INTRODUCTION
Rationale
In today's global landscape, English has emerged as a crucial language, with speaking skills being particularly vital As Ur (1996:120) highlights, among the four key language skills—listening, speaking, reading, and writing—speaking is often regarded as the most important Mastering English speaking skills is essential for effective communication in various contexts.
According to Pattison (1992), language learners primarily aim to speak the language, and the demand for English speaking skills has surged due to its status as a global communication tool Many learners perceive speaking proficiency as the key indicator of language mastery, valuing fluency in conversation above reading, writing, or listening skills Consequently, speaking is often considered the most crucial skill to develop in English language acquisition.
In recent years, the ability to speak English fluently has become a significant concern in Vietnam However, many Vietnamese students encounter numerous challenges in mastering this essential skill.
In Vietnam, a concerning issue is that many college and university graduates struggle to communicate in English, lacking both proficiency and confidence This challenge has prompted educational institutions, particularly HaUI, to seek effective strategies to enhance English teaching, especially in speaking skills According to Hieu (2011) in the article “Students lack confidence to use English,” the primary reasons for this lack of confidence include a limited vocabulary, poor pronunciation, fear of making mistakes, shyness, an overemphasis on grammar, and insufficient practical use of the language.
The primary objective of teaching speaking skills is to achieve communicative efficiency, enabling learners to express themselves clearly using their existing proficiency Confidence plays a crucial role in enhancing students' learning, as noted by Kelly and Watson (1986), and is directly linked to their spoken English abilities, as highlighted by Chen (2003) Students who lack confidence often refrain from participating in oral activities, choosing instead to listen in silence, which hinders their language development.
HaUI employs the New Headway Elementary (third edition) course book for non-English major freshmen, which addresses all four English skills However, many students struggle with speaking fluently and often feel embarrassed and unconfident in their abilities To enhance the quality of education and training, particularly in English, HaUI is focused on innovative teaching methods Consequently, English teachers are encouraged to explore new instructional strategies, while students should adopt diverse learning styles to improve their overall learning outcomes.
All above reasons have urged me to do research to figure out methods to increase non-English major freshmen’s self-confidence in learning speaking skills
Numerous studies have explored effective methods for enhancing students' self-confidence in speaking skills, providing valuable insights that inform the focus of this paper.
Loucky, J P (2004) has an investigation on building student confidence by using games within a simple framework
Kubo, M (2009) does research on confidence and fluency building for college students in Japan through extensive pair taping
Doqaruni, V R (2011) investigates increasing the students’ confidence in speaking: An Iranian Experience
In Vietnam, a research by Lien, P (2012) studies on using group work to improve students’ confidence in English speaking classes at faculty of finance and banking, Vietnam University of Commerce
Research has shown that engaging activities like games, pair tapping, and group interactions effectively enhance students' confidence However, there is a lack of studies focused on identifying methods to boost non-English major freshmen's self-confidence in speaking skills, particularly in relation to the factors influencing their confidence This gap in research is why I have chosen to explore the topic, "Building Up Students’ Self-Confidence in Learning Speaking Skills at a University in Hanoi: A Survey of Methods."
Aims of the study
The aims of the study are:
To find out the factors affecting non-English major freshmen’s self-confidence in speaking English at HaUI
To find out the methods to increase non-English major freshmen’s self- confidence in learning speaking skills
To achieve the above–mentioned aims, the following research questions are proposed:
1 What factors affect non-English major freshmen’s self-confidence in speaking English at HaUI?
2 What methods build up non-English major freshmen’s self-confidence in learning speaking skills?
This study employs both quantitative and qualitative research methods, specifically utilizing survey questionnaires and interviews Initially, two survey questionnaires are distributed to non-English major freshmen and their English teachers at HaUI to collect relevant data and insights for the research.
Then, to verify the reliability of the data collected, an in-depth interview has been conducted to the freshmen
The analysis of the questionnaires and interviews aims to provide valuable recommendations for enhancing the self-confidence of non-English major freshmen in developing their speaking skills.
This study examines the factors influencing the self-confidence of non-English major freshmen in speaking English at HaUI and explores effective methods to enhance their speaking skills It specifically focuses on this demographic and context, excluding research related to self-confidence in other skills, different subjects, or different student populations, as well as studies utilizing textbooks other than New Headway-Elementary.
This study is expected to be of any use in the process of teaching and learning theoretically and practically
This study aims to enhance the theoretical framework of English teaching methods, specifically focusing on boosting the self-confidence of non-English major freshmen in speaking skills Additionally, the findings are intended to inspire further research in this area, encouraging other scholars to explore related topics.
The findings of this study are anticipated to serve as a valuable resource for English teachers at HaUI and for educators facing similar challenges across the country.
The thesis consists of three parts
Part I is an introduction of the study, which presents the rationale, the aims, the research questions, the methods, the scope, the significance and the structure of the study
Part II is the development of the study which consists of three chapters:
Chapter 1 presents the theoretical background of the study
Chapter 2 deals with the methodology performed in the study It provides information about the context of the study, the textbook, the participants, the data collection instruments and the data collection procedure
Chapter 3 shows the data analysis and discussion in which the detailed description of data analysis and discussion are explained
Chapter 4 is a summary of the findings and draws out some recommendations that are good for students, teachers and administrators to raise non-English major freshmen’s self-confidence in learning speaking skills
Part III is the conclusion This part reviews the main findings of the study and looks at some limitations of the study and proposes suggestions for further studies.
Methods of the study
This study employs both quantitative and qualitative research methods, specifically utilizing survey questionnaires and interviews Initially, two survey questionnaires are distributed to non-English major freshmen and their English teachers at HaUI to collect relevant data and insights for the research.
Then, to verify the reliability of the data collected, an in-depth interview has been conducted to the freshmen
The analysis of the questionnaires and interviews aims to provide valuable recommendations for enhancing the self-confidence of non-English major freshmen in developing their speaking skills.
Scope of the study
This study examines the factors influencing the self-confidence of non-English major freshmen in speaking English at HaUI and explores effective methods to enhance their speaking skills It specifically focuses on this demographic and context, excluding research related to self-confidence in other skills, different subjects, or studies involving other student groups or textbooks outside of New Headway-Elementary.
Significance of the study
This study is expected to be of any use in the process of teaching and learning theoretically and practically
This study aims to enhance the theoretical framework of English teaching methods, particularly focusing on boosting the self-confidence of non-English major freshmen in speaking Additionally, the findings are intended to inspire further research in this area, encouraging other scholars to explore related topics.
The findings of this study are anticipated to serve as a valuable resource for English teachers at HaUI and those in similar contexts across the country.
Structure of the study
The thesis consists of three parts
Part I is an introduction of the study, which presents the rationale, the aims, the research questions, the methods, the scope, the significance and the structure of the study
Part II is the development of the study which consists of three chapters:
Chapter 1 presents the theoretical background of the study
Chapter 2 deals with the methodology performed in the study It provides information about the context of the study, the textbook, the participants, the data collection instruments and the data collection procedure
Chapter 3 shows the data analysis and discussion in which the detailed description of data analysis and discussion are explained
Chapter 4 is a summary of the findings and draws out some recommendations that are good for students, teachers and administrators to raise non-English major freshmen’s self-confidence in learning speaking skills
Part III is the conclusion This part reviews the main findings of the study and looks at some limitations of the study and proposes suggestions for further studies.
DEVELOPMENT
THEORETICAL BACKGROUND
This chapter reviews theories and researches related to the paper’s issues It is expected to provide readers with background knowledge for better understanding of the rest of the paper
Speaking is an essential aspect of human communication, with various definitions provided by renowned researchers According to Chaney and Burk (1998), speaking is defined as "the process of building and sharing meaning through the use of verbal and non-verbal symbols in a variety of contexts." This highlights the multifaceted nature of speaking, emphasizing its role in conveying meaning effectively.
Speaking is a dynamic two-way process that involves both the speaker and the listener, where the speaker encodes messages while the listener decodes them (Byrne, 1976) This interactive exchange is essential for constructing meaning, as it requires the production, reception, and processing of information (Brown & Yule, 1983) According to Scott (1978), effective speaking involves multiple participants who must respond to each other, with each individual having specific intentions or goals to achieve during the interaction Furthermore, listeners must interpret spoken messages, which can be unpredictable in both form and meaning (McDonough & Shaw).
Speaking is a vital skill that allows individuals to convey messages effectively in order to achieve specific objectives Through spoken communication, people can articulate their ideas, express their desires or opinions, negotiate solutions to issues, and foster or sustain social connections.
In short, different researchers have different concepts of speaking but they all agree with the same view that speaking is a two-way process between the speaker and listener
1.1.2 The Components of Speaking Skill
Both Nurgiyantoro, B (1987:259-260) and Syakur (1987: 3) share the same idea that components of speaking are pronunciation, grammar, vocabulary, fluency, and comprehension
• Comprehension: For oral communication certainly requires a subject to respond to speech as well as to initiate it
• Grammar: It concerns with how to arrange a correct sentence in conversation
•Vocabulary: Vocabulary means the appropriate diction which is used in conversation
• Pronunciation: Pronunciation is the students’ way to utter English well and it deals with phonology
• Fluency: It can be defined as the ability to speak fluently and accurately suited with professional necessity
According to Hornby (1995: 37), teaching involves providing instructions to impart knowledge and skills In this context, speaking refers to the act of articulating words and sounds using one's voice Therefore, teaching speaking can be defined as the process of instructing individuals on how to effectively communicate.
According to Nunan, D (2003) teaching speaking means teaching English language learners to:
• produce the English speech sounds and sounds patterns
• use words and sentence stress, intonation patterns and the rhythm of the second language
• select appropriate words and sentences according to the proper social setting, audience, situation and subject matter
• organize their thoughts in a meaningful and logical sequence
• use language as a means of expressing values and judgments; and use the language quickly and confidently with few unnatural pauses which is called fluency
Nunan’s opinion can be considered the most effective notion in teaching speaking skills as it look at every aspect of this field
Speaking activities are crucial in language courses as they enhance learners' verbal expression skills However, teachers frequently encounter challenges when implementing these speaking activities, as highlighted by Nurgiyantoro (2004) and Ur (1996).
Learners of English are often inhibited in practicing speaking something in English in the classroom The main causes are that they fear of mistakes, criticism, or lose face
Learners often say that they have no ideas for speaking topics
Many learners face time constraints that limit their opportunities to practice speaking English during class In larger groups, individual speaking time is significantly reduced, leading to a situation where only a few students dominate the conversation while others may barely contribute or remain silent.
Learners possessing the same mother tongue have a tendency of using it in the classroom This makes them feel easier and unnatural to speak in a foreign language
Research indicates that effective speaking lessons consist of three key stages: the pre-communicative stage, the practice stage, and the communicative interaction stage (Terry, C 2008) During the pre-communicative stage, the teacher introduces the communicative function, highlights fixed expressions, presents the target structure, and provides essential vocabulary In the practice stage, the teacher supports students by correcting mistakes as needed Finally, in the communicative interaction stage, the teacher facilitates student negotiation, notes errors, and offers feedback on pronunciation, grammar, and vocabulary, encouraging students to repeat as necessary.
According to Methodology course 1- Teaching The Skills written by Nguyen, B (2002:42-43), a speaking lesson should have three stages: pre, while and post
The pre-speaking stage is essential for students as it encourages them to contemplate the topic before engaging in discussion Activities such as brainstorming, discussion tasks, and vocabulary preparation allow students to gather their thoughts, while teachers introduce key vocabulary and focus on correct pronunciation to enhance stress and intonation in spoken English During this phase, teachers should effectively organize pre-tasks and facilitate pair or group work to maximize student interaction and learning.
During this phase, students engage in the while-task independently or collaboratively, with minimal teacher intervention for error correction The teacher's role shifts from direct instruction to providing support, ensuring that weaker students receive the necessary assistance to successfully complete the task.
The post-speaking stage serves as a follow-up where the teacher encourages students to share their findings from pair or group work with the entire class During this stage, the teacher provides feedback and addresses common mistakes, helping to reinforce learning and improve student performance.
Self-confidence is defined as having trust in one's own abilities and a sense of control over one's life Individuals who are self-confident believe in their capacity to achieve their goals and maintain a positive yet realistic perspective on themselves and their circumstances.
Or it means “you are sure you can do things well, that people like you etc” (Longman Dictionary of Contemporary English 5th Edition: 2009)
Self-confidence is the belief in one's ability to achieve success When individuals trust their capabilities, they are more likely to succeed For students, having self-confidence is crucial as it significantly enhances their chances of speaking English fluently.
1.2.2 Importance of self-confidence in speaking English
As language learners, confidence is fundamental to communication, and an important catalyst to the whole process and the enjoyment at every step
In language learning, particularly in speaking, students' confidence plays a crucial role in enhancing their skills (Kelly & Watson, 1986) Research by Chen (2003) highlights that confidence directly impacts students' spoken English abilities Dornyei (2001) suggests that building students' confidence can be achieved through providing successful experiences, encouraging learners, and alleviating anxiety Gander (2006) notes that achieving independent or fluent levels of proficiency contributes to learners' satisfaction and confidence The ARCS model proposed by Keller emphasizes four strategies for effective learning: gaining learners' Attention, ensuring the lesson's Relevance, fostering Confidence, and promoting Satisfaction through accomplishments (Aik & Tway, 2006) Huett et al (2008) further assert that learners who anticipate success exhibit greater confidence than those who fear failure, reinforcing the importance of these elements in the learning process.
Building students' self-confidence in language skills should be a top priority for educators Self-confidence plays a crucial role in motivating students to achieve their goals By consistently fostering an environment that encourages self-assurance, teachers can help students gradually enhance their confidence as they work towards completing their tasks.
1.2.3 Factors affecting students’ self-confidence in speaking class
Students’ self-confidence in learning speaking class is impacted by many factors and the major ones will be discussed in the following section
1.2.3.1 Students’ factors a Students’ language proficiency
Students' language proficiency significantly influences their self-confidence in oral activities According to Rob (1985), proficiency encompasses learners' knowledge of the target language, often referred to as "competence." This proficiency can be divided into linguistic competence and communicative competence Scarcella and Oxford (1992) highlight that linguistic competence includes grammar structures, vocabulary, and mechanics, such as phonetics, pronunciation, intonation, and stress Additionally, Rob (1985) notes that second language proficiency is typically assessed against the standards of native speaker proficiency.
METHODOLOGY
This chapter outlines the study's context, including the textbook, participants, and the instruments and procedures used for data collection To achieve the study's objectives, a combination of quantitative and qualitative methods was employed for data gathering.
2 1 The context of the study
HaUI locates in Minh Khai commune, Tu Liem district, Hanoi Founded in
In 2005, the Faculty of Foreign Languages at Hanoi University of Industry (HaUI) comprised 128 English teachers, including 20 dedicated to the English major faculty and 108 serving non-English major faculties The average age of the English teaching staff is 35, characterized by their active, creative, and enthusiastic approach to education Their significant contributions to teaching and scientific research have played a vital role in advancing the university's development.
Students at this university, hailing from various provinces, often lack self-confidence in speaking English, despite starting their studies in grade 6 Key factors contributing to this issue include a lack of emphasis on speaking activities in high school curricula, as this skill is not tested at semester's end, and English teachers prioritizing grammar mastery over speaking skills Additionally, students often feel shy when speaking in public, and university instructors do not actively encourage English conversation in class Furthermore, limited vocabulary, structural knowledge, and pronunciation issues hinder students' confidence This paper aims to explore the factors affecting non-English major freshmen's self-confidence in speaking English at HaUI and identify effective methods to enhance their speaking skills.
The New Headway Elementary (third edition) by Liz and John Soars is the primary textbook for non-English major freshmen at HaUI It comprises fourteen units, each featuring five key components: Listening, Speaking, Reading, Writing, and Grammar Notably, the speaking component includes a variety of well-structured activities tailored for elementary-level students.
The study gathered information and data from non-English major freshmen and their English teachers at HaUI, incorporating the researcher’s experience and observations.
150 freshmen randomly selected aged 18-20 at non-English major faculties, HaUI are chosen for the studies
This study focuses on non-English major freshmen due to two key reasons Firstly, these students often lack experience in speaking English in class, making it essential to support them in boosting their self-confidence in speaking skills Secondly, the findings of this research are expected to significantly enhance the self-confidence of non-English freshmen in their speaking abilities in subsequent semesters.
This study involves 12 English teachers, comprising ten females and two males, who instruct non-English major freshmen from 2012 to 2016 Among them, seven hold Master's degrees, while the remaining five are currently pursuing their Master's degrees.
To implement the tasks mentioned above, the data is collected by means of questionnaires and interview
A study was conducted at HaUI involving 150 non-English major freshmen and 12 English teachers, utilizing two questionnaires designed to gather comprehensive and reliable data The researcher employed a mix of open-ended and close-ended questions to ensure a thorough analysis of the participants' perspectives.
The questionnaire for teachers is written in English It consists of five questions concerning three aspects:
- The importance of students’ self-confidence when learning speaking English (question 1)
- The level of students’ self-confidence in speaking English (question 2)
- Teachers’ opinion on factors affecting students’ self-confidence in speaking English (question 3,4,5)
The questionnaire for students is written in Vietnamese It consists of nine questions concerning seven aspects:
- Students’ attitude to learning English (question1)
- Students’ attitude to learning speaking English (question 2)
- Students’ opinion on the importance of learning speaking English (question 3)
- Students’ opinion on the importance of self-confidence in speaking English (question 4)
- Students’ judgment about the level of their self-confidence in speaking English (question 5)
- Students’ judgment about factors making them not self-confident to speak English in class (question 6,7,8)
- Students’ comments on teachers’ applied methods to build students’ self- confidence in learning speaking skills (question 9)
The author conducted interviews to gain deeper insights into the research questions, engaging 30 random freshmen who answered three open-ended questions aligned with the survey questionnaires Each interview lasted approximately ten minutes, allowing participants to freely express their feelings, opinions, and thoughts This approach encouraged freshmen to share their ideas candidly, leading to accurate and valuable results for the study.
In order to conduct the study, the author follows several steps involving collection of the research data from questionnaires and interview
In the initial phase of the study, 150 non-English major freshmen and 12 English teachers were surveyed using questionnaires at the conclusion of the 2012-2013 academic year Participants were given approximately 25 minutes to complete the questionnaires.
In the second phase of the study, in-depth interviews are conducted with 30 randomly selected freshmen to clarify ambiguous responses from the questionnaires and gather additional insights Each interview is approximately ten minutes long, allowing for a detailed exploration of the students' perspectives.
The analysis of data gathered from questionnaires and interviews aims to identify the factors influencing the self-confidence of non-English major freshmen in speaking English, as well as the strategies employed by teachers to enhance their speaking skills confidence.
Finally, possible methods to improve the students’ sef-confidence in learning speaking skills were proposed based on the data analysis
This chapter outlines essential details regarding the study's context, including the textbook used, the participants involved, the instruments for data collection, and the procedures followed The subsequent chapter will focus on analyzing the data and discussing the findings gathered from both teachers and non-English major freshmen at HaUI.
DATA ANALYSIS AND DISCUSSION
This chapter presents the data analysis and discussion in which the detailed description of data analysis and discussion are explained
3.1.1 Students’ general attitudes towards learning English
Figure 1: Students’ general attitudes towards learning English
According to data presented in Figure 1, a significant 62.67% of students exhibit positive attitudes toward learning English The questionnaire results reveal that students appreciate learning English primarily because it opens up opportunities for securing well-paid jobs in the future Additionally, they recognize the practical benefits of English in enhancing their employability and career prospects.
Learning English opens up numerous opportunities for students to study and work abroad, enhancing their global experiences Furthermore, it enables them to gain a deeper understanding of diverse cultures, people, and customs around the world.
Only 17.33% of students express a dislike for learning English, primarily due to challenges in remembering vocabulary and grammar structures, which hinders their ability to articulate their thoughts in the language.
Twenty percent of students express a neutral stance towards learning English, indicating that their engagement is largely influenced by the subject's perceived ease and interest As English is a compulsory subject, these students feel they have no option but to learn it, finding enjoyment when the material is accessible and engaging.
Many students have a strong interest in learning English, highlighting the need for teachers to focus on effective methods to enhance their students' English skills.
3.1.2 Students’ attitudes towards learning to speak English
Figure 2: Students’ attitudes towards learning to speak English
According to recent findings, speaking English is the least favored lesson among students, with only 8% expressing a preference, compared to 10.67% for listening, 12% for reading, and 14% for writing Several factors contribute to this dislike, including students' poor pronunciation, limited vocabulary, difficulty with sentence structure, and shyness in front of peers In contrast, grammar lessons are the most popular, with 55.33% of students favoring them, likely due to their familiarity with grammar from prior education This indicates a need for educators to cultivate better speaking habits among students, as their enjoyment of grammar may stem from established learning routines.
3.1.3 Students’ awareness about the importance of English speaking
Table 1: Students’ awareness about the importance of English speaking
Table 1 indicates students’ awareness about the importance of English speaking
The majority of students recognize the significance of speaking English, with 14.67% deeming it very important and 64.67% considering it important, while none view it as unimportant Only 20.66% of students regard it as a normal skill This data indicates a strong awareness among students about the value of English speaking skills Therefore, it is essential for them to seek methods to enhance their speaking abilities, particularly in building self-confidence, to achieve optimal results in their language learning journey.
3.1.4 Comparison of teachers’ and students’ assessment of the importance of self- confidence in learning speaking skills
Table 2: Comparison of teachers’ and students’ assessment of the importance of self-confidence in learning speaking skills
Options N of Ts % N of Ss %
Table 2 highlights a strong consensus among teachers and students regarding the significance of self-confidence in developing speaking skills Specifically, 83.33% of teachers and 89.33% of students view self-confidence as very important for learning to speak English, while only a small percentage (16.67% of teachers and 10.67% of students) consider it merely important This underscores the necessity for both educators and learners to identify effective strategies to enhance students' self-confidence in speaking English.
3.1.5 Teachers’ and students’ assessment of students’ level of self-confidence in speaking English
Table 3: Teachers’ and students’ assessment of students’ level of self-confidence in speaking English
Options N of Ts % N of Ss %
Data from Table 3 indicates a lack of optimism regarding students' self-confidence in speaking English, as 75% of teachers acknowledge their students' hesitance to speak in class, a sentiment echoed by approximately 72% of students.
None of the students assert that they are very self-confident to speak English; and all of the teachers agree with that idea
3.1.6 Factors affecting students’ self-confidence in learning speaking skills
3.1.6.1 Comparison of teachers’ and students’ judgment of the students’ factors affecting students’ self-confidence in speaking English
Figure 3: Comparison of teachers’ and students’ judgment of the students’ factors affecting students’ self-confidence in speaking English
Figure 3 illustrates that most students identify their low English language proficiency as a key factor undermining their self-confidence in speaking Specifically, 92% cite incorrect pronunciation, 89.33% mention limitations in structure, and 86% point to a lack of vocabulary Interestingly, many teachers echo these concerns, with 83.33% highlighting structural limitations and vocabulary constraints, while 75% note improper pronunciation as significant barriers to students' confidence in speaking English.
The next reason raised by students is their fear of making mistakes in speaking English More than half of the students consider that fear of classmates’ laughter
(74%) and teachers’ criticism (72.67%) prevent their self-confidence in speaking English
A significant 52.67% of students report that shyness hinders their self-confidence in speaking English, while teachers observe that shyness (66.67%) and fear of making mistakes (58.33%) significantly affect students' confidence However, 25% of teachers and 27% of students believe that feeling inadequate in English is not a direct cause of diminished self-confidence in speaking.
To enhance language proficiency and reduce shyness among students, it is essential for educators to implement effective correction methods that foster a supportive classroom atmosphere By creating a safe learning environment, teachers can help alleviate students' fear of making mistakes while speaking English, ultimately encouraging greater participation and confidence in language use.
3.1.6.2 Teachers’ and students’ judgment of the teachers’ factors affecting students’ self-confidence in speaking English
A Design little speaking activities for students to participate
B Design speaking activities that are not suitable to the students’ level
D Correct students’ mistakes while they are speaking
E Criticize students for their mistakes
F Do not provide students with enough necessary vocabularies, pronunciation and structures
G Do not encourage students to speak
H Rarely go round class and help students with the low level of proficiency
I Be not friendly and enthusiastic to students
J Do not make a pleasant classroom atmosphere
Figure 4: Teachers’ and students’ judgment of the teachers’ factors affecting students’ self-confidence in speaking English
Both teachers (91.67%) and students (84.67%) acknowledge that teachers' corrections during speaking exercises significantly impact students' self-confidence in English A notable 92.67% of students attribute their low self-confidence to teachers' criticism of their mistakes, while 78.67% feel that insufficient encouragement contributes to their struggles Conversely, teachers identify their excessive talking (83.33%), inadequate vocabulary, pronunciation, and structural guidance (66.67%), as well as a lack of encouragement (50%), as factors undermining students' confidence Additionally, many students point out that overcrowded classrooms hinder teachers' ability to provide individualized support, despite their enthusiasm for teaching.
In addition to the previously mentioned issues, both teachers and students identify factors contributing to students' low self-confidence in speaking English, including the limited number of speaking activities, the mismatch between activities and students' proficiency levels, and the infrequent support provided to lower-level students Nonetheless, the percentage of educators and learners citing these concerns remains relatively low, ranging from 10% to 32%.
The differing perspectives between teachers and students regarding the impact of teacher factors on students' self-confidence in speaking English highlight the need for improved communication To effectively address students' needs and enhance their self-confidence, teachers must engage more with their students to understand their thoughts and identify suitable methods for support.
3.1.6.3 Comparison of teachers’ and students’ opinion of the objective factors affecting students’ self-confidence in speaking English
Table 4: Comparison of teachers’ and students’ opinion of the objective factors affecting students’ self-confidence in speaking English
Options N of Ts % N of Ss %
MAJOR FINDINGS AND SUGGESTIONS
Chapter 4 is a summary of the findings and draws out some recommendations that are good for students, teachers and administrators to raise non-English major freshmen’s self-confidence in learning speaking skills
This study investigates the factors influencing the self-confidence of non-English major freshmen in speaking English and explores effective methods to enhance their speaking skills The findings address the research questions comprehensively, highlighting key elements that contribute to building self-confidence in language learning.
4.1.1 Factors affecting non-English major freshmen’s self-confidence in speaking English at HaUI
The research question, “What factors affect non-English major freshmen’s self-confidence in speaking English at HaUI?” reveals two primary influences on freshmen's self-confidence in English speaking: student-related factors and teacher-related factors.
Students often face several factors that contribute to their low level of language proficiency, including shyness and fear of making mistakes, which hinder their self-confidence in speaking English Data analysis reveals that over 80% of students recognize that their limited language skills directly impact their confidence in verbal communication Inadequate vocabulary and grammatical structures, along with poor pronunciation, further discourage freshmen from participating in class discussions Additionally, students' shyness when addressing the class serves as a significant barrier, as they are unaccustomed to presenting in front of an audience and typically respond from their seats The fear of making mistakes amplifies these challenges, as students worry about being laughed at, ridiculed by peers, or criticized by teachers, leading to feelings of embarrassment and discomfort.
Teachers' approaches to correcting mistakes and providing encouragement significantly impact students' self-confidence in speaking English Frequent interruptions and constant corrections can undermine students' confidence, causing them to forget their thoughts or feel embarrassed in front of peers Additionally, harsh criticism from teachers can further diminish students' self-esteem Conversely, a lack of encouragement can also hinder students' confidence in their speaking abilities Experts emphasize that encouragement is crucial for fostering learners' belief in their communication skills, ultimately contributing to their success in learning English.
Large classrooms can significantly impact students' self-confidence in speaking English In such environments, students have limited opportunities to practice their speaking skills, and teachers face challenges in providing individualized support As a result, students do not receive adequate time for speaking activities or consistent guidance from their instructors.
4.1.2 Teachers’ applied methods to increase non-English major freshmen’s self- confidence in learning speaking skills
In addressing research question 2, "What methods build non-English major freshmen's self-confidence in learning speaking skills?" the data analysis reveals three effective strategies employed by teachers to enhance freshmen's self-confidence in speaking.
Teachers can enhance student learning by designing pair or group work activities, which promote interaction among students This collaborative approach not only improves vocabulary and pronunciation but also helps students practice language structures Additionally, it provides a valuable opportunity for students to prepare their speech for classroom discussions.
Teachers can enhance students' self-confidence in speaking English by incorporating a variety of speaking activities into their lessons These practices allow students to gain valuable experience and develop a sense of competence in their English speaking abilities.
Teachers can boost student participation in speaking activities by providing engaging topics These interesting subjects serve as motivation, helping students gradually build their confidence in speaking English.
Drawing from the researcher's teaching experience and insights gained from student interviews, several strategies are proposed to enhance students' self-confidence in speaking English.
To enhance their English proficiency, students should focus on expanding their vocabulary and understanding sentence structures through various methods Memorizing a wide range of English vocabulary is crucial, as vocabulary serves as the foundation for effective spoken communication According to Chen (2003), students can build their vocabulary by engaging with English books, magazines, newspapers, playing word games, and utilizing dictionaries Additionally, mastering sentence structures can be achieved by practicing grammar exercises and learning practical expressions used in conversation By integrating new vocabulary into meaningful sentences, students can reinforce their understanding of both vocabulary and grammar.
To enhance their pronunciation skills, students should practice daily by engaging with audio recordings and videos It is essential to integrate vocabulary related to various subjects into their pronunciation practice Additionally, participating in speech training can significantly contribute to improving their overall pronunciation.
To enhance their vocabulary, structure, and pronunciation, students should engage in daily speaking practice Mastering speaking is often regarded as the most challenging aspect of language learning Consequently, consistent practice in speaking English significantly improves overall speaking proficiency.
To help shy students overcome their fear of public speaking, it's essential for them to cultivate a sense of safety and interest in others, which can enhance their likability and self-confidence Engaging in group activities aligned with their interests allows shy individuals to connect with like-minded peers Instead of comparing themselves to others, they should focus on their personal growth by reflecting on past achievements Additionally, preparing conversation starters, such as introducing themselves, offering compliments, or asking questions, can facilitate easier interactions with others.