INTRODUCTION
Rationale of the research
In today's globalized world, the significance of learning English, particularly speaking skills, has surged due to the increasing importance of international relations and communication English serves as a vital tool for discussions at global forums and is essential in various life aspects, making it a key requirement in modern society In Vietnam, proficiency in English speaking is crucial for securing desirable job opportunities, leading to a heightened emphasis on its learning The rapid development of English education in Vietnam has established it as the primary foreign language taught within both formal and informal educational systems As a lower secondary English teacher, I recognize that English has become a mandatory subject in the curriculum, reflecting the Vietnamese education system's acknowledgment of its importance However, many language instructors still adhere to a traditional, test-oriented approach, focusing primarily on vocabulary, grammar, and pronunciation, which often results in students lacking speaking practice and confidence.
To achieve success in learning English as a foreign language, students require guidance from their teachers to develop proficiency in the four essential language skills: speaking, listening, writing, and reading Among these, speaking is the skill that secondary school students often need the most support with My teaching experience has shown that a crucial aspect for these students is building their confidence in speaking English Therefore, this thesis aims to explore the factors that contribute to enhancing their speaking abilities.
Aims of the research
2 Aims and objectives of the research
The overarching aim of this research is to find out ways to help students at Nguyen Ba Ngoc Lower Secondary School gain confidence in speaking English 2.2 Objectives
The above over archiving aim can be broken down into the following objectives:
finding out in the literature the factors that affect students‟ confidence in speaking a foreign language;
finding out the factors that affect Nguyen Ba Ngoc School students‟ confidence in speaking English; and
offering some techniques (activities) for students to gain confidence in speaking English so that they can improve their speaking skill.
Scope of the research
This study aims to enhance the speaking skills of ninth-grade English majors at Nguyen Ba Ngoc Lower Secondary School While numerous techniques exist for teaching effective English speaking, this thesis specifically concentrates on the implementation of "warm-up activities, group work, and project-based activities" due to constraints in time, resources, and knowledge The focus is on these methods during the first term of the 2013-2014 school year.
Research questions
In order to achieve the aims and the objectives of the study, the following research questions are formulated:
1 What are the factors that affect students’ confidence when speaking a foreign language?
2 What are the factors that affect Nguyen Ba Ngoc Lower Secondary School students’ confidence in speaking English?
3 What should be done to help students at Nguyen Ba Ngoc Lower Secondary School gain confidence in speaking English?
Methodology
- Personal class observation and talks with colleagues: conducted at the beginning of the study to find out students‟ problems in speaking skill
- Textbook analysis: the analysis focuses on the speaking tasks in the textbook to see whether they are suitable and interests the students Then some adjustments could be made
- Pre-questionnaires for students (10 questions): conducted with 65 students to find out problems and their expectations
- Trying out “warm up activities, work group and project - based activities”
- Post- questionnaire for evaluation (4 questions)
Design of the study
The thesis consists of three parts as follows:
Part I: Introduction – provides the basis information such as rationale for the study, aims and objects of the study, research questions, scope of the study, methods of the study and design of the study
Part II: Development – consists of three chapters
Chapter 1 is literature review in which the theoretical background relevant to the purpose of the study is discussed
Chapter 2 is concerned with the methodology of the study in which a detailed description of how the study is conducted is provided
Chapter 3 provides a report on the data of the research
Part III: Conclusion – summarizes what has been studied Then recommendations are proposed, some limitations of the study are pointed out, and some suggestions for further study are offered.
DEVELOPMENT
The aim of this chapter is to review the literature relevant to the issues under study
1.1.1 Definition of speaking and speaking skill
Speaking is an interactive process of constructing meaning that involves the production, reception, and processing of information, as defined by Bums & Joyce (1997) This dynamic communication form is influenced by various contextual factors, including the participants, their shared experiences, the physical setting, and the purpose behind the conversation Researchers have shown significant interest in the diverse definitions of speaking within language learning methodologies.
Speaking is defined as the verbal expression of language through the mouth, involving the coordination of various body parts such as the lungs, vocal tract, vocal cords, tongue, teeth, and lips It encompasses two primary forms: informal speaking, which is used in casual settings with family and friends, and formal speaking, which is appropriate for business, academic contexts, or initial meetings with new acquaintances.
Speaking a second language requires the development of specific communication skills, as highlighted by Nunan and Carter (2001) Historically, speaking has held a unique place in language teaching, but it has only recently emerged as a distinct area of focus in teaching, learning, and assessment This evolution has often overlooked the production of spoken discourse In practical terms, speaking involves conveying information, expressing feelings, delivering speeches, and communicating effectively in a particular language.
Furthermore, there is also another definition of speaking which states that
“Speaking and the art of communication are a productive skill” Good speaking skill
literature review
Speaking skills
1.1.1 Definition of speaking and speaking skill
Speaking is a dynamic interactive process that involves constructing meaning through the production, reception, and processing of information According to Bums & Joyce (1997), its form and meaning are influenced by various contextual factors, including the participants, their shared experiences, the physical environment, and the intended purpose of the communication This multifaceted nature of speaking has garnered significant attention from researchers in the field of language learning methodology.
Speaking is the oral delivery of language, involving the coordination of various body parts such as the lungs, vocal tract, vocal cords, tongue, teeth, and lips It encompasses two main forms: informal speaking, which is commonly used among family and friends, and formal speaking, which is appropriate for business, academic settings, or initial meetings with new acquaintances.
Speaking a second language requires the development of specific communication skills, as highlighted by Nunan and Carter (2001) Historically, speaking has held a unique place in language teaching, but it has only recently emerged as a distinct area of focus in teaching, learning, and assessment This evolution emphasizes the importance of spoken discourse production In practical terms, speaking involves conveying information, expressing emotions, delivering speeches, and communicating meaning effectively in a chosen language.
Furthermore, there is also another definition of speaking which states that
Effective speaking is a vital skill in communication, allowing individuals to articulate thoughts clearly Mastering this skill involves producing words that resonate with listeners, ensuring mutual understanding and engagement.
According to Brown (1994), speaking ability is closely integrated with reading, writing, and listening skills, highlighting the importance of emphasizing their interrelationship in language teaching This study defines speaking in second or foreign language learning as the process of creating and sharing meaning through verbal and non-verbal symbols in various contexts It involves expressing ideas, opinions, or feelings using articulate sounds and words to inform, persuade, or entertain, and can be effectively learned through various teaching methodologies.
Speaking is a complex productive skill in the oral mode that encompasses more than just articulating words Effective speaking involves a range of skills, making it a multifaceted activity that requires practice and mastery In everyday life, individuals often find themselves in various speaking situations, which can be broadly categorized into three main types.
Speaking situations can be categorized into three types: interactive, partially interactive, and non-interactive Interactive speaking involves real-time exchanges, such as face-to-face conversations and phone calls, where participants can listen, speak, and request clarifications Partially interactive situations, like delivering a speech to a live audience, allow the speaker to gauge audience understanding through non-verbal cues, despite the audience not interrupting In contrast, non-interactive scenarios, such as recording a speech for radio, lack audience feedback Effective speaking requires mastering various micro-skills that enhance communication.
- Pronounce the distinctive sounds of a language clearly enough so that people can distinguish them This includes making tonal distinctions
- Use stress and rhythmic patterns, and intonation patterns of the language clearly enough so that people can understand what is said
- Use the correct forms of words This may mean, for example, changes in the tense, case, or gender
- Put words together in correct word order
- Use the register or language variety that is appropriate to the situation and the relationship to the conversation partner
- Make clear to the listener the main sentence constituents, such as subject, verb, object, by whatever means the language uses
- Make the main ideas stand out from supporting ideas or information
- Make the discourse hang together so that people can follow what you are saying
1.1.2 Difficuties in teaching and learning English speaking
Achieving proficiency in speaking a foreign language within classroom settings is challenging, even for advanced learners who often feel unprepared for real-world conversations after completing a course This struggle primarily stems from the limited speaking opportunities in the classroom, which contrast sharply with the diverse and abundant forms of oral communication encountered in everyday life.
Selecting appropriate spoken discourse types for language courses is challenging and often does not align with real-life communication scenarios Common issues in language classrooms include learners' personalities and attitudes, leading to inhibition due to fear of mistakes, criticism, or shyness Additionally, students may struggle to generate ideas, articulate opinions, or make relevant comments Participation levels can be uneven, with some students dominating discussions Furthermore, in less motivated classes, learners may resort to using their mother tongue, as it feels more comfortable for them (Ur 1995: 121).
Teachers observe that various challenges in language classrooms arise regardless of students' proficiency levels or group sizes Each learner brings their unique personality, influenced by previous positive and negative learning experiences This individual aspect is especially evident in older, more advanced learners, who typically possess a clear understanding of their specific difficulties, an accurate evaluation of their existing skills, and well-defined needs for further improvement.
(https://repozytorium.amu.edu.pl/jspui/bitstream/10593/1680/1/Aleksandrzak.pdf )
English serves as a global means of communication, making it essential for individuals to learn the language However, mastering English as a foreign language can be challenging, which is why it is important to start teaching it at the elementary level English language skills encompass four interconnected areas: listening, speaking, reading, and writing Therefore, an integrated approach to teaching these skills is crucial Throughout the learning process, various challenges may arise within each skill, necessitating focused attention to address and resolve these issues effectively.
Non-linguistic challenges in learning English include limited resources, insufficient practice time, infrequent study sessions, lack of conversation partners, minimal opportunities to engage with native speakers, feelings of shame, and the absence of a regular practice routine To address these issues, learners can seek help from friends or teachers, utilize dictionaries, practice with peers, review lessons at home, and actively participate in speaking activities.
In speaking class, according to Brun & Joyce (1997), students must be exposed to three key items:
Form-focused instruction emphasizes the importance of pronunciation, grammar, and vocabulary in language learning When learners first begin to speak a new language, they should rely on structured, memorized phrases and sentences, such as greetings and basic personal descriptions As their language skills improve, these memorized elements can be reanalyzed and integrated into their overall understanding of the language This foundational memorization serves as a springboard for more creative and flexible language use in the future.
Meaning-focused instruction emphasizes the importance of engaging language learners in producing meaningful spoken messages with genuine communicative intent Alongside form-focused speaking practice, it is essential for learners to have opportunities to engage in and practice meaning-focused communication, where they actively produce and comprehend significant oral interactions.
Achieving fluency in speaking is a key goal for many language learners, characterized by a relatively quick speaking pace and minimal pauses These indicators suggest that the speaker can effortlessly access the necessary vocabulary to convey their message effectively.
The importance of students‟ confidence in language learning
a few of the other more confident members
Students‟ confidence in language learning, especially speaking, is one of the main factors to drive or to inspire students to reach their goals
1.1.6 Main factors affecting students’ English speaking
Robby (2010) highlights that the fear of making mistakes significantly impacts students' willingness to speak English in the classroom This fear is often tied to concerns about correction and negative evaluation, as well as the anxiety of being laughed at by peers or criticized by teachers Consequently, many students tend to withdraw from speaking activities To foster a more supportive learning environment, it is crucial for educators to reassure students that mistakes are a natural part of the learning process and provide valuable opportunities for growth.
Shyness is a common emotional challenge faced by students, particularly when required to speak in English class, which can hinder their learning and speaking performance (Gebhard, 2000) According to Baldwin (2011), the fear of speaking in front of others is a prevalent phobia that can cause students to forget their thoughts or feel overwhelmed Research supports this notion, revealing that many students struggle to perform at their best due to their shyness Consequently, it is evident that shyness significantly impacts students' speaking abilities in the classroom.
According to Horwitz et al (as cited in Nascente, 2001), anxiety is characterized by feelings of tension, apprehension, and nervousness that arise in the context of learning a foreign language Nascente further emphasizes that anxiety is a significant affective variable that can hinder effective language acquisition.
Anxiety significantly impacts language learning among students, making it essential to consider this factor in educational settings Researchers, including Horwitz (1991), emphasize that anxiety related to speaking a language can hinder student performance, affecting the quality of oral language production and causing students to seem less fluent than they truly are Consequently, educators should strive to foster a comfortable learning environment that alleviates anxiety and enhances students' language acquisition.
Students often experience a lack of confidence in communication when they feel misunderstood or struggle to understand others This leads them to remain silent, indicating their communication apprehension, as noted by Nunan (1999) To address this issue, it is essential for teachers to focus on building students' confidence in English Educators should draw from both theoretical knowledge and practical experience to foster a supportive environment where learners feel encouraged to speak and receive positive reinforcement for their efforts Creating such a comfortable atmosphere is crucial for enhancing students' communication skills and overall confidence.
Motivation plays a crucial role in influencing students' willingness to speak English, as highlighted by Nunan (1999) Understanding the impact of motivation is essential for assessing learners' readiness to engage in communication.
Motivation is an essential inner energy that significantly influences students' interest in learning Research has consistently shown that learners with strong motivation are more likely to persist in their studies and achieve higher scores compared to those with weaker motivation Therefore, it is crucial for educators to focus on fostering and enhancing students' motivation to learn.
Building a strong vocabulary is essential for students learning English as a foreign language A rich vocabulary enhances communication skills, enabling learners to speak, write, and translate effectively Without a solid understanding of words, students may struggle to express themselves or comprehend the language, hindering their overall proficiency in English.
Non-native English speakers often struggle with pronunciation, which can result in misunderstandings and more serious issues To enhance pronunciation skills, it is essential to commit to learning and practicing regularly.
Everyone has an accent that often indicates their geographical origins Accents can create communication barriers, prompting many individuals to attempt to modify theirs However, it is important to note that completely eliminating an accent is nearly impossible; instead, people can only make slight adjustments by learning and mimicking different accents.
THE METHODOLOGY
Context of the study
The research was conducted at Nguyen Ba Ngoc Lower Secondary School, where I have been employed for approximately six years This article provides an overview of the study's context.
2.2 An overwiew of teaching and learning English at Nguyen Ba Ngoc Lower Secondary School
Nguyen Ba Ngoc Lower Secondary School, established in 1977, has seen significant changes in its language curriculum over the years After teaching French for over 22 years, the school transitioned to English in 2009 due to the declining popularity of French among students Despite this shift, French remains an interesting language Currently, the school is rapidly developing, with leadership focused on attracting qualified teachers and fostering a positive learning environment for both educators and students.
English language teaching at Nguyen Ba Ngoc Lower Secondary School is undertaken by the English Department‟s of 11 teachers whose age range from 25 to
51 They graduated from Hai Phong University Most of them are enthusiastic and experienced teachers They love both their job and their students Most of teachers have at least five years of teaching experience with great enthusiasm and interest in their work
The school has a total of 1,016 students across 31 classes, with 233 ninth graders distributed in 7 classes The students are intelligent, dynamic, and eager to learn English, gradually becoming familiar with speaking skills While many can understand English accents from tapes and construct sentences that meet the teacher's requirements, opportunities for practice are limited Some students possess advanced learning techniques, yet many feel shy about speaking due to fear of making mistakes English speaking is a new subject for them, leading to confusion in keeping up with spoken content Additionally, large class sizes and noise levels hinder teachers' ability to conduct speaking activities effectively.
2.5 English learning and teaching condition
Nguyen Ba Ngoc Lower Secondary School, located in Le Chan District, Hai Phong City, features five spacious blocks equipped with modern technology The classrooms are designed to accommodate students comfortably, with appropriately sized tables and chairs Each room is also outfitted with a projector to enhance the teaching and learning experience.
Students consistently put in significant effort into their studies; however, English is not a mandatory subject for high school entrance, leading to reduced motivation compared to subjects like Math and Literature.
Many students prioritize Math and Literature in their studies, often viewing English as a secondary subject Consequently, teachers are dedicated to discovering effective teaching methods and techniques that highlight the significance of English, aiming to foster a love for the subject and enhance student motivation for learning.
Tiếng Anh 9 is an advanced textbook designed to enhance students' English speaking skills by integrating listening, reading, and writing exercises It features engaging and diverse content across 10 comprehensive units, promoting a well-rounded approach to language learning.
60 periods Each unit consists of the following parts:
- Getting started and Listen and read
The study involved 65 ninth-grade students aged 15-16 and 4 teachers from Nguyen Ba Ngoc Lower Secondary School Conducted at the beginning of the 2013-2014 academic year, the research aimed to gather insights at this educational institution.
2.7.1.1 Talks with colleagues and personal class observation
At the outset of my research, I engaged in discussions with colleagues to pinpoint the challenges students face in developing their speaking skills in English These conversations also explored students' overall interest in learning English, particularly from their teachers' viewpoints We identified key difficulties in mastering speaking skills and discussed potential solutions to enhance this aspect of language learning For further insights, please refer to Appendices 1, 2, and 3.
During the first semester, I dedicated 45 minutes to teaching speaking skills in my class to better understand the primary reasons behind my students' challenges in this area.
2.7.2 Pre-questionnaire table for students (10 questions)
Questionnaires were administered to students to identify the challenges they face in learning English, as well as to gauge their hopes and expectations The insights gathered from this data will enable teachers to develop a tailored plan for the next steps in the learning process.
The Post-Tryout Questionnaire aims to assess students' speaking skills by evaluating their performance in warm-up activities, group work, and project-based tasks This tool enables teachers to measure student outcomes and the effectiveness of the research conducted.
The research is carried out and developed during 9 weeks from week 5 to week
In the second semester, a study was conducted involving 65 students who participated from start to finish Data collection occurred at both the pre-action and action stages, following the action research cycle proposed by Gerald Susman in 1983.
The action research consisted of five main stages: diagnosing, action planning, taking action, evaluating, specifying learning
- Personal class observation and talks with the colleagues were made to identify problems and causes of the problems:
* The students‟ lack of confidence due to many factors is also important problem that effect students‟ learning competence
Identifying challenges in language learning is essential, as some are easily recognizable while others require deeper investigation This brings us to the critical research question: "What factors influence students' confidence in speaking a foreign language?"
In order to identify the problem, I conducted some talks with two colleagues and personal class observation about teaching English especially English speaking skill Some problems are listed:
- Some students were willing to speak any thing that their teacher asked
- Many students were shy to speak
- Some students were shivering and gabbling, they stood up without saying full sentence
- Few students didn‟t pay attention to the lesson, they made noise, did what they like
- In order to consolidate my conclusion, after one week I continued to survey
10 questionnaires for my students to get the certain information for the third research question, “What are the factors that affect Nguyen Ba Ngoc Lower
Secondary School students’ confidence in speaking English?”
- Now I have exactly answers from the students‟ survey questionnaires The most important factors that affecting students‟ confidence in speaking are:
* Do not often practice speaking
* Being corrected mistakes right after they are made
* Being asked to speak without preparation
*Activities of speaking lessons in the text book aren’t interesting and attractive enough
Research procedure
The research is carried out and developed during 9 weeks from week 5 to week
In a study involving 65 students during the second semester, data were collected at both the pre-action and action stages The research was conducted using the action research cycle proposed by Gerald Susman in 1983, ensuring a comprehensive analysis from start to finish.
The action research consisted of five main stages: diagnosing, action planning, taking action, evaluating, specifying learning
- Personal class observation and talks with the colleagues were made to identify problems and causes of the problems:
* The students‟ lack of confidence due to many factors is also important problem that effect students‟ learning competence
Identifying challenges in language learning can be straightforward, but some obstacles require deeper exploration This brings us to the key research question: "What factors influence students' confidence in speaking a foreign language?"
In order to identify the problem, I conducted some talks with two colleagues and personal class observation about teaching English especially English speaking skill Some problems are listed:
- Some students were willing to speak any thing that their teacher asked
- Many students were shy to speak
- Some students were shivering and gabbling, they stood up without saying full sentence
- Few students didn‟t pay attention to the lesson, they made noise, did what they like
- In order to consolidate my conclusion, after one week I continued to survey
10 questionnaires for my students to get the certain information for the third research question, “What are the factors that affect Nguyen Ba Ngoc Lower
Secondary School students’ confidence in speaking English?”
- Now I have exactly answers from the students‟ survey questionnaires The most important factors that affecting students‟ confidence in speaking are:
* Do not often practice speaking
* Being corrected mistakes right after they are made
* Being asked to speak without preparation
*Activities of speaking lessons in the text book aren’t interesting and attractive enough
To enhance students' speaking skills at Nguyen Ba Ngoc Lower Secondary School, it is essential to address the identified issues, particularly the lack of confidence stemming from ineffective correction methods and infrequent speaking practice Research indicates that common challenges include unengaging textbook tasks and insufficient opportunities for verbal communication To combat these problems, implementing warm-up activities, group work, and project-based activities can significantly boost students' confidence and improve their speaking abilities Thus, the proposed measures focus on creating a more interactive and supportive learning environment that encourages active participation in English speaking.
After thorough preparation, the real action begins with three lessons, each lasting 45 minutes These lessons focus on the impact of warm-up activities, group work, and project-based learning on enhancing students' speaking skills.
After three lessons students are asked to evaluate through 4 post - questionnaires to measure students‟ improvement
The collected and analyzed data demonstrate the enhancement of students' speaking skills during lessons that incorporate warm-up activities, group work, and project-based tasks This analysis aims to address the fourth research question: "What strategies can be implemented to support students at Nguyen Ba Ngoc Lower School?"
Secondary School gain confidence in speaking English ?”
Moreover, it is also to indicate what I have learned and experienced from these questions
Based on the data analysis results, key syntactical patterns have been identified The impact of warm-up activities, collaborative workgroups, and project-based learning has been clarified, along with recommendations for future research.
Summary
This chapter outlines the study's context, detailing the participants, textbook analysis, data collection instruments, methodology, and the process of conducting the research Chapter 3 will follow, where I will present the analysis of the data and the study's findings.
DATA ANALYSIS AND FINDINGS
Diagnosing data
3.1.1 Analysis of the text book
The Tiếng Anh 9 textbook is designed for lower secondary schools in Vietnam and comprises ten engaging units Each unit covers relatable topics such as clothing, trips to the countryside, media, and celebrations, which are both familiar and interesting to students However, the textbook also includes challenging subjects like the environment, natural disasters, and life on other planets A key feature of the textbook is its speaking tasks, which are essential for effective learning; these tasks are crafted to be diverse, clear, and easy to complete, ensuring that students remain engaged and motivated in their English language studies.
3.1.2 Analysis of talks with colleagues
Many colleagues share the perspective that students face significant challenges in developing their speaking skills, primarily due to a lack of practice and an overwhelming focus on grammar and structure for exams This limited practice leads to a fear of making mistakes, which is often exacerbated by the teacher's approach to corrections As a result, students may feel embarrassed and prefer to remain silent rather than risk being ridiculed by their peers.
“ Too many factors! Students‟ low level and lack of confidence because of not practice very often, they only focus on grammar and structuers for their tests
My colleagues find the textbook topics engaging and relatable; however, they feel that some speaking tasks can be challenging unless they are varied and simplified.
“ Make it more interesting or let students prepare carefully at home before speaking because students can‟t speak without preparation.”
To enhance students' speaking abilities and boost their confidence, educators can focus on modifying classroom activities and techniques, despite being unable to alter the lesson duration, course book, or syllabus By implementing engaging and effective practices, teachers can create a more accessible environment for students to understand and practice their speaking skills.
Each period lasts 45 minutes, and while we cannot alter the duration or the textbook, we can enhance the learning experience by varying activities and employing more engaging techniques.
( From talks 3, Appendix 3) After talking with my colleagues I consolidate my diagnosis I found out students‟ difficulty in speaking and planted to help them
After 45 minutes teaching speaking at the first period of two ninth graders I really understood that my students had some problems of speaking
I arrived early to class and found all my students present I introduced myself and engaged them with questions about their summer vacation, their travel experiences, their previous semester's learning, and their thoughts on their English speaking skills I also encouraged them to set learning goals with an emphasis on speaking However, the atmosphere felt dull, and only a few students actively participated in the discussion.
After that I talked to my students “Our topic today is to talk about your working day”
After providing my students with questions, suggestions, and reminders, I spent 15 minutes preparing to engage with them While some students enthusiastically shared details about their workdays and appeared genuinely happy to converse, others were inattentive, creating distractions and remaining silent Many students avoided eye contact when I asked them questions, displaying signs of embarrassment and shyness, which hindered their ability to articulate complete sentences and led to mistakes in their responses.
Finally, my period finished rather quiet and boring I left my class without any impression
After 45 minutes teaching speaking in my first class, I finally found that almost my students had problems in speaking, they aren‟t confident enough to speak English before the class
This study utilizes questionnaires as a key data collection tool to gather insights into the English speaking skills of first-year English majors at Nguyen Ba Ngoc Lower Secondary School The primary objective is to investigate students' confidence levels and to implement strategies that enhance their confidence in speaking English.
In my research on students' confidence in speaking, I aim to explore their self-perceptions and gain deeper insights into their thoughts By understanding these aspects, I can gather accurate information and provide tailored solutions to support their development.
Question 1 and 2 were raised to point out students‟ evaluation on their confidence on speaking skill How they felt and what they thought were also made Not every student learns speaking English well because of their problem with it
Understanding how students perceive teaching methods can provide valuable insights for authors seeking to enhance educational practices Specifically, investigating the impact of these methods on student confidence is crucial By exploring students' thoughts on their teachers' approaches, we can identify effective strategies that foster a positive learning environment and boost student self-esteem.
Questions 4 is concerned with study about the content in the textbook and English speaking lesson in the class time These can bring more specific information and help the author have a better look into students‟ ideas on English speaking lessons as well as their frequency of speaking English
Question 5 is attempting to measure the students‟ frequency of speaking English in class time in order to show that the students are interested in practicing speaking in the class or not
Question 6 is about how students‟ self study at home
Question 7 attempts to find out what can interest students in speaking so that I can understand their thought, and their expectation and finally can find the suitable ways to help them to speak confidently
Question 8 is about some techniques used in teaching and learning speaking English
Question 9 is about the students‟ opinions on the current teaching method and their expectations which can help teachers to satisfy their students‟ requirements and make them love speaking English more as well as enhance students‟ English speaking skill
Question 10 explores how students feel about improving their confidence in speaking English through warm up activities, work group and project- based activities