DECLARATION I, Dao Thi Trinh, hereby certify that this minor thesis entitled “Barriers in speaking skills for Students of English Faculty at Thuongmai University and suggested solutions” is the result of my own research in the fulfillment of the requirement for the Graduation paper at Faculty of English – Thuongmai University and the substance of this research has not been submitted for a degree to any other university or institution Signature Dao Thi Trinh ABTRACT In the four skills of English,.
OVERVIEW OF STUDY
Rationale
English is a universal language and one of the easiest to learn, serving as the dominant language in business and various sectors like technology and medicine Proficiency in English is essential for success in the workplace, particularly in foreign companies, where it can account for 50% of job success Employers often prefer candidates with strong English skills, making it a crucial factor in determining future career opportunities.
Mastering all four English skills—listening, speaking, reading, and writing—enhances your professional and personal life, making you more competitive and opening up new opportunities Proficiency in reading and listening, the two receptive skills, complements the productive skills of writing and speaking, which are essential for effective communication and accessing a wider range of knowledge.
“Of all the four macro English skills, speaking seems to be the most important skill required for communication” Zaremba, (2006)
English is increasingly essential in global commerce, yet students at TMU, despite being part of an English faculty linked to major international universities, often struggle with their language proficiency Effective communication skills are crucial for mastering any language, as they play a vital role in daily life, academic pursuits, and future career opportunities.
In high school, students often have limited opportunities to practice speaking English, as the focus primarily lies on grammar and vocabulary in preparation for final exams This lack of speaking practice fosters a fear of making mistakes and reduces their ability to respond quickly in conversation Consequently, when students transition to college, they struggle with English communication, hindering their learning experience, particularly in courses that require verbal participation.
Therefore, in this study, I will study “Barriers in speaking skill for Students of English Faculty at Thuongmai University and suggested solutions” to improve students' speakingskills.
Previous studies
Research on the challenges of speaking English reveals various difficulties faced by learners, with studies conducted both in Vietnam and globally highlighting these issues.
In Vietnam, Hoang Van Lan (2012) identified significant challenges faced by Vietnamese learners in mastering English, particularly in pronunciation and tone He noted that "learning how to pronounce English is an extremely difficult problem," highlighting the discrepancies between English spelling and pronunciation This complexity requires learners to memorize the pronunciation of each word, as the relationship between syllables and spelling is not straightforward.
A study by Le Van Canh (2001) revealed that most students focused on learning solely to pass national examinations, lacking a genuine need for communication Their primary goal was to acquire enough grammar and vocabulary knowledge to succeed in grammar-based, norm-referenced tests.
Another study related to difficulties for students' speaking skills was Ngo
A study conducted in 2011 at Thai Nguyen University identified three key challenges in speaking English: psychological factors, linguistic barriers, and socio-cultural issues The research highlighted that students faced difficulties due to insufficient vocabulary for expressing their ideas and limited opportunities for engaging in speaking activities, which hindered their overall foreign language learning, particularly in English.
In his 1996 research, Ur identified four key factors that hinder effective speaking practice among students: the fear of making mistakes, anxiety about being reprimanded, shyness, and a lack of personal effort Additionally, he noted that classroom participation is often uneven, with some students actively engaging while others remain silent Furthermore, many students prefer to communicate in their native language due to the comfort it provides, which further limits their willingness to practice speaking in a foreign language.
Lukitasari (2003) research showed that learners did not improve their speaking skills because they did not learn three important elements in speaking, namely vocabulary, grammar and phonics.
A study by Lawtie (2004) highlights that emotional states significantly impact speaking difficulties, with feelings of insecurity, shyness, anxiety, and nervousness playing a crucial role A lack of self-confidence can exacerbate these issues, making it essential to recognize emotional factors as key considerations when communicating with individuals who struggle with speech.
Rababa'h (2005) identified that the challenges in learning English stem from various factors, including the learners themselves, the teaching strategies employed, the educational programs available, and their living environment This lack of motivation to learn English suggests that students may not perceive its importance.
According to Hinkel (2005), communication issues arise when individuals misunderstand word meanings, lack knowledge on proper usage, or struggle to articulate their thoughts, ultimately hindering effective communication.
Yunita (2014) identified several challenges that students face when speaking English, including issues with pronunciation, grammar, vocabulary, motivation, anxiety, and embarrassment These factors significantly hinder their ability to communicate effectively in English Through her research on students struggling with these difficulties, she observed that many were unable to speak English fluently.
In Mustafa Mubarak Pathan (2014) research studies about "Psychological
Several factors significantly impact the oral performance of Sudanese EFL learners Key challenges include issues with pronunciation, the use of adjectives and prepositions, idiomatic expressions, grammatical and semantic errors, and a lack of vocabulary Additionally, learners often experience fear or embarrassment when communicating, a lack of interest and motivation, insufficient practice opportunities, and an environment that does not support language use, all of which are influenced by their mother tongue These difficulties can be traced back to the failure of teachers to address these issues early in the learning process, largely due to inadequate training and a lack of skill development among many EFL educators in Libya.
Samira Al Hosni (2014) identified three primary challenges faced by students when speaking English: linguistic difficulties, the use of their mother tongue, and inhibition Students often struggle with vocabulary, expressing sentiments such as, "We want to speak, but we don’t know the word," or "We do not know how to say it." Despite extensive grammar instruction, many still find it hard to construct even short sentences Additionally, the fear of making mistakes in front of peers leads to reluctance in participating, as students worry that "they will laugh at us if we make mistakes."
Despite numerous efforts to enhance speaking skills, a limited number of students can communicate confidently in English This ongoing challenge has prompted the writer to explore the reasons behind this issue further.
Aims of the study
This study aimed to identify the subjective and objective challenges faced by English major students in developing their speaking skills It also sought to explore the underlying reasons for these difficulties and propose effective solutions for both educators and learners While the primary focus was on students, the findings serve as a valuable resource for anyone interested in enhancing their English speaking abilities.
By using quantitative and qualitative methods of data collection, the study attempted to answer the following research questions:
What are the difficulties that the English major students cope with when learning English speaking skills?
What causes lead to those problems?
What are the possible solutions to solve those problem?
Research subjects
Speaking is a crucial skill in learning a foreign language, yet research in this area is limited This study investigates the challenges faced by English major students at Thuongmai University in developing their speaking skills Conducted with 40 students from the Business English Faculty, the research highlights the diverse difficulties encountered in English speaking due to varying teaching methods experienced by the students The findings aim to provide accurate and realistic insights into the speaking challenges faced by learners.
This study was undertaken with the hope of improving the speaking ability and providing some insights into how the students perceived about the usefulness of speaking techniques.
Participants of the study
For this study, the study was realized with the participation of 40 English major students at Thuongmai University Among them, there were 10 males and 30 females.
The researcher selected randomly 10 students from four classes in Thuongmai University to interview.
Many students studied English for over nine years, but their backgrounds were similar due to their rural origins and the standardized high school curriculum Previously, limited opportunities for practicing English skills hindered their proficiency, resulting in significant challenges when they began their studies at Thuongmai University.
Scope of the study
This study focused on the speaking skills of students at the Faculty of English, Thuongmai University Due to time constraints and a lack of reference materials, the research could not comprehensively address all aspects of speaking skills.
This research aims to identify the challenges students face when learning to speak English, with the goal of uncovering difficulties and developing effective solutions for improvement.
Research methodology
C.R Kothari defines research methodology as a systematic approach that encompasses problem identification, hypothesis formulation, data collection, analysis, and drawing conclusions to support theoretical generalizations Within this framework, both qualitative and quantitative methods exist; however, the author opted for a qualitative approach for this study focused on a specific student population Kothari emphasizes that qualitative research examines phenomena related to quality or kind, prioritizing the understanding of the reasons and thoughts behind the subjects being studied.
Qualitative research methods, including questionnaires and interviews, are employed to achieve objective results By utilizing both questionnaires and interviews, the researcher aims to gather comprehensive insights across various aspects of the study.
The study conducted at TMU utilized questionnaires as an effective tool for gathering qualitative information, streamlining the data collection and analysis process By administering pre-structured questions to students, the research aimed to assess their difficulties in speaking English and investigate their frequency and abilities This qualitative approach provides a comprehensive understanding of students' thoughts and opinions regarding their English-speaking challenges.
The survey questionnaire consists of 15 questions and is divided into 4 parts.Accordingly, the first part is designed for collecting general information of students;questions in part 2 aim at finding out the reality of the students’ studying English speaking skills; part 3 mainly seeks for the difficulties that the students encountered when studying English as well as the possible causes for these problems; and the last one is about the solutions to improve English speaking skills Questions were designed from general questions to specific questions in order to determine students' English proficiency In order to ensure trust and security, before the author distributed the questionnaire, they pledged that the questionnaire was only intended for research, not for any other purpose
C.R Kothri highlights that the interview method is effective for gathering oral responses related to research problems, allowing for in-depth investigations This structured approach involves asking questions based on a predefined format and recording the answers, enhancing the practicality of questionnaires Interviewees provide their perspectives, leading to a comprehensive overview of the results obtained.
For a more objective and realistic result, the researcher used an interview method This method was aimed at students who could answer according to their own opinions Interviews provided a deeper and more detailed answer to the difficulties students face The interview would focus on 2 questions about the difficulties students facing and the solutions that students can overcome Interview in the Vietnamese language helps students have a clearer and more specific understanding, avoiding confusion Combine the interview method with the questionnaire to bring the most objective and authentic results to the research.
There were two main steps to collect data in the study The first step was collecting data from the survey questionnaire The second one was collecting data from the interview.
As mentioned above, the interview was conducted with 10 English major students who had completed the survey questionnaire before Compared to questionnaires, the interview gave more freedom to both the interviewer and the interviewees The students can express their opinions freely and fully All responses of the students recorded carefully The students volunteered to be interviewed but they felt shy when the interviewer asked them to respond in English Thus, they were allowed to use their mother tongue when this was necessary Anyway, the interviewer attempted to encourage the ten students to express their views fully Based on the results obtained from the survey questionnaire, conducting data analysis focused on the difficulties set out in the theory of chapter 2 From the results obtained in tables and graphs for comparing the rate of difficulties students faced Finally, the study provided an objective review of the analytical results.
Organization of the study
The study consists of five parts as follows:
Chapter 1 : Overview of the study consists of rationale, previous studies, aims of the study, research subjects, participants of the study, scope of the study, research methodology, instruments, and organization of the study.
Chapter 2: Literature review provides an overview of theory such as the definition of speaking, the importance, types, characteristics of speaking skills, factors affecting English speaking ability and difficulties English Faculty students in speaking skills.
Chapter 3: Research findings give discussions about research results, analyze data and results through data collected through survey questionnaires and interviews.
Chapter 4: Recommendations and suggestions provide some measures and strategies to improve students' English speaking skills.
Conclusion summarizes the main ideas of the study, outlines the limitations of the study and gives some suggestions for further research.
LITERATURE REVIEW
Definition of speaking skills
Speaking is a crucial skill for learners, enabling effective communication in English for daily interactions English serves as a pathway for individuals to reach their goals in business and education, highlighting the importance of grammar and language structure According to Bashir (2011:38), "Speaking is a productive skill in the oral mode," and it is more complex than it appears, involving more than merely pronouncing words.
Speaking a new language involves mastering various elements, including grammar, vocabulary, semantics, and pronunciation Initially, learners focus on developing their speaking skills through interaction with others Once they gain confidence in speaking, they can then progress to enhancing their writing and reading abilities.
Speaking shows the interaction between the speaker and the listener Through the way the learners speak, the opposite person will know what they are like? How people build speech, how to reason, guide or how to receive and process information Speaking is the use of maximum language to express meaning.
There are many definitions of speaking Hornby (1990, p.1227) defined
“Speaking is make use of words in an ordinary voice” Widdowson (1984, p58) added that “Communication through speaking is performed face to face interaction and occurs as part of a dialogue or other form of verbal exchange”.
According to Chaney (1998): “Speaking is the process of making and sharing meaning by using verbal and non-verbal symbols in different contexts” Brown
(1994) and Burns and Joyce (1997) defined speaking as the exchange process to create meaningful sentences including production, reception and processing of information Bygate (1987) defined speaking as the reception of information from the hearing to produce reactions from the listener It was regarded as combining sounds to create form meaningful sentences.
From the above definitions, the writer can give a general definition of speaking Speaking is a form of expressing information using sentences Saying is using language depending on the intention of the speaker, a means of communicating between objects to express their thoughts, share ideas, feelings and intentions to interact with each other.
In today's era of economic integration, strong English speaking skills are essential for success Government organizations and educational institutions should prioritize recruiting proficient English speakers Companies seek employees who can communicate effectively in English to engage with important international clients Proficient English speakers among students enhance their opportunities for education, employment, and career advancement.
The importance of speaking skills
American writer Dale Carnegie (Speeches That Changed The World Published
In 2010) said, “There are always three speeches, for every one you actually gave.
Effective communication hinges on the mastery of speaking skills, as highlighted by the phrase, "the one you practiced, the one you gave, and the one you wish you gave." This emphasizes the significance of honing your verbal abilities to convey messages clearly and confidently.
The significance of speaking is indicated with the integration of the other language skills Speaking helps learners develop their vocabulary and grammar skills and then better their writing skill Students can express their emotions, ideas; say stories; request; talk, discuss, and show the various functions of language. Speaking is of vital importance outside the classroom Therefore, language speakers have more opportunities to find jobs in different organizations and companies. These statements have been supported by Baker and Westrup (2003) who said that learners who spoke English very well can have greater chance for better education, finding good jobs, and getting promotion.
Research has shown that meaningful repetition is essential for language acquisition, emphasizing the importance of oral interactions and practical tasks for internalizing a new language Asher (2003) highlighted that learners often imitate language modeled by teachers shortly after exposure Additionally, Krashen (1988) explored the connection between listening and speaking skills, asserting that a student's ability to speak serves as evidence of language acquisition This understanding has prompted some educators to rapidly transition from teaching speaking to focusing on reading and writing skills.
Effective speaking is a crucial life skill that involves more than just verbal communication; it encompasses pronunciation, grammar, and vocabulary As highlighted by Efrizal (2012) and Pourhosein Gilakjani (2016), speaking plays a vital role in daily interactions, making it essential for personal and professional success.
According to Ranson (2000), speaking plays a crucial role in helping children and young people explore their identities and develop self-respect It allows speakers to confidently express their viewpoints, fostering better understanding among individuals This process not only enhances communication but also demonstrates respect for diverse opinions and values, ultimately strengthening interpersonal connections.
Speaking is a vital communication tool that allows individuals to express their ideas and emotions effectively, as noted by Conrad & Dunek (2012) Mastering speaking skills transforms a person into a comprehensive communicator, enhancing their ability to engage and impress listeners This proficiency not only fosters trust and respect but also plays a crucial role in career success Effective speaking opens doors to opportunities for personal expression and professional advancement, highlighting one's intelligence and sophistication.
Effective speaking is a vital cross-cultural communication tool that helps establish consensus and recognizes diverse identities, as highlighted by Cushman & Cahn (1985) Mastering speaking skills is essential for anyone aspiring to become an influential figure, as the ability to articulate subtle, sophisticated, and compelling arguments can significantly impact one's success in engaging with the public and navigating political, economic, and social interactions on a global scale.
Speaking is a crucial skill for students learning English, as it enhances their ability to use the language effectively in real-life situations This interactive skill is essential for successful communication, allowing individuals to express their ideas and feelings fluently without excessive conscious thought Mastering speaking not only aids in vocabulary and grammar development but also facilitates meaningful discussions and interactions in both academic and social settings Proficiency in speaking multiple languages opens up opportunities in large companies and promotes career advancement, underscoring its significance in achieving personal and professional goals In essence, strong speaking skills are vital for success in everyday life and the workplace.
Types of speaking skills
Based on Brown's description (2004, p.271), in this research 5 groups were summarized as follows:
In this approach, the speaker aimed to echo the words they heard in a clear and comprehensible manner, resulting in a passive speaking style While the speaker may have inadvertently mimicked the instructor without grasping the content, understanding the material is crucial for meaningful conversation Ultimately, this imitative speaking technique aids in learning to read words and accents accurately.
Intensive speaking involves a high level of imitation, requiring speakers to possess a robust vocabulary and strong grammar skills for effective comprehension For instance, when analyzing an essay, individuals may extract lessons, summaries, or answers to related questions This form of speaking encourages individuals to express their own intentions and thoughts, making imitation impossible.
Responsive communication involves a dialogue between two or more individuals aimed at understanding a specific issue The goal is to foster clarity regarding the problem at hand This interaction typically consists of concise questions and straightforward content, allowing the speaker to engage effectively in the conversation.
Interaction refers to the exchange of ideas between two or more individuals on specific topics This form of communication enhances in-depth discussions by allowing multiple participants to engage in conversation A key aspect of interaction is the use of cohesive language, which fosters a deeper connection between the speaker and the listener, ultimately leading to a more intimate relationship.
The evolution of monologue has transformed it from mere improvisation or imitation into a sophisticated form of communication This advanced speaking style demands thorough preparation and the careful selection of professional vocabulary As a result, speakers convey a deep understanding of their subject matter, fostering trust and confidence in their audience regarding the information presented.
The study explored various types of speaking employed by students in classroom settings, including discussions, presentations, and individual or pair speaking practices It aimed to identify the challenges students encounter while engaging in these speaking activities.
The characteristics of speaking skills
Mazouzi (2013) emphasizes that effective communication requires both accuracy and fluency, which can be enhanced through practice Learners can improve their speaking and communication skills by engaging in regular practice Furthermore, a learner's ability to speak fluently hinges on their capacity to maintain uninterrupted dialogue, as interruptions can lead to a loss of interest Achieving coherent fluency involves a harmonious blend of vocabulary, clear accents, proper pronunciation, and appropriate intonation.
Moreover, communication also depended on grammar, vocabulary and pronunciation.
According to Thornbury (2005), mastering pronunciation is fundamental for language learners, as it requires a strong grasp of the phonemic table and consistent practice of sounds Additionally, incorporating idiomatic expressions can enhance the vividness of communication; however, improper use of idioms can detract from the clarity of conversations Thus, learners should thoughtfully consider their use of idioms to ensure effective communication.
Factors Affecting Speaking Skills
To effectively assist learners in improving their speaking skills, teachers must recognize the various factors that affect speaking performance Key influences include performance conditions, emotional factors, listening abilities, and the feedback provided during speaking activities (Tuan & Mai, 2015).
Speaking is an essential daily communication skill, yet mastering English speaking can be challenging for learners Various factors hinder their ability to communicate fluently, including psychological influences and linguistic barriers Research by Mahripah (2014) and Elhadi Nasr Elhadi Mustafa (2015) highlights these challenges, emphasizing the internal and external impacts on the English speaking learning process.
Psychological factors play a crucial role in the language learning process, as highlighted by Elhadi Nasr Elhadi Mustafa (2015) To speak a language confidently, individuals must first overcome their fear of making mistakes As we grow older, this fear often intensifies, stemming from a concern about being laughed at when we err This fear parallels the experiences of young children learning to speak; they frequently mispronounce words, but their willingness to communicate drives them to keep trying In contrast, many English learners hesitate to speak due to shyness or a lack of confidence, which significantly impedes their progress This fear of judgment is a common barrier faced by students and professionals alike, ultimately hindering their ability to improve their spoken English skills.
Motivation plays a crucial role in language learning, as highlighted by Ortega (2009), who notes that students must not only desire to achieve their language goals but also be willing to put in the necessary effort Excitement and passion are essential for fostering a long-term commitment to learning English; without these, many learners approach the language as a mere obligation, which hampers their proficiency Littlewood (1984) emphasizes that motivation influences a learner's initial engagement, the energy they invest, and their persistence in the task Furthermore, he states that the development of communicative skills hinges on learners having the motivation and opportunity to express their identities and connect with others A negative attitude towards the language can significantly hinder progress, underscoring the importance of a positive mindset to enhance learning effectiveness.
Gardner (2001) identified three key factors that drive motivation in learning English First, a high level of integrativeness, where individuals have various reasons to learn the language, significantly boosts motivation Second, the effort, investment, and enjoyment students put into their language studies play a crucial role; students should align their learning with their career goals to reap future benefits Lastly, the students' attitudes towards their teachers and the curriculum greatly impact their motivation, as effective teaching methods can inspire and enhance their desire to learn English speaking.
It's completely normal to feel a lack of confidence, especially when facing challenges in areas where one may not excel, such as speaking English Mastering fluency in English requires time and practice, and the fear of making mistakes can be a significant barrier This fear often stems from the worry of being judged or ridiculed by others However, this reluctance to take risks not only hinders language learning but can also negatively impact future professional opportunities Embracing the possibility of being wrong is essential for growth and improvement.
According to Dornyei (2011), confidence is intricately linked to self-esteem and self-efficacy, serving as a crucial support system for personal success Without sufficient confidence, individuals struggle to achieve their goals Research indicates that a lack of confidence often stems from inadequate speaking skills, which can be exacerbated by insufficient encouragement from teachers, as noted by Brown (2001).
Encouragement plays a crucial role in enhancing the ability to communicate in English, as a lack of confidence can lead to fear This fear often manifests as a reluctance to learn or speak English, hindering progress According to Bashir, Azeem, and Dogar, fostering a supportive environment is essential to overcoming these barriers.
Extreme anxiety can lead to feelings of despondence and failure among learners, particularly when adults are overly cautious about making mistakes in their speech This fear often arises from a perceived class division based on language ability, where stronger learners dominate weaker ones Consequently, less confident learners may remain silent and hesitant to express themselves, hindering their improvement in English speaking skills.
According to speech therapist Margaretha Lanerfeldt (1992), the anxiety associated with speaking can significantly undermine an individual's confidence This anxiety often leads to difficulties in communication, resulting in the inability to express oneself or comprehend the speaker's message effectively.
Anxiety is a natural psychological response, even in individuals who generally exhibit fearless control (Javed et al., 2013) Ortega (2009) highlights that students often experience significant fear and tension when confronted with foreign languages This fear is particularly pronounced among adults, who may worry about making mistakes, especially in crowded or public settings, leading to negative self-assessments of their abilities.
Horwitz and Cope (1986) identified three primary causes of anxiety in language learners: communication apprehension, test anxiety, and fear of negative evaluation, which hinder effective communication Sylvia and Tiono (2004) emphasized that psychological anxiety can significantly impact students' speaking abilities, defining anxiety as a state of tension, apprehension, and nervousness related to learning a foreign language To manage excessive anxiety, it is beneficial for students to share their concerns with teachers.
The fear of making mistakes significantly hinders students' willingness to learn English in the classroom Aftat (2008) highlights that this anxiety stems from concerns about corrections and negative feedback, as well as the fear of being laughed at or criticized by teachers Students often learn valuable lessons from their mistakes, yet they worry about appearing foolish and being judged by their peers Middleton (2009) notes that many English learners hesitate to speak in front of foreigners due to the fear of mispronunciation, which they perceive as embarrassing When students experience anxiety and subsequent failure in speaking English, they tend to remain silent rather than risk further embarrassment, creating a challenging cycle that reinforces their reluctance to participate in class.
Anxiety can undermine confidence, leading individuals to remain silent even when they possess valuable knowledge and the ability to express themselves According to Lightbown and Spada (1999), concerns about speaking significantly impact language learning, as anxiety often arises from various situations that cause discomfort and stress This interference not only hampers the learning process but also affects a wide range of English speaking activities, extending beyond just oral presentations in a classroom setting.
Learners are influenced by various linguistic elements, including phonology, syntax, vocabulary, and semantics (Mahripah, 2014) Additionally, the correct grammatical structure, length, and complexity of speech patterns, along with well-structured propositions, play a crucial role in effective communication (Thornbury, 2005) Achieving vocabulary accuracy involves selecting the appropriate word for the specific context.
Summary
In summary, this chapter consolidates the theories and insights regarding speaking skills while reviewing existing literature on speaking difficulties It has outlined pertinent studies that contribute to the theoretical framework of this graduation paper The next chapter will present the research methodology and findings based on the discussions above.
RESEARCHING FINDINGS
Findings of the research
The data was presented corresponding to each question in the interview The questions, some key comments and quotes were summarized and presented.
3.1.1 Results from the survey questionnaires
A total of 40 survey questionnaires were distributed to English major students at Thuongmai University, with all responses successfully collected The students were instructed to select the best answer for certain questions and to choose multiple answers for others.
3.1.1.1 Personal information of the students
1-3 years 4-6 years 7-9 years More than 9 years
Chart 3.1 Experience of learning English
The data presented in Chart 3.1 reveals that a significant majority of English major students, specifically 71%, have studied English for over nine years Additionally, 17% of these students have engaged in English studies for a duration of 7 to 9 years In contrast, only 2% of students reported learning English for 1 to 3 years, while 10% studied the language for 4 to 6 years This indicates that students have dedicated substantial time to learning English alongside other mandatory subjects throughout their primary, secondary, and high school education.
Very important Important Neutral Less important Unimportant
Chart 3.2 Importance of English speaking skill
The survey results, illustrated in a pie chart, reveal that a significant majority of students recognize the importance of speaking English in the classroom Specifically, 60% of students (24 individuals) consider speaking English to be very important, while 30% (12 students) acknowledge its importance, and only 10% (4 students) view English speaking as a normal skill These findings highlight the students' strong awareness of the value of English speaking skills in their education.
Most of them have been aware that English speaking skill is really important.
No students who evaluates English doesn't matter Although they are students of the faculty of English, they have taken the initiative in assessing English, in short.
3.1.1.2 The reality of the students’ speaking skills studying
The questionnaire sought to determine how often students engage in self-studying English speaking at home, with participants selecting their preferred response The accompanying chart illustrates the students' responses to this inquiry.
Chart 3.3 The frequency of students in self-studying English speaking at home
A significant number of students engage in self-study for speaking at home, with 42.3% indicating that they frequently practice this skill However, despite this effort, many do not appear to be studying diligently.
“Sometimes” was 34.6%, while 10% answered “Always” Only 3.8% said that they rarely self-studied speaking skills at home There has no student who answered
Table 1 The methods of practicing speaking skills
The ways students practice speaking Percentag e
Make friends and talk with foreigners through online applications
Take part in the reality courses or events about communicating
Talk to yourself in front of mirror 67.5%
Watch English TV shows, films and movies 90%
According to Table 1, 90% of students reported practicing their speaking skills by watching English TV shows, films, and movies, making it the most popular method Additionally, 67.5% of students indicated that they frequently practiced speaking by conversing with themselves in front of a mirror The data also highlights participation in reality courses or events focused on communication as another significant avenue for skill development.
The use of tools like English tour guides and free talk sessions accounted for 40% of students' speaking skill improvement, while 50% was attributed to making friends and conversing with foreigners through online platforms such as Cambly and Facebook Overall, these methods significantly enhanced students' speaking abilities, especially for those who practiced less frequently.
3.1.1.3 Students’ evaluation on the obstructing factors in practicing English speaking skill
The researcher identifies two primary factors contributing to challenges in practicing English speaking skills: psychological factors and semantic elements Each student experiences varying levels of difficulty within these categories To illustrate this, the writer categorized the difficulties into four rating levels: very difficult, difficult, normal, and no problem, with the results displayed in the accompanying chart.
Motivation Confident Anxiety Phonology Vocabulary Syntax
No problem Normal Difficult Very difficult
Chart 3.4 The obstructing factors in practicing English speaking skills
Chart 3.4 assessed the difficulty of factors, most of the factors on students felt difficult, there were not much difference between my factors Pronunciation accounted for 60% at a very difficult level Motivation, confidence, anxiety, vocabulary, and grammar also accounted for a very difficult percentage equivalent to 40%, 30%, 30%, 40% and 35.6% However, the number of students who chose motivation was no problem accounting for the largest percentage of the six factors was 30%
3.1.1.4 Students’ evaluation on the impact of psychological factors on learning English speaking skills
The cause of anxiety when speaking English
A recent survey revealed that students experience significant anxiety while learning to speak English, with various factors contributing to this challenge The researchers observed that these causes became particularly evident during moments of heightened anxiety.
La ck o f p re pa ra tio n
La ck o f p ra cti ce
In ab ili ty to ex pr es s i de as
Fe ar o f m ak in g m ist ak es
Fe ar o f b ein g fo cu s o f a tte nt io n
Lo w En gl ish p ro fic ien cy
Chart 3.5 The cause of anxiety when speaking English
A recent survey revealed three key factors contributing to students' reluctance to engage in English speaking: lack of practice, difficulty expressing ideas, and fear of making mistakes, with agreement rates of 67%, 70%, and 64% respectively The findings indicate that the dynamic teaching methods used in English classes do not provide sufficient opportunities for proactive speaking and practice Consequently, students struggle to apply their skills flexibly in conversations, and the limited time available in school exacerbates this issue As a result, many students develop a habit of hesitance, fearing mistakes when attempting to speak.
The analysis reveals that students encountered minimal challenges, with only 44% citing lack of preparation, 42% mentioning fear of focus, and 30% indicating low English proficiency as concerns Interviews showed that class lectures were well-organized and serious, suggesting that fear and low English proficiency were less significant issues for many Most students entering the Faculty of English already possess a solid foundation in the language, indicating that low proficiency does not significantly impede their ability to develop English speaking skills.
3.1.1.5 Students’ evaluation on the impact of linguistics factors on learning English speaking skills
Students’ assessment on the influence of pronunciation
English pronunciation can be challenging, especially if not learned correctly from the start, as mispronunciations can lead to persistent habits Unlike writing, English pronunciation often confuses students, resulting in significant struggles Researchers have identified several common difficulties that students face in mastering English pronunciation.
Chart 3.6 Students’ assessment on the influence of pronunciation
Stress plays a crucial role in English language learning, as evidenced by the data indicating that 40% of students, or 25 individuals, made significant mistakes due to a lack of attention to stress patterns.
Liaison difficulties and mispronounced ending sounds accounted for 20% of errors among students, impacting ten learners These factors significantly influenced the quality of students' English, sometimes leading to misunderstandings For instance, omitting the final sound of certain words can alter their meaning, resulting in confusion during communication.
RECOMMENDATIONS AND SUGGESTIONS
Summary of the major finding
4.1.1 The difficulties perceived by students
The study investigated students' perceptions of the challenges they face in learning to speak English, highlighting that anxiety is a significant psychological barrier Students commonly reported a lack of practice as a major issue, with fear of speaking and making mistakes identified as the primary obstacles Additionally, challenges such as neglecting stress patterns, limited vocabulary, and confusion over tenses were noted as key restrictions hindering their speaking abilities.
4.1.2 The strategies applied by students
Semi-structured interview as well as questionnaire collected some suggestion of students to overcome their possible difficulties as follow:
To overcome linguistic challenges, students found that reading English newspapers and studying grammar, alongside engaging with films, helped them understand word usage and expand their vocabulary while also enriching their cultural knowledge Additionally, combining grammar learning with writing and speaking practices, as well as conversing with native speakers through apps like Hi-Native and Siri, effectively boosted their confidence and reduced anxiety Establishing daily vocabulary learning goals further motivated their self-improvement Lastly, thinking in English significantly aided in articulating opinions without confusion.
Limitation of the study
While the study demonstrated strengths in its data collection methods, including interviews and student survey questionnaires, it faced several limitations These included constraints related to time, insufficient resources, the researcher's capabilities, and unforeseen challenges, which ultimately highlighted significant shortcomings in the overall research.
Due to time constraints and limited experience, the researcher was unable to implement additional methods, such as classroom observation, which could have enhanced the reliability of the results obtained.
Secondly, the techniques suggested in this study were selected from different reliable but limited sources.
Despite of the mentioned limitations, the researcher hope that this exploratory research will contribute to the better situation of studying and teaching English listening skills at Thuongmai University.
Recommended suggestions
Improving speaking skills can be challenging, but with dedication and effort, students can achieve their goals To enhance their speaking abilities, students must actively work to change any negative speaking habits and expand their knowledge base With determination, mastering effective communication is within reach.
To enhance their English speaking skills, students should dedicate 30-45 minutes daily to listening to news and programs in English, focusing on pronunciation and intonation Additional practice methods include listening to English songs, tuning into VOA, and watching foreign channels or American films For those with extra time, joining English clubs or non-governmental organizations can further expand their knowledge and improve communication and soft skills.
The writer emphasizes the importance of students exploring popular local destinations to interact with foreigners, highlighting this as a quick, cost-effective method to improve their speaking skills and overall English proficiency.
Adapting and improving speaking activities
Recognizing the diversity in students' learning styles and abilities is essential for effective teaching To enhance classroom communication and engagement, educators should tailor their activities to align with students' interests and backgrounds, thereby minimizing conflict and preventing monotony in the learning environment.
The investigation revealed that a significant barrier to students' speaking skills is their insufficient vocabulary Many students expressed difficulties in speaking comprehension due to a limited vocabulary, highlighting the need for teachers to provide essential key terms to enhance listening skills To overcome this challenge, it is beneficial to activate students' vocabulary by introducing diverse topics that connect with their existing knowledge, allowing them to collaborate with peers to practice pronunciation and build confidence.
The findings in the study showed that incorrect pronunciation hindered at least many students from speaking, so teachers need to help students expose to avoid misunderstanding in language.
The significance of English in today's world is undeniable, as proficiency in the language opens up greater opportunities for success compared to those with limited English skills Consequently, many students are increasingly focused on learning this international language However, mastering English can be challenging, with speaking skills often regarded as the most difficult aspect to acquire.
The author encourages students to address their challenges by implementing effective solutions, which will enhance their speaking skills and boost their confidence in both academic and everyday communication.
The study highlights the challenges faced by English Faculty students and proposes potential solutions, although it was limited to just 40 participants due to time constraints Expanding the research to include a larger sample size could yield more objective findings Future studies are encouraged to build upon these results to enhance accuracy and address any gaps identified The researcher aspires for this minor research to contribute to the improvement of English speaking skills education at Thuongmai University.
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I am Dao Thi Trinh, a final year student at Thuongmai University, conducting a survey for my graduation paper titled "Barriers in Speaking Skills for Students of the English Faculty at Thuongmai University and Suggested Solutions." Your participation in this questionnaire is crucial; please select your answers by ticking the appropriate items or providing your thoughts in the blanks Your sincere responses will significantly contribute to the success of my study Thank you for your assistance.
4 How long have you been learning English? (Tick out the best answer) o 1-3 years o 4-6 years o 7-9 years o More than 9 years
5 How do you self-evaluate your English speaking proficiency? ( Tick out the best answer) o Below average o Quite low o Low o Quite good o Good
6 In your opinion, how important are English speaking skills? (Tick out the best answer) o Very important o Important o Neutral o Less important o Unimportant
Part 2: Information about studying English speaking skills
7 How often do you self-study speaking? (Tick out the best answer) o Never o Rarely o Sometimes o Usually o Always
8 How do you practice speaking? (Tick more than one answer) o Make friends and talk with foreigners through online applications ( Cambly, Facebook….) o Take part in the reality courses or events about communicating English ( Tourguide, Freetalk,…) o Talk to yourself in front of mirror o Watch movies and TV series o Others………
Part 3: Difficulties in studying English speaking skills and the causes of these problems
9 What difficulties did you encounter when learning English speaking skills? (Each factor you only need to tick the certain level)
10 In your opinion, what are the causes of anxiety when speaking English? (Tick out the best answer)
Fear of being focus of attention
11 Students’ assessment on the influence of pronunciation (tick the best answer) o Not interested in stress o Difficulty with liaison o Influence in Vietnamese o Not pay attention to ending sounds o Others
12 Students’ assessment on the influence of vocabulary (tick the best answer) o Lack of vocabulary o Difficulty in choosing words o Difficulty in slang words o Learn single vocabulary o Others
13 Students’ assessment on the influence of grammar (tick the best answer) o Confuse of the tense o Arranged wrongly sentences
III o Divide inapprociate verbs o Choose from the wrong type of word o Do not apply regular grammar o Others
Part 4: Suggested solutions to improve English speaking skills
14 In general, what do you think you should do to improve your speaking skills? (You can tick more than one)
Suggest solutions to overcome students' difficulties in speaking English
Practice listening to news and programs in English to learn the correct pronunciation of accents and intonation
Self-study pronunciation according to the table IPA
Learn vocabulary by the subject, film to know the context of use of many different words
Learn grammar combined with writing and speaking to master grammatical forms
Practice speaking to native speakers by talking directly or through some apps like HiNative, Siri etc.
Practice speaking alone or standing in front of a mirror to increase self-confidence as well as more fluency
Provide criteria for each day of learning vocabulary
Read newspapers and news in English to increase their vocabulary and learn their grammar
Think by English helps you not to be confused when you have to say your opinion
Set a specific target every day for yourself: how long to communicate fluently English, how long do you speak
15 What do you think teachers can do to help you? (You can tick more than one)
To enhance student engagement in speaking activities, educators should implement interactive and enjoyable exercises that encourage communication It is beneficial to divide students into smaller groups during speaking lessons to foster participation Offering a diverse range of discussion topics can stimulate interest and conversation among students Additionally, providing resources such as books focused on speaking skills can further support their learning journey.
Thank you for your cooperation!