(SKKN 2022) language use in improving students’speaking skill

THANH HOA DEPARTMENT OF EDUCATION AND TRAINING HA TRUNG HIGH SHOOL EXPERIENCE INITIATIVE LANGUAGE USE IN IMPROVING STUDENTS’ SPEAKING SKILL Rerearcher: Tống Thị Hiền Position: Teacher Workplace: Ha Trung High School Subject: English THANH HOA, MAY 2022 INDEX N0 CONTENTS Introduction 1.1 The reason for choosing the topic 1.2 The purpose of research 1.3 Objecrtives of the study 1.4 Research Methodology 1 1 2 Contents of the experience initiative 2.1 Rationale of the experience initiative 2.2 Situation of the problem before applying the experience initiative 2.3 The solutions were used to solve the problem 2.4 Results after applying the initiative 16 Conclusion and requests PAGE 3.1 Conclusion 3.2 Requests 19 19 20 Introduction 1.1 The reason for choosing the topic English increasingly plays a very crucial role in the global development Therefore, the teaching of English has been improved in method of the communicative, learner-centered approach which is adaptable to provide students with numerous opportunities to communicate in English However, at many high schools in Vietnam, the teaching of English has not really developed students’ ability, activeness and motivation It is no doubt that there are many students who like to learn English, are good at grammar, have a fairly large vocabulary, have a strong grasp of sentence structures, and always get high marks in written exams But the truth is that to use English as a communication tool is not an easy for them because their listening and speaking ability is still very limited The students encounter many difficulties and are really confused in normal communication with basic greetings and questions because they had little practice in speaking English and did not have the habit of speaking English The fact is that they may lose the opportunity to find scholarships to study abroad, the opportunity to find a job and develop a career due to this weakness Among the problems students often encounter in their speaking skill is the use of language in spoken English How to solve these problems arouse my interests and encourage me to carry out the research “Language use in improving students’speaking skill” Hopefully, this study will make a small contribution to the improvement of speaking skills for students at my school in particular and at other high schools in general 1.2 The purpose of research In this modern world, communication skills play a vital role and one must have mastery over these skills to get success in their respective fields So, speaking is the most important skill among all the four language skills in order to communicate well in this global world As English is widely used all over the world, there is a need for learners to acquire the communication skills of it to get success in their respective fields within the scope of this research, I focus on some aspects of language use in speaking skill 1.3 Objectives of the study There are two main purposes of the study Theoretically, the study aims at providing a summary of theories related to language in speaking skill that should be taken into consideration The study also aims at suggesting some ways to improve students’ language use in speaking skill in practice 1.4 Research Methodology In the process of writing this research, I have spent much time reading reference books about the language use in speaking skill Also, through my observation of students and teachers in my school, I have found out many ways of improving students’ language in speaking skill Contents of the experience initiative 2.1 Rationale of the experience initiative 2.1.1 Definition of language in speaking skill Many definitions of language have been proposed Henry Sweet (1998), an English phonetician and language scholar, stated: “Language is the expression of ideas by means of speech-sounds combined into words Words are combined into sentences, this combination answering to that of ideas into thoughts.” The American linguists Bernard Bloch and George L Trager (2001) formulated the following definition: “A language is a system of arbitrary vocal symbols by means of which a social group cooperates.” In most accounts, the primary purpose of language is to facilitate communication, in the sense of transmission of information from one person to another Language interacts with every aspect of human life in society, and it can be understood only if it is considered in relation to society “Language is a system of communication consisting of sounds, words, and grammar and it is a system of communication used by people living in a particular country” (Cambridge dictionary) Language is an integral part of speaking skills The words people use must suit the occasion and the audience For example, the language people use when speaking to a friend is different from the one they use for a formal presentation It is clear that speaking is a process of oral express as a type of speech Speaking consists of using lexical grammatic and pronuncial events in a language in order to express any idea According to W.F Mackey (1987), speaking skill involves not only the use of the right sounds in the right patterns of rhythm and intonation but also the choice of words and inflections in the right order to convey the right meaning In Brown and Yule’ point of view (1983), spoken language consists of short, fragmentary utterances, in a range of pronunciation There is often a great deal of repetition and overlap between one speaker and another and speaker usually use specific references They also point out that spoken language is made to feel less conceptual dense than other types by using the loosely organized syntax and non-specific words and phrases and fillers such as “Oh”, “Well” 2.1.2 The components of language in speaking skill According to Harris (1974) there are five components of language in speaking skill concerned with comprehension, grammar, vocabulary, pronunciation, fluency - Comprehension In teaching and learning process, the teacher has to speak clearly to comprehend the students Stated that the teacher needs as good an understanding as we currently have of the nature of comprehension and the process of comprehension Comprehension is the component of speaking which we needed to avoid misunderstanding between the speakers and listeners - Grammar It is needed for students to arrange a correct sentence in conversation It is in line with explanation suggested by Heaton (1978: 5) that students’ ability to manipulate structure and to distinguish appropriate grammatical form in appropriateness The utility of grammar is also to learn the correct way to gain expertise in a language in oral and written form - Vocabulary Vocabulary means the appropriate diction which is used in communication Without having a sufficient vocabulary, one cannot communicate effectively or express their ideas both oral and written form Having limited vocabulary is also a barrier that precludes learners from learning a language Without grammar very little can be conveyed, without vocabulary nothing can be conveyed So, without mastering vocabulary sufficiently English learners will not be able to speak English or write English properly - Pronunciation Pronunciation is the way for students‟ to produce clearer language when they speak It deals with the phonological process that refers to the component of a grammar made up of the elements and principles that determine how sounds vary and pattern in a language There are two features of pronunciation; phonemes and supra segmental features Pronunciation is the knowledge of studying about how the words in a particular language are produced clearly when people speak In speaking, pronunciation plays a vital role in order to make the process of communication easy to understand - Fluency Fluency is the ability to read, speak, or write easily, smoothly and expressively In other words, the speaker can read, understand and respond in a language clearly and concisely while relating meaning and context Fluency can be defined as the ability to speak fluently and accurately Fluency in speaking is the aim of many language learners Signs of fluency include a reasonably fast speed of speaking and only a small number of pauses and “ums” or “ers” These signs indicate that the speaker does not have spent a lot of time searching for the language items needed to express the message Fluency means the capability of someone speaks fluently and accurately with little using pauses like „ums‟ and „ers‟, and so on 2.2 Situation of the problem before applying the initiative experience 2.2.1 English is an indirect language Spoken English requires a fairly large vocabulary to communicate or express basic ideas, in other words, English is an indirect language In communication, when receiving a question or information, British people often provide, exchange details or explain relevant issues before they mention or answer the real answer If we listen to lines in British films or listen to British politicians speaking or giving speeches in parliament, we will certainly easily recognize this feature Of course, a speech and a normal conversation also have differences in expression 2.2.2 English is the language with hesitation words In daily communication, British people tend to use a lot of filler words Many linguists around the world believe that spoken English contains about 50% of redundant words These words are described as words that have no real meaning or change the meaning of a message These words and phrases are often used in British communication and often appear at the beginning, middle or end of sentences The important thing to help students speak fluently is knowing how to use English fluently in daily communication When practicing, before the speaking test or in daily conversations, students should learn and know how to use gap/hesitation fillers words or phrases when they themselves have not thought of it or not know how to it Express what you want to say, even if you don't know what to say next Students can use some of these words and phrases in the speaking process to make their speech more natural, avoid making the listeners discover their weaknesses and let themselves not feel lost, so they can avoid awkward silence in the process of talking or communicating For example: “My hometown London is huge, maybe, the biggest city in Europe If you live there, it’s amazing You can anything you want There are so many things to do, that’s why I love living there” “Well, you know, my hometown London is kind of like huge, you know I mean it’s actually enormous, maybe even the biggest city in Europe So really if you live there, it’s sort of amazing, really You can almost anything you want Like, you know, there’s so many things to do, and I guess that’s why I love living there” In communication and in spoken English, British people still tend to get straight to the point, but unlike written English, when speaking/communicating, they often use a lot of filler words It is these buffer words that make communication and conversations more natural, more flexible and softer Some buffer words students can use while speaking or conversing in English: - Well, - All right, - That’s an interesting/a difficult question I suppose/guess - Well, I think/guess - Let me see - How shall I put it? Let me put it in this way - As a matter of fact, - In fact, - You see/know - Actually, - It’s like this, you see - Like, you know, - Maybe, - Really, - Basically, Okay/(Ok) 2.2.3 English is spoken in different levels British people often speak English to varying degrees They often use shades of meaning more than literal The same question can have many different answers or express the answer at different levels from easy to difficult, from simple to complex depending on the situation, context and attitude of the speaker For example: Question: “Do you like watching TV?” Answes: - Yes, I really like watching TV - I guess I’m quite fond of watching TV - Do I like watching TV , well, it’s hard to say - To some extent, I would say I like watching TV - Well, I wouldn’t say I actually like watching TV - For the most part, I would probably say that I quite like watching TV - Well, I suppose you could probably say that I’m fond of watching TV The above expressions have shown a common feature of English that is speaking in levels This also shows the richness and diversity in the way English is spoken With the characteristics and requirements of spoken English just analyzed, we can see that: A high score in the English speaking test can only be achieved when they speak English like or almost like the English say As the first step in achieving a high score on the speaking test in class (conversation or monologue) or in the English speaking test in the National Exam (monologue), students need to make sure some following requirements: a Length of responses b Avoid being too direct c Use linking words, connectives, redundant language appropriately d No vocabulary recycling e Speak in different levels 2.3 The solutions were used to solve the problem For the National exam, the English speaking test (monologue) is evaluated and scored mainly based on the following specific criteria: fluency and accuracy, lexical resource, grammatical range and accuracy, pronunciation Fluency is understood not only the fluency of the audio stream but also the information content, the way the speaker conveys the information to the listener Fluency also includes the quality of the message Fluency and coherence are also assessed by the length of the talk – that is the ability to speak at length, the ability to use sentence structure and tight vocabulary, the ability to use spacers, conjunctions, words link (use of linking words, connectives and redundant language ) in a natural and logical way that students demonstrate in speaking, demonstrating understanding and problem-solving ability of students 2.3.1 Fluency and coherence It is advisable to speak fluently with only rare repetition or self-correction Any hesitation is content-related rather than to find words or grammar Speaking coherently with fully appropriate cohesive features and developing topics fully and appropriately are highly apricated Fluency and coherence are also assessed by the length of the talk – that is the ability to speak at length, the ability to use sentence structure and tight vocabulary, the ability to use spacers, conjunctions, words link (use of linking words, connectives and redundant language ) in a natural and logical way that students demonstrate in speaking, demonstrating understanding and problemsolving ability of students Look at the two following examples A Question: - “What you like about your hometown?” B Answer: (1) “My hometown is Da Nang Da Nang is very modern so I like the buildings All over the city, there are lots of new interesting buildings being built When I was younger, most of the buildings looked the same so it wasn’t as attractive as it is nowadays” The above answer is not necessarily a bad answer In fact, the students used their grammar knowledge quite well, and the answers were not too short, proving that students not only provided information but also knew how to focus on language content But the problem is that the speech lacks cohesion, lacks the logic needed to create its value and the persuasion for the examiner is not much, so the score for this answer will not be high A Answer: (2) “Well, you know, my hometown is Da Nang and you might not know this but Da Nang is very modern so I suppose I would have to say that I like the buildings Actually, all over the city, there are lots of new interesting buildings being built In fact, it’s quite interesting to consider that when I was younger, most of the buildings looked the same so you know, it wasn’t as attractive as it is nowadays” The content of answer (2) is the content of answer (1) The difference in this answer from the first answer is: the information given by the students is linked together by linking words to connect ideas and sentences (underlined italic words) This way of saying is close and true to the British way of speaking and is true to the characteristics and requirements of spoken English 2.3.2 Lexical resource It is necessary to use vocabulary with full flexibility and precision in all topics and idiomatic language naturally and accurately Learning a foreign language, besides the grammar and sentence structure that teachers provide to students, vocabulary plays an extremely important role in helping learners use the language " Without grammar very little can be conveyed, without vocabulary nothing can be conveyed’ (Wilkins, 2001r) Obviously, vocabulary plays an important role when learning a foreign language However, how to use vocabulary to achieve high efficiency is something that both teachers and students need to pay attention to Scoring for the correct use of vocabulary is not only based entirely on the number of words a student uses in a speech, but also on the type of words and how the student uses them (how students use these words) Students can refer to and use the words/phrases in the table below: Neutral (or informal Formal Neutral words/expressions (or informal Formal words/expressions) worldwide cosmopolita behavior conduct (n) large/big colossal carry out/ conduct (v) famous/wellknown outstanding show demonstrate be interested in be addicted to record/write about document (v) danger hazard last (v) endure obtain/get acquire house/flat dwelling give attention to address (v) exam examination support/encourage advocate ask for appeal for try attempt get in be made up of have a look at examine last in more detail final in greater detail Be accepted/be offered a place With regard in respect of/ with to/as far as is respect to concerned consist of in short/ to sum up/summing up In sum/ summary right correct unsuitable inappropriate give deliver wrong incorrect look into investigate lab laboratory keep maintain refer to point out observe time occasion mainly primarily lately recently solve resolve be based on rest on return look back/ go over revise sole(ly) slightly/ a little/ a bit somewhat come back/go back/get back only deal with treat in make reference o almost virtually Academic Vocabulary List Word Definition/ Meaning A adolescent alley almanac alternative analgesic antique a teenager a narrow passageway or street book of facts published annually choice, selection, option something used to reduce pain object prized for its age apiece appetite approach ardor assemble astonish authenticity each, individually desire to eat get closer with great intensity come together, meet surprise, amaze reality, certainty B bargain barrel blame blank blissful boast something you can buy cheaply a large round container used for holding great amounts of liquid to accuse someone or wrongdoing empty, without any marks extremely happy brag; say great things about yourself C challenge charge cite collapse combination compassion compensation confess confront conquer consumer contemporary cope coward credentials crook crummy call for energetic work or action postpone or delay payment until the bill comes give reference to fall down joining together of things or ideas feeling of sympathy towards another person payment for service, loss or expense admit to wrongdoing raise an issue directly and argumentatively defeat, overcome person who buys things from the same time period handle or deal with a difficult situation a person who is not brave qualifications or background a thief, criminal, swindler lousy, miserable, or worthless 10 curiosity desire to know; inquisitive interest D dent desperate detect devout discrimination dull dweller weaken, lessen the value of something, usually by hitting without hope to discover the existence of something very religious treating people unfairly because of their differences not exciting; not bright or sharp inhabitant, person who lives at a certain place E encourage ensure enthusiastic entirely estate evaluate exhausted exile expansion give help, support or confidence make certain, insure very interested or excited about something on the whole property, land, possessions give feedback extremely tired forced removal from one's country growth F fascinating fatal finesse fortune fugitive imagination, dream world very interesting, exciting, fun causing death ability to handle difficult situations well good or bad luck, fate one who tries to escape, runaway G galaxy generous gigantic glimpse a group of millions of stars giving unselfishly, usually large amounts huge, large, enormous a brief look; an indication 11 goofy funny, silly H havoc heir a lot of trouble, chaos one who inherits from a parent I ignore illusion incident incredible inferior inform inhabitant inquire instinct irrational irrelevant issue don't pay attention false idea, dream an occurrence or even; happening unbelievable of lower or lesser quality to tell, give the facts resident ask questions natural or innate ability impossible to explain reasonably not related or applicable things that need to be discussed J jogging juvenile running slowly young, immature, youthful K knot formed when two ropes are tied together L lack lecturer legitimate listless absence, deficiency a university professor lawful, conforming to accepted standards lacking energy or spirit M magician motive one who performs illusions reason N 12 nationwide negligent everywhere in the country failing to give proper care or attention O observe outraged outstanding owe own perceive thorough the senses, see upset, very mad distinguished, excellent to be under obligation or indebted to someone possess P patriotic peak peasant peddler perceive perceive portion practical priceless profit having feelings of devotion towards one's country top of the mountain poor, simple farmer someone who sells things sense, notice, observe through the senses to sense (see, hear, smell, touch) small part or section useful and realistic very valuable money people make from business Q qualm feeling of uneasiness, doubt or fear R ramble reinforce release reluctance revenue rise risk roam to talk on an on without saying much give support to, strengthen set free, allow to go out hesitation, unwillingness to something earnings, income from a business go up, get higher possibility of danger or loss wander, walk around without direction S sample severe significantly try or test food for taste cruel, harsh in an important or meaningful way 13 skill struggle swing ability, talent have difficulty doing something; fight to move back and forth, sway T thrilling tipping trend trophy exciting giving extra money for services a fad that lasts for a long time prize given in a race or competition U unflattering upgrade not in a complimentary way improve the quality of something V vast volunteer huge, immense person who gives service without pay W warrior waste widespread withdraw workaholic fighter use wrongly, use too much of covering a large area take money out of the bank compulsive worker 2.3.3 Grammatical range and accuracy Students should use a full range of structures naturally and appropriately Besides, it is advisable to produce consistently accurate structures apart from ‘slips’ characteristic of native speaker speech Examiners are looking for a mixture of simple, compound and complex sentences, and also a range of grammatical structures within students’ sentences Here’s what their assessment criteria say:  Band 5: uses only a limited range of structures; attempts complex sentences but these tend to be less accurate than simple sentences  Band 6: uses a mix of simple and complex sentence forms; makes some errors in grammar and punctuation but they rarely reduce communication  Band 7: uses a variety of complex structures; produces frequent error-free sentences 14 Band 8: uses a wide range of structures; makes only very occasional errors  Band 9: uses a wide range of structures with full flexibility and accuracy; any errors are ‘slips’ (i.e forgetfulness, not because of a lack of grammar) For example: Instead of using simple sentence: “I live in Sydney It is the most populous city in Australia The city is packed with spectacular spot It attracts tourists from all over the world” Students can use a more complex sentence to express these discrete ideas “I live in Sydney which is the most populous city in Australia The city is packed with spectacular spot that attracts tourists from all over the world” 2.3.4 Pronunciation Students should use a full range of pronunciation features with precision and subtlety Students also should be familiar with the following features of pronunciation:  Accuracy  Word stress  Sentence stress  Weak sounds  Linking words  Intonation Here is the rubric for speaking test that talented students should bear in mind: Band • uses a full range of pronunciation features with precision and subtlety • sustains flexible use of features throughout • is effortless to understand Band • uses a wide range of pronunciation features • sustains flexible use of features, with only occasional lapses • is easy to understand throughout; L1 accent has minimal effect on intelligibility Band • shows all the positive features of Band and some, but not all, of the positive features of Band Band • uses a range of pronunciation features with mixed control • shows some effective use of features but this is not  15 sustained • can generally be understood throughout, though mispronunciation of individual words or sounds reduces clarity at times 2.4 Results after applying the initiative 2.4.1 Practical activities to improve pronunciation It’s crucial to ensure that students are familiar with these pronunciation features, have plenty of opportunity to practise using them, and receive feedback in the classroom The steps outlined below will help you to introduce specific pronunciation training into your classes and make your students feel more confident about getting a good score for pronunciation 2.4 Use model answers to practise pronunciation Using a model answer featured in their coursebook, students can identify features of pronunciation that are assessed and practise using them themselves This could be done through listening to a recorded version of the model answer or through marking up a transcript and practising the features in small groups Examiner: How often you eat healthy meals? Candidate: It depends what you mean by ‘healthy’, but I try to keep my intake of junk food down to a minimum And most days I make sure that I have at least some fruit and vegetables, even if it isn’t as much as I should Also, because I’m young and in relatively good shape , I don’t worry about my diet too much at the moment, to be honest Examiner: How you like to relax? Candidate: if I had to choose, I’d say that I most like to sink into the sofa, put my feet up and lose myself in a good movie The thing is, I’ve got ə lot əf pressure on at the moment, as I’m in my final year of study, so I really need time tə switch off Watching a film helps me to forget that pressure for a while 2.4 Get students to record themselves speaking Pre-recording should eliminate the pressure students may feel at being asked to speak spontaneously, and will enable them to give their best version of their speech Students record themselves in advance and then evaluate one another’s pronunciation in class 16 2.4 Introduce students to speech recognition software Speech recognition software, such as Speechnotes, is an excellent resource for analysing pronunciation features, as it transcribes speech in real time A great resource for self-study, it can also be used in class with students analyzing one another’s pronunciation errors All three activities can be done as self-study tasks; stress to your students that they continue pronunciation practice outside class to speed up their progress However, the opportunity to bring pronunciation practice into the classroom and to train students to critically evaluate their own and other’s pronunciation is an opportunity not to be missed 2.4.5 Use Paraphrasing Intentionally "Paraphrasing" is an explanatory phrase used to explain a word, phrase or idea to help listeners better understand a certain issue or message through the speaker's own language In the test / test of speaking skills, the glossary is extremely important because it helps the speaker show his ability to use language in clarifying the problem to be solved, and it also directly affects Next to the vocabulary score and the results of the talk Annotations are also often used to fill in vocabulary gaps, words that speakers don't remember or don't know how to say in English or don't have equivalent synonyms in English “ An additional problem with cars is that they produce a lot of errr I can’t remember the word, but it’s gas that comes out of the car exhaust oh yeah carbon monoxide That’s what I mean.” In the example above, even in a short sentence, the student was able to use an effective glossary to explain a complex lexical data (carbon monoxide), so the vocabulary score for this spoken passage would be evaluated and scored in both aspects: using the glossary and using difficult and uncommon words (complex and uncommon words) 2.4.6 Use vague/abstract language In speaking, especially in conversations, conversations in English lessons and even in an exam, sometimes there are some words and phrases that students not know well, are not sure, some words or expressions can be used to describe that ambiguity, abstraction, ambiguity, or non-specification Use of vague language items in English Use vague expressions Making things sound about, kind of, sort of, Examples There were about twenty 17 less factual being not sure of the name of something to make groups or categories vague category expressions in formal speaking to be vague in an impolite way and that kind of thing people at the meeting It’s kind of cold in here Did you see lions and giraffes and that kind of thing when you were in South Africa? what you call it?, She’s got a small dog, a what’s it called?, it’s a kind of poodle, or something kind of X, it’s a sort of What’s that stuff you use X, it’s a type of X, or when your lips get dry? something, thing, stuff Where’s the thing for cleaning the window? and that kind of thing Where are all the knives and and stuff like that forks and that kind of thing? and that sort thing I need to buy cards and and stuff wrapping paper and stuff like and that type of thing that and so on and things like that and this, that and the other and the like and something like that and so forth, et cetera, The book has often been and so on, and so on looked at from a feminist and so forth perspective and so forth but I want to look at it from a political perspective today [from a university lecture on communication] If you use an advertisement in the newspaper, a thirtysecond and on television et cetera etcetera, it will receive quite awide audience but there’s relatively little you can say in it (ad = advertisement) stuff and whatever, [a father to his son] whoever, whenever, A: What did you at school whichever today? B: Stuff (This is not a polite 18 reply It can mean ‘I don’t want to talk to you’.) [parent to teenage daughter] A: You spend too long on the phone B: Whatever (This is a very impolite response and means ‘I don’t care’.) Conclusion and Suggestions 3.1 Conclusion Like other foreign languages, practicing speaking skills plays an extremely important role in the process of learning English Having good English speaking skills gives students the opportunity to demonstrate their ability to use English in many areas of life, and at the same time helps students develop their thinking, problem-solving and creative abilities in specific situations in current study and in future work Among the four basic skills of the English language, speaking seems to be difficult because the speakers have to produce sentences on the spur of the moment It is quite difficult for foreign or second language learners to produce sentences without learning the grammatical structures and having proper knowledge of adequate vocabulary Therefore, the English language learners of EFL/ESL face many problems in speaking grammatical sentences in English Since speaking skills play a dominant role in communication, people try to learn these skills in order to communicate well with the entire community all around the world With such a difficult skill as English speaking, it requires both teachers and students’ perseverance and seriousness in their work The study has firstly dealt with general view of language in speaking skill Besides, some suggestions to improve the language use of students in speaking skill (including pronunciation, grammar, lexical resource and fluency) have also made From what has been demonstrated, it is possible for the set aims of this study to be achieved 3.2 Suggestions With all the enthusiasm and responsibility, the researcher hopes this study will be a meaningful and practical reference source for English language teachers who will teach and foster speaking skills for students who are learning 19 English in High Schools for students in the province However seriously and diligently we work on the study, Limitations are inevitable Developing speaking proficiency requires more than simply just getting the language learners exposed to a pool of vocabulary or grammar descriptions To help the language learners develop communicative efficiency in speaking, instructors can utilize activities approach combine language input and communicative output This study mainly focuses exploiting the language use in speaking skill in general From these limitations, it is advisable that other research concentrate on classroom activities to improve students’ language in speaking skill The confirmation of The Headmaster Thanh Hoa, May 5th, 2022 I assure this is my idea report, not copy other people's content (Signature and name) Tống Thị Hiền 20 REFERENCES Bahrani, T., & Soltani, R (2012) How to teach speaking skill Journal of education and Practice, 3(2), 25-29 Bahadorfar, M., & Omidvar, R (2014) Technology in teaching speaking skill Acme International Journal of Multidisciplinary Research, 2(4), 9-13 Abugohar, M A., Al-Hnifat, M A., Al-Smadi, O A., Rashid, R A., & Yunus, K (2019) English language speaking skill issues in an EMP context: Causes and solutions International Journal of English Linguistics, 9(3), 211225 Nazara, S (2011) Students' perception on EFL speaking skill development JET (Journal of English Teaching), 1(1), 28-43 Koran, S (2015, April) The Role of Teachers in Developing Learners' Speaking Skill In 6th the international visible conference on educational studies and applied linguistics: book of proceedings (pp 400-416) Wei, C (2005) A case study of an application of Internet-based texts to a college EFL reading class: National Chung Hsing Journal of Humanities NCHU, 35 (6), 253-279  ... ways of improving students’ language in speaking skill Contents of the experience initiative 2.1 Rationale of the experience initiative 2.1.1 Definition of language in speaking skill Many definitions... speaking skill that should be taken into consideration The study also aims at suggesting some ways to improve students’ language use in speaking skill in practice 1.4 Research Methodology In the... the use of language in spoken English How to solve these problems arouse my interests and encourage me to carry out the research ? ?Language use in improving students’speaking skill? ?? Hopefully, this