Statement of problem and rationale
In learning English, the four essential skills—reading, writing, speaking, and listening—are crucial, with speaking often regarded as the most significant English learners universally aspire to master speaking, yet it is frequently seen as the most challenging skill to develop (Bailey and Savage, 1994: vii) Consequently, while English teachers strive to enhance all four skills, they place a particular emphasis on speaking However, Vietnamese learners face numerous challenges in acquiring this skill, as speaking is perceived as particularly difficult Despite their focus on grammar and vocabulary, many Vietnamese students are hesitant to practice speaking, which hinders their proficiency.
In recent years, English teachers have shifted their focus towards enhancing student participation in speaking lessons, yet many face challenges with students' reluctance to engage Research by Tsui (1996) identifies five key factors contributing to this issue: students' perceived low proficiency in English, fear of making mistakes and facing ridicule, teachers' intolerance of silence, uneven turn allocation, and incomprehensible input (Nunan, 1999: 234) Addressing these concerns is essential for fostering effective communication skills in the classroom.
In Vietnam, Phung (2006) conducted an experiment examining techniques to enhance participation in classroom oral activities at the College of Social Sciences and Humanities The study identified several factors influencing student participation, including learning styles, motivation, language proficiency, gender differences, teaching techniques, teacher characteristics and knowledge, the role of teachers in speaking activities, available facilities, and the overall classroom atmosphere.
Nguyen (2010) proposes effective strategies to enhance student engagement in communicative activities at Dong Do High School in Hanoi She identifies several key factors that hinder participation, including insufficient background knowledge, low confidence, lack of motivation, and a passive learning style among students.
Despite numerous studies on factors influencing student participation in oral activities, this issue remains relatively unexplored in the EFL context at Thai Nguyen College of Education (TNCE) Observations by a teacher at TNCE reveal that many students do not engage in speaking activities, often remaining silent, taking notes passively, or listening to more proficient peers, while some actively discuss in Vietnamese The research study titled “Factors Affecting First-Year Non-English Major Students’ Participation in Oral Activities: A Survey at Thai Nguyen College of Education” aims to identify the reasons behind these challenges and propose strategies to enhance student involvement in oral activities.
This study aimed to evaluate the teaching and learning of speaking skills among first-year non-English major students at TNCE It sought to identify the factors influencing student participation in oral activities and to provide recommendations for both teachers and students to enhance engagement in these activities.
This study aims to serve as a valuable reference for researchers exploring teaching and learning speaking, specifically focusing on factors influencing student participation in oral activities The findings are intended to assist English teachers in adopting effective teaching methods tailored to enhance student engagement in speaking exercises.
This study aims to enhance the teaching practices of the researcher and her colleagues while raising students' awareness of their learning challenges in English speaking Ultimately, the researcher hopes that the findings will contribute to improved teaching methods and facilitate effective solutions for students' learning difficulties.
Recent research explores various factors influencing student participation in oral activities, focusing on aspects such as language proficiency, attitude, motivation, personality traits, teaching methods, teacher characteristics, classroom size, atmosphere, and materials The study involves six English teachers and 160 first-year non-major English students at TNCE.
The study employed both quantitative and qualitative methods, utilizing survey questionnaires for teachers and students, along with interviews for teachers to gather essential information and evidence All findings, including comments, recommendations, and conclusions, were derived from thorough data analysis.
This minor thesis is composed of three parts:
Part A, Introduction, presents the statement of problem and rationale, aims of the study, significance of the study, scope of the study, research methods, and organization of the study
Part B, Development, including the following chapters:
Chapter 1, the Literature Review, explores the theoretical foundations of speaking, emphasizing its significance in foreign language teaching and learning It examines various approaches to teaching speaking and addresses the challenges related to student participation in oral activities, including the definition of student participation and the factors that influence it.
Chapter 2, Methodology, includes background of the study, research questions, the participants, data collection instruments, and data collection procedures
Chapter 3, The results and discussions, presents data analysis of the study, findings and discussions which discover factors affecting both students and teachers in oral activities
Chapter 4, Implications and Recommendations, gives some suggestions to increase students’ participation in oral activities
Part C, Conclusion, summarizes all the key issues of the study as well as the limitations of the study and suggestions for further study
Part B: DEVELOPMENT CHAPTER 1: LITERATURE REVIEW
This chapter is divided into three key sections The first section explores the theoretical foundations of speaking, highlighting its definition, significance in foreign language instruction, and various teaching methodologies The second section focuses on the challenges related to student engagement in oral activities Finally, the last section emphasizes the relevance of this study in the broader context of language education.
Speaking is a crucial productive skill in language teaching, encompassing various definitions from linguists Chaney and Burk (1998) describe it as the process of constructing and sharing meaning through verbal and non-verbal symbols across different contexts Burn and Joyce (1997) emphasize that speaking is an interactive process that involves both producing and receiving information Additionally, Bygate (1987) highlights the importance of correct sounds, rhythm, intonation, and the appropriate selection and arrangement of words to effectively convey meaning.
According to Brown and Yule (1983), spoken language is characterized by brief, fragmented utterances with varied pronunciation Speaking encompasses two primary forms of conversation: monologue and dialogue A monologue involves delivering an uninterrupted oral presentation, while dialogue entails interaction with one or more speakers for transactional and interpersonal communication.
Speaking is the ability to utilize words and language for self-expression in effective communication It involves not only the knowledge of language but also the skill to articulate thoughts and ideas clearly through speech.
1.1.2 The role of speaking in foreign language teaching and learning