk, Elsa speak, etc In short, in addition to studying and practicing in the classroom, all students have different ways to practice English speaking on their own Besides, 78.5% of the students not join any club while 21.5% of students join some clubs in the province such as Action English club, English Coffee house, SAS center, Binh Duong English speaking Page 19 of 35 CHAPTER VI: CONCLUSION AND RECOMMENDATION 6.1 Conclusion 6.1.1 Students’ self-evaluation about the students’ English-speaking competence In summary, the above data analysis clearly shows the general situations of the English-speaking competence of English-majored sophomores at Thu Dau Mot University Through the student's self-evaluation about how difficult speaking English is, the data shows that the percentage of students who find it is not at all difficult to study speaking is quite low, while moderate difficulty makes up a large part of the student's choice and most students give the reason that they lack vocabulary, grammar and lack of confidence when practicing speaking English In general, the biggest factor affecting students 'competence to speak English are mostly derived from students' proficiency and mood They think their ability is weak, which leads to low confidence Next, the method of teaching English is also selected after these two aspects 6.1.2 Methods of developing English-speaking competence In short, in addition to studying and practicing in the classroom, all students have different ways to practice English speaking on their own Through a survey of activities students to improve their English-speaking competence, all students have different ways to practice English speaking on their own The activity of watching English movies/soap operas with English subtitles is selected by most students with a high rate, which is shown in Table Besides, up to 78.5% of the students not join any club while 21.5% of students join some clubs in the province such as Action English club, English Coffee house, SAS center, Binh Duong English speaking, 6.2 Recommendation Students need to be self-aware of their own abilities because only good awareness, high consciousness will students actively learn Self-awareness forces students to choose proper learning methods, actively exchange, and interact with one another to improve skills, especially speaking competence, which needs a strong environment for development They will actively participate in extracurricular activities in and out of class and actively participate in language clubs Students also need to accumulate vocabulary, review grammar to hone other skills outside the lesson time In addition to lectures, students should be conscious of spending more time studying, such as studying at home and trying to practice speaking English, limiting the use and translation of their native language during English-speaking lessons Page 20 of 35 REFERENCES Bộ môn (2018) Retrieved 10,8,2018 from https://flf.tdmu.edu.vn/bai-viet/Bo-Mon Canale, M., & Swain, M (1980) Theoretical bases of communicative approaches to second language teaching and testing Applied Linguistics, 1, 1-47 Domingo (2015) Skills development Retrieved from http://karlaflores08.blogspot.com/2015/04/skill-and-speaking-definitions.html Fraser, H (1999) ESL Pronunciation Teaching: Could It Be More Effective? Australian Language Matters, (4) Hoa, V T (2012) The role of sentence stress in enhancing English speaking competence of HPU English majors Retrieved from http://luanvan.net.vn/luan-van/the-role-of-sentence-stress-in-enhancing-englishspeaking-competence-of-hpu-english-majors-71625/ Hymes, D (1971) On communicative competence Philadelphia University of Pennsylvania Press Hymes, D.H (1972) On communicative competence In J.B Pride & J Holmes (Eds.), Sociolinguistics (pp 269–293) London: Penguin Ngoc, N T M (2016) Một số biện pháp giúp học sinh cải thiện kỹ nói tiếng anh Retrieved from http://luanvan.net.vn/luan-van/de-tai-mot-so-bien-phap-giup- hoc-sinh-cai-thien-ky-nang-noi-tieng-anh-72719/ Nhat, T T M (2018) Thực trạng kĩ nói tiếng anh đề xuất số hoạt động tự rèn luyện nói tiếng Anh ngồi lớp học cho sinh viên chuyên ngành kĩ thuật trường Đại học Công nghiệp thành phố Hồ Chí Minh Retrieved from file:///D:/download/12truong-tran-minh-nhat.pdf Page 21 of 35 Nillo, J C (2014) Factors affecting speaking skills Retrieved from https://www.slideshare.net/joalexnillo/factors-affecting-speaking-skills Thuy, V H., & Van, L V (2012) Cải thiện kỹ nói tiếng anh lớp sư phạm tiếng anh k46 nhóm Retrieved from https://text.123doc.org/document/3465213-caithien-ky-nang-noi-tieng-anh-tai-lop-su-pham-tieng-anh-k46-nhom1.htm?fbclid=IwAR1AgUjdQDOdBaCaTCZPqCBNRto2dB8uwJe8bYFkP79lO R7o7inYcSbhWmk Thu, H M (n.d.) Làm để cải thiện kỹ nói tiếng anh cho sinh viên Retrieved from https://text.123doc.org/document/1573656-bao-cao-nghien-cuukhoa-hoc-lam-the-nao-de-cai-thien-ky-nang-noi-tieng-anh-cho-sinhvien.htm?fbclid=IwAR0oMIEY9F0a5jmHx4UphngNwAzpaQB5Mt3qSFgdXu GG2zfhnPA8OLAFDAA THEORETICAL CL (n.d) Retrieved from http://sc.syekhnurjati.ac.id/esscamp/risetmhs/BAB258430654.pdf?fbclid=IwAR 1YTLPBwzv09LFn6nWQAbIx9dYmTl4iIrPgqUcMvTK_EKWnMc5ASPhAsc w Quy, T K (2018) Một số cách thức học từ vựng tiếng Trung Quốc sinh viên năm chuyên ngành Ngôn ngữ Trung Quốc trường Đại học Thủ Dầu Một Page 22 of 35 APPENDIX QUESTIONNAIRE (For students) A SURVEY ON ENGLISH-SPEAKING COMPETENCE ACTIVITIES OF ENGLISH-MAJORED SOPHOMORES AT THU DAU MOT UNIVERSITY This survey aims to find methods of developing English speaking competence for English major sophomores at Thu Dau Mot university I sincerely thank you for your help I promise that privacy will be kept, and this is only for research I SELF-PRECEPTION OF ENGLISH-SPEAKING COMPETENCE I.1.What difficulties you often have when speaking English? (You can tick  more than one choice) Bạn thường gặp khó khăn nói Tiếng Anh? (Bạn đánh dấu nhiều lựa chọn) Lack of vocabulary (Thiếu vốn từ vựng) Lack of grammar structures (Thiếu cấu trúc ngữ pháp.) Mispronunciation (Lỗi phát âm sai.) Lack of confidence (Thiếu tư tin.) Lack of interest for the topic (Thiếu hứng thú với chủ đề đó.) Not enough preparation time (Không đủ thời gian chủ đề.) Other difficulties (Please be specific) Khó khăn khác (Vui lịng ghi cụ thể) II METHODS OF DEVELOPING ENGLISH-SPEAKING COMPETENCE A IN CLASS ACTIVITY 1.What approach you often use to improve your English-speaking competence inside the English classroom? (Những hoạt động bạn thường làm để cải thiện lực nói tiếng Anh bạn lớp học tiếng Anh?) Page 23 of 35 PRE-SPEAKING (TRƯỚC KHI NÓI) Strongly Disagree Agree Strongly Disagree Agree I nothing (Tôi không làm gì) I underline key words of the topic and question (Tơi gạch từ khóa chủ đề câu hỏi) I prepare the ideas in my mind without taking notes (Tôi chuẩn bị ý đầu không cần ghi chú.) I take notes of what I intend to say for that topic (Tôi ghi ý cần nói) WHILE-SPEAKING (TRONG KHI NÓI) Strongly Disagree Agree Strongly Disagree Agree When I speak, I usually focus on grammar (Khi nói, tơi thường trọng vào ngữ pháp) When I speak, I usually focus on pronunciation (Khi tơi nói, tơi thường tập trung vào phát âm.) When I speak, I usually focus on vocabulary (Khi tơi nói, tơi thường tập trung vào từ vựng.) When I speak, I translate in mind from Vietnamese to English (Tôi dịch đầu từ tiếng Việt sang tiếng Anh.) I respond immediately as soon as I hear the question (Tôi trả lời vừa nghe câu hỏi.) When I speak, I look at my notes (Khi tơi nói, tơi thường nhìn vào ghi tơi.) Page 24 of 35 POST-SPEAKING (SAU KHI NÓI) Strongly Disagree Agree Strongly Disagree Agree I always listen to my teacher and my partner’s correction (Tơi ln lắng nghe góp ý giáo viên bạn mình.) I usually note down all my mistakes of vocabulary, grammar, pronuniciation (Tôi thường ghi lại tất lỗi sai từ vựng, ngữ pháp, phát âm.) I nothing (Tôi không làm gì.) 2.In your opinion, what pre-speaking activities can help you become more competent in speaking? (You can tick  more than one choice) Theo bạn, hoạt động trước nói giúp bạn trở nên thành thạo việc nói? (Bạn đánh dấu  nhiều lựa chọn)  Brainstorming all related ideas with the partner (Thảo luận ý tưởng liên quan tới chủ đề với bạn mình.) Getting relevant vocabulary and structures from the teacher (Được cung cấp số từ vựng cấu trúc liên quan đến chủ đề nói.)  Having enough preparation time (Được cho thời gian để chuẩn bị.)  Receiving clear instruction from the teacher (Nhận hướng dẫn rõ ràng từ giáo viên.)  Other pre-speaking activities (Please be specific) Hoạt động khác (Vui lòng ghi cụ thể) B EXTRA ACTIVITES What approach you use to improve your English-speaking competence outside the classroom? (You can tick  more than one choice) Page 25 of 35 Cách tiếp cận bạn sử dụng để cải thiện lực nói tiếng Anh bên ngồi lớp học? (Bạn đánh dấu  nhiều lựa chọn.) Memorize all vocabulary and sentence patterns that have been taught in class (Ghi nhớ từ vựng cấu trúc câu dạy lớp.)  Practice English with friends face-to-face (Trực tiếp thực hành Tiếng Anh với bạn bè.) Practice speaking online with native speakers using Cambly or other English websites (Thực hành nói trực tuyến với người ngữ cách sử dụng Cambly trang web tiếng Anh khác.) If yes, what web? _ Watch English movies/soap opera with English subtitles (Xem phim tiếng Anh / kịch nhiều kỳ TV với phụ đề tiếng Anh) If yes, what movie? Reading English newspapers or magazines (Đọc báo tập chí Tiếng Anh) What newspaper? _ Listen to English music or English radio news (Nghe nhạc nghe tin tức Tiếng Anh đài phát thanh.) What channel? _ Do you join any club inside / outside campus?  Yes  No If yes, what is the name of English-speaking club? (Tên câu lạc nói Tiếng Anh gì?) Thank you! Page 26 of 35 APPENDIX SPEAKING: Band Description (public version) Page 27 of 35 .. .THU DAU MOT UNIVERSITY FACULTY OF FOREIGN LANGUAGES GRADUATE PAPER A SURVEY ON ENGLISH- SPEAKING COMPETENCE ACTIVITIES OF ENGLISH- MAJORED SOPHOMORES AT THU DAU MOT UNIVERSITY Student name:... In addition, that is 0.8% of other reasons such as lack of vocabulary, grammar structure and cannot manage and allocate their time Page 13 of 35 In summary, the reasons that affect students' competence. .. 1722202010236 Title of paper: "A survey on English- speaking competence activities of English- majored sophomores at Thu Dau Mot University" I hereby confirm that I am the sole author of the paper presented