(LUẬN VĂN THẠC SĨ) Building up students’ self-confidence in learning speaking skills at a university in Hanoi A survey of methods

VIETNAM NATIONAL UNIVERSITY - HANOI UNIVERSITY OF LANGUAGES & INTERNATIONAL STUDIES FACULTY OF POST-GRADUATES STUDIES *********** TRẦN THỊ THU BUILDING UP STUDENTS’ SELF-CONFIDENCE IN LEARNING SPEAKING SKILLS AT A UNIVERSITY IN HANOI: A SURVEY OF METHODS (Xây dựng tự tin cho sinh viên học kỹ nói tiếng Anh trường đại học Hà Nội: Khảo sát phương pháp) M.A Minor Programme Thesis Field : English Teaching Methodology Code : 60 14 10 Hanoi, 2013 TIEU LUAN MOI download : skknchat@gmail.com VIETNAM NATIONAL UNIVERSITY - HANOI UNIVERSITY OF LANGUAGES & INTERNATIONAL STUDIES FACULTY OF POST-GRADUATES STUDIES *********** TRẦN THỊ THU BUILDING UP STUDENTS’ SELF-CONFIDENCE IN LEARNING SPEAKING SKILLS AT A UNIVERSITY IN HANOI: A SURVEY OF METHODS (Xây dựng tự tin cho sinh viên học kỹ nói tiếng Anh trường đại học Hà Nội: Khảo sát phương pháp) M.A Minor Programme Thesis Field : English Teaching Methodology Code : 60 14 10 Supervisor : Dr Trần Thị Thu Hiền Hanoi, 2013 TIEU LUAN MOI download : skknchat@gmail.com DECLARATION I hereby declare that the thesis entitled: “Building up students’ self-confidence in learning speaking skills at a university in Hanoi: A survey of methods” is the result of my own research for the degree of Master of Arts and has not been previously submitted for a degree or diploma at any other university or institution wholly or partially To the best of my knowledge and belief, the thesis contains no material previously published or written by another person, except where due reference is made in the text Signature Trần Thị Thu i TIEU LUAN MOI download : skknchat@gmail.com ACKNOWLEDGEMENT First, I would like to express my sincere gratitude to my supervisor, Ms Tran Thi Thu Hien, for her guidance, helpful suggestions, invaluable critical feedback and encouragement during the time I tried to complete this thesis I would like to sincerely thank the lecturers of the Faculty of Post Graduate Studies, University of Languages and International Studies, Vietnam National University, Hanoi for their useful lessons that have helped in the clarification of my points I am also grateful to all the teachers and the students at Hanoi University of Industry, who have contributed data to my study Without their enthusiastic cooperation, and assistance, I would never have been able to conduct my research I would also like to thank all the members of my family for their love, care and encouragement Last but not least, I would like to thank all those who read and comment this work in manuscript ii TIEU LUAN MOI download : skknchat@gmail.com ABSTRACT Speaking is considered an important skill among the four language skills and self-confidence in learning speaking skills plays an essential part to learner’s success However, in reality, the level of self-confidence in speaking English of non-English major freshmen at Hanoi University of Industry is not high The study focuses on factors affecting non-English major freshmen’s selfconfidence in speaking English and methods to build up their self-confidence in learning speaking skills The subjects in the study are 150 non-English major freshmen randomly selected and twelve teachers teaching English for these faculties’ students Findings from the questionnaires and interview show that non-English major freshmen at Hanoi University of Industry are not self-confident in learning speaking skills due to students’ factors, teachers’ factors and objective factor Besides, three methods have been applied to increase freshmen’s self-confidence in speaking English namely designing pair or group work activities, letting students practice through many speaking activities and giving interesting topics of speaking Based on such findings, some suggestions are given with the hope that they might be useful for teachers as well as non-English major freshmen at Hanoi University of Industry in particular and other universities in general to develop nonEnglish major freshmen’s self-confidence in learning speaking skills iii TIEU LUAN MOI download : skknchat@gmail.com TABLE OF CONTENTS DECLARATION……………………………………………………………………… ACKNOWLEDGEMENT…………………………………………………………… ABSTRACT…………………………………………………………………………… TABLE OF CONTENTS…………………………………………………………… LIST OF ABBREVIATIONS………………………………………………………… Page i ii iii iv vii LIST OF TABLES…………………………………………………………………… LIST OF FIGURES…………………………………………………………………… PART I: INTRODUCTION………………………………………………………… Rationale…………………………………………………………………………… Aims of the study…………………………………………………………………… Research questions………………………………………………………………… Methods of the study……………………………………………………………… Scope of the study…………………………………………………………………… Significance of the study…………………………………………………………… Structure of the study……………………………………………………………… PART II: DEVELOPMENT………………………………………………………… CHAPTER 1: THEORETICAL BACKGROUND………………………………… 1.1 English speaking teaching……………………………………………………… 1.1.1 Definition of speaking…………………………………………………………… 1.1.2 The components of speaking skill……………………………………………… 1.1.3 Teaching speaking……………………………………………………………… 1.1.4 Problems with speaking activities……………………………………………… 1.1.5 Stages of teaching speaking…………………………………………………… viii ix 1 3 4 6 6 7 8 1.2 Self-confidence…………………………………………………………………… 1.2.1 Definition of self-confidence…………………………………………………… 1.2.2 Importance of self-confidence in speaking English…………………………… 1.2.3 Factors affecting students’ self-confidence in speaking class………………… 1.2.3.1 Students’ factors……………………………………………………………………… 1.2.3.2 Teachers’ factors……………………………………………………………………… 1.2.3.3 Objective factors……………………………………………………………………… 9 10 11 11 12 15 15 1.2.4 Methods of building students’ self-confidence in speaking English………… 1.3 Summary ………………………………………………………………………… CHAPTER 2: METHODOLOGY…………………………………………………… iv TIEU LUAN MOI download : skknchat@gmail.com 18 19 2.1 The context of the study………………………………………………………… 2.2 The textbook……………………………………………………………………… 2.3 The participants………………………………………………………………… 2.3.1 The students……………………………………………………………………… 2.3.2.The teachers……………………………………………………………………… 2.4 The data collecting instruments………………………………………………… 2.4.1 The questionnaires……………………………………………………………… 2.4.1.1 Questionnaire for teachers…………………………………………………………… 19 20 20 20 21 21 21 21 2.4.1.2 Questionnaire for students…………………………………………………………… 21 22 22 23 24 24 24 25 26 2.4.2 The interview…………………………………………………………………… 2.5 Data collection procedure………………………………………………………… 2.6 Summary………………………………………………………………………… CHAPTER 3: DATA ANALYSIS AND DISCUSSION…………………………… 3.1 Data analysis……………………………………………………………………… 3.1.1 Students’ general attitudes towards learning English………………………… 3.1.2 Students’ attitudes towards learning to speak English………………………… 3.1.3 Students’ awareness about the importance of English speaking……………… 3.1.4 Comparison of teachers’ and students’ assessment of the importance of selfconfidence in learning speaking skills………………………………………………… 3.1.5 Teachers’ and students assessment of students’ level of self-confidence in speaking English……………………………………………………………………… 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…………………………………… 3.1.6.2 Teachers’ and students’ judgment of the teachers’ factors affecting students’ self-confidence in speaking English…………………………………………………………… 3.1.6.3 Comparison of teacher’ and students’ opinion of the objective factors affecting students’ self-confidence in speaking English…………………………………… 3.1.7 Students’ comments on teachers’ applied methods to increase students’ selfconfidence in learning speaking skills………………………………………………… 3.2 Summary………………………………………………………………………… CHAPTER 4: MAJOR FINDINGS AND SUGGESTIONS……………………… 4.1 Major findings…………………………………………………………………… 4.1.1 Factors affecting the non-English major students’ self-confidence in speaking English at HAUI……………………………………………………………………… 4.1.2 Teachers’ applied methods to increase students’ self-confidence in learning v TIEU LUAN MOI download : skknchat@gmail.com 26 27 28 28 29 30 31 32 33 34 34 .speaking skills………………………………………………………………………… 4.2 Suggestions………………………………………………………………………… 4.2.1 Suggestions for students………………………………………………………… 4.2.2 Suggestions for teachers………………………………………………………… 4.2.3 Suggestions for the administrators……………………………………………… 4.3 Summary………………………………………………………………………… PART III: CONCLUSION…………………………………………………………… 1.Conclusion…………………………………………………………………………… 35 36 36 37 38 38 39 38 Limitations and suggestions for further studies………………………………… REFERENCES………………………………………………………………………… APPENDIXES………………………………………………………………………… 39 40 I vi TIEU LUAN MOI download : skknchat@gmail.com LIST OF ABBREVIATIONS CLT : Communicative Language Teaching HaUI : Hanoi University of Industry MA degrees : Master of Arts degrees vii TIEU LUAN MOI download : skknchat@gmail.com LIST OF TABLES Page Table 1: Students’ awareness about the importance of English speaking… …….…25 Table 2: Comparison of teachers’ and students’ assessment of the importance of selfconfidence in learning speaking skills………………………… ………… … …26 Table 3: Teachers’ and students’ assessment of students’ level of self-confidence in speaking English ………………………………………………………… ….….…26 Table 4: Comparison of teachers’ and students’ opinion of the objective factors affecting students’ self-confidence in speaking English ……………… ……….…30 viii TIEU LUAN MOI download : skknchat@gmail.com most outstanding achievements Whatever teachers encourage, students will continue to Positive encouragement from teachers will surely bring students self-confidence - Teachers should let students speak freely without fear of making mistakes Jones, L (2007) suggests that teachers should remind students that making mistakes is a natural part of learning a language Tang, L (1983) points out if students are making mistakes, they are learning and practicing and if they not make mistakes and correct them, they will never become perfect - Teachers should design many activities and games to students such as leadership opportunities, role-play, conversation, presentations, conversation games, reading out loud which make students become bold in speaking lessons Once students get the first few words out of their mouth and realize that they can be understood, they will start to speak much more in class 4.2.3 Recommendations for the administrators The administrators should consider and give proper adjustment of the number of students in a speaking lesson The number of students in a crowded class should be divided into two groups or even three groups who learn speaking at different times so that teachers can take care of all students and students can have more opportunities to practice speaking English in class 4.3 Summary To sum up, this chapter has presented the major findings to answer the research questions raised In addition, the researcher proposes some recommendations to the students, teachers and administrators to increase students’ self-confidence in learning speaking skills 37 TIEU LUAN MOI download : skknchat@gmail.com PART III: CONCLUSION Conclusion In this study, the researcher has concentrated on investigating factors affecting non-English major freshmen’s self-confidence in speaking class and methods to build up their self-confidence in speaking English To complement this study, two instruments namely the questionnaires and the interview are used to find out the answers to the research questions of the study From their responses to the questionnaires and interview, it is clear that students’ factors, teachers’ factors and large classrooms affect non-English major freshmen’s self-confidence in speaking English For students, their low language level of proficiency, fear of mistakes and shyness make them not self-confident in speaking English For teachers, correcting mistakes while students talking; criticizing students’ mistakes and little encouragement to students have Maintaining crowded classrooms also has a direct impact on students’ self-confidence in speaking English In addition, three methods are applied to increase non-English major freshmen’s self-confidence in speaking English such as: designing pair or group work activities, letting students practice through many speaking activities and giving interesting topics of speaking At last, to boost non-English major freshmen’s self-confidence in speaking English the researcher studies students’ expectations for methods raising self-confidence and gives out some suggestions Limitations and suggestions for further studies Due to the limitation of knowledge, ability and time, the researcher cannot avoid the following shortcomings: First, the participants of the study are only non-English major freshmen and teachers teaching English for these students, not all students and teachers at university So, further studies should also investigate into the other sources of data Second, due to the limitation of time the researcher cannot recheck the effectiveness of proposed methods in this paper Therefore, to get a more reliable and complete result further studies may combine different tools for data collection like pre- 38 TIEU LUAN MOI download : skknchat@gmail.com test, post-test and proficiency tests as research instruments which assist to assess students’ self-confidence in speaking English before and after the study Third, in this study, methods to build students’ self-confidence in speaking English such as: motivational feedbacks, interesting topics, appropriate ways of correcting mistakes, etc, are not focused It is clear that each method should be considered specifically in further studies Finally, the researcher carries the study to find out methods to increase students’ self-confidence in learning speaking skills Methods to help students learn other skills (listening, reading, writing) effectively should also be cared about in further studies REFERENCES 39 TIEU LUAN MOI download : skknchat@gmail.com Aftat, M (2008), “Motivation and Genuine learning” Retrieved from http:// www.english teacher1 Com/motivation.html at April 10, 2013 Aik, C T., & Tway, D.C (2006), Elements and principles of training as a performance improvement solution, Performance improvement 45(3), 31 Baldwin, C (2011), “How to Overcome Shyness during an Oral Presentation” Retrieved from: http://www.ehow.com/how_7852354_ overcome-shynessduring-oral presentation.html at April 10, 2013 Barry, K (1993), Beginning Teaching (2nd ed) Wentworth Falls: Social Science Press 5.Bowen, T (2005), “Methodology: Shy Students; An Article Offering Suggestions And Advice On Teaching Shy Students” Retrieved from: http://www.onestopenglish com/support/ask-the-experts/methodologyquestions/methodology-shystudents/146385.article at April 10, 2013 Breen, M & Candlin, C.N (1980), The Essentials of a Communicative Curriculum in Language Teaching, Applied Linguistics Brown, G and Yule, G (1983), Teaching the Spoken Language, CUP Brown, H D (2001), Teaching by principle: an interactive approach to language pedagogy (2nd ed.), New York, Longman Brown, H D (2002), Strategies for success: A practical guide to learning English New York, Longman 10 Byrne, D (1976), Teaching oral English Longman Handbooks for Language Teachers, Longman Publishing Group 11 Byrne, D (1986), Teaching Oral English, Longman 12 Chandrasegaran, A (1981), Problems of Learning English as A Second Language Singapore University 13 Chaney, A.L & Burk, T.L (1998), Teaching Oral Communication in Grades K-8, Boson: Allyn & Bacon 14 Chaudron, C (1988), Second Language Classrooms: Research on Teaching and Learning Cambridge: Cambridge University Press 40 TIEU LUAN MOI download : skknchat@gmail.com 15 Chen (2003), Chinese College Student's Perceptions of Non-Native English Teachers Foreign Language Teaching and Research 16 Chu, C W L (2001), Reflective assessment materials for ELT teachers The English Teacher 4(3), 250 17 Cook, V (2000), Second Language Learning and Language Teaching (2 nd Edition) Beijing: Foreign Language Teaching and Research Press 18 Doqaruni, V R (2011), “An Action Research on Increasing the Students’ Confidence in Speaking: An Iranian Experience” Retrieved from: http:// www.eltweekly.com/elt-newsletter/2011/08/96-research-article-an-actionresearch-on-increasing-the-students-confidence-in-speaking-an-iranianexperience-by-vahid-rahmani-doqaruni/ at April 15, 2013 19 Dornyei, Z (2001), Teaching and Researching Motivation, Harlow, Longman 20 Gardner, R (1985), Social psychology and second language learning: The role of attitudes and motivation, London: Edward Arnold 21 Gardner, R C & Larmbert, W E (1972), Attitudes and motivation in second language learning Rowley, MA: Newbury House 22 Gander, S L (2006), Throw out learning objectives! In support of a new Taxonomy, Performance Improvement 45(3), 13-14 23 Harmer, J (1999), The Practice of English Language Teaching Malaysia: Longman 24 Harmer, J (2000), How to Teach English Beijing: Foreign Language Teaching and Research Press 25 Hatch, T., White, M.E., & Capitelli, S (2005), Learning from teaching: What’s involved in the development of classroom practice?, Cambridge Journal of Education 35(3), 323 26 Hieu, T (2011), “Students Lack Confidence To Use English” Retrieved from: http:// vietnamnews.vnagency.com.vn/Talk-Aroundtown/212262/Students-lackconfidence-to-use-English.html at April 15, 2013 27 Hornby (1995), Definition of Speaking skill New York: publisher 41 TIEU LUAN MOI download : skknchat@gmail.com 28 Htwe, Y (2007), “Shyness Main Obstacle To Learning English” Retrieved from: http://www mmtimes.com/no371/n010.htm at April 15, 2013 29 Huett, J., Huett, K., Bray, M., Moller, L., & Young, J (2008), Supporting the distant student: The effect of arcs-based strategies on confidence and performance The Quarterly Review of Distance Education, 9(2), 113 30 Jones, L (2007), The student centered classroom New York, NY: Cambridge University Press 31 Kelly, L., & Watson, A K (1986), Speaking with confidence and skill New York, Harper & Row Press 32 Kubo, M (2009), “Extensive pair taping for college students in Japan: Action research in confidence and fluency building” Accents Asia [Online], (1), 3668 Retrieved from http://www accentsasia.org/3-1/kubo.pdf at April 10, 2013 33 Kurtus, R (2001), “Overcome the Fear of Speaking to Group” Retrieved from: http:// www.school- for-champions.com/speaking/fear.htm at April 15, 2013 34 Lien, P (2012),“Building students’ confidence in English speaking class through group work at faculty of finance and banking, Vietnam University of Commerce” Retrieved from http://dl vnu.edu.vn/handle/11126/2450 at May 20, 2013 35 Longman Dictionary of Contemporary English 5th Edition (2009), Longman 36 Loucky, J P (2004), “Gaining Speaking Confidence by Mastering Basic English Questions: Using Enjoyable Games within a Simple Framework” Retrieved from: http://english.specialist hu/a3/xart/jpl.htm at July 20, 2013 37 McDonough &J Shaw, C (1993), Materials and Methods in ELT: A Teacher’s Guide, Blackwell: Massachusetts, USA 38 McIntyre, D., & Rudduck, J (2005), Editorial Cambridge Journal of Education 35(3), 360 42 TIEU LUAN MOI download : skknchat@gmail.com 39 Munjayanah, A (2004), The Implementation of Communicative Language Teaching Speaking at LIA Surakarta: An Ethnography Surakarta: Muhammadiyah University of Surakarta 40 Nguyen, B (2002), Methodology course 1- Teaching The Skills, VNUH 41 Nunan, D (1991), Language Teaching Methodology Prentice Hall International Ltd 42 Nunan, D (1999), Second Language Teaching & Learning USA Heinle & Heinle Publisher 43 Nunan, D (2003), Practical English Language Teaching, NY: McGraw-Hill 44 Nurgiyantoro, B (1987), Penilaian dalam pengajaran bahasa dan sastra, Yogyakarta : BPFE 45 Oxford Advanced Learners Dictionary (2011), Oxford University Press 46 Pattison, P (1992), Developing Communication Skills Cambridge: CUP 47 Pesce, C (2011), “Speak Up! Sure-fire Ways to Help Teens and Adults Overcome Shyness” Retrieved from: http://busyteacher.org/4276-speak-up-sure-fire-ways-to-help-teens and-adults html at April 16, 2013 48 Rob, E (1985), Understanding Second Language Acquisition Oxford: Oxford University Press 49 Robby, S (2010), “Conquer Your Fear of Making Mistakes when Speaking English” Retrieved from:http://englishharmony.com/conquer-fear-of-making-mistakes when speaking -english/ at April 10, 2013 50 Ruthven, K (2005), Improving the development and warranting of good practice in teaching Cambridge Journal of Education 35(3), 407 51 Saurik (2011), “Learning English The Easy way!” Retrieved from: http:// guides wikinut com/Learning-English-The-Easy-Way!/2wuchx26/ at April 10, 2013 52 Scarcella, R & Oxford, R (1992), The tapestry of language learning: The individual in the communicative classroom Boston, MA: Heinlen and Heilen 53 Scott, G (1978), The Fore Language of Papua New Guinea, Australian National University 54 Spolsky (1998), Socialinguistics Oxford University Press 43 TIEU LUAN MOI download : skknchat@gmail.com 55 Syakur (1987), Language Testing and Evaluation Surakarta: Sebelas Maret University Press 56 Tang, L (1983), TEFL in China: Methods and Techniques Shanghai: Shanghai Foreign Language Education Press 57 Terry, C (2008), How to teach Speaking in an EFL Class ICPNA San-Minguel 58 Thompson, G (1996), ELT Journal Volume 50/1 January 1996, Wallace, B A., & Truelove, J E (2006), Monitoring Student Cognitive-Affective Processing Through Reflection to Promote Learning in High-Anxiety Contexts JCAL, 3(1), 22-27 59 Underwood, M (1987), Effective Class Management: A Practical Approach New York: Longman 60 Ur, P (1991), A course in language teaching Cambridge: Cambridge University Press 1991 61 Ur, P (1996), A course in language teaching, Cambridge teacher training and development 62 Ur, P (2000), A course in Language Teaching Practice and Theory Beijing: Foreign Language Teaching 63 Whitty, G (1996), Professional competences and professional characteristics: the Northern Ireland approach to the reform of teacher education In: D HUSTLER & D MCINTYRE (Eds.), Knowledge and competence London: David Fulton 16(2), 89 64 Wiriyachitra, A (2003), Thai teachers’ roles in teaching English: Motivating students and guiding their learning Thai TESOL Focus 16(2), 25 44 TIEU LUAN MOI download : skknchat@gmail.com APPENDIXES APPENDIX 1: Phiếu điều tra dành cho sinh viên Phiếu điều tra thiết kế nhằm điề u tra các phương pháp xây dựng sự tự tin cho sinh viên năm thứ nhấ t không chuyên tiế ng Anh ở trường Đa ̣i ho ̣c Công Nghiê ̣p Hà Nô ̣i kết phiếu điều tra dùng cho mục đích nghiên cứu phân tích số liệu Sự giúp đỡ bạn việc trả lời câu hỏi đánh giá cao Thông tin bạn đảm bảo bí mật tuyệt đối Bạn khơng bị nhận thảo luận phần thảo luận số liệu Xin chân thành cảm ơn hợp tác bạn! Thông tin cá nhân: Giới tính: Nam Nữ Tuổi:………………… Em học tiếng Anh:……… năm Hãy đánh dấu (√) vào câu trả lời mà em lựa chọn viết câu trả lời vào chỗ trống 1.Em thích học tiếng Anh khơng? Thích Bình thường Khơng thích Vì sao? (trình bày rõ lý do)………………………………………………………… ……………………………………………………………………………………… Trong tiết học sau, em thích tiết học nhất? Ngữ pháp Nghe Nói Đọc Viết Vì sao? (trình bày rõ lý do)…………………………………… …………………… ……………………………………………………………………………………… Theo em, việc học nói tiếng Anh………… Rất quan trọng Quan trọng Không quan trọng Không quan trọng chút Theo em, tự tin học kĩ Nói lớp …………… I TIEU LUAN MOI download : skknchat@gmail.com Rất quan trọng Quan trọng Bình thường Khơng quan trọng Khi nói tiếng Anh lớp, em cảm thấy…………… Rất tự tin Tự tin Bình thường Khơng tự tin Dưới số khó khăn phía thân người học khiến em khơng tự tin nói tiếng Anh lớp Khó khăn từ phía thân người học Đánh dấu (√) A Phát âm khơng xác B Thiếu từ vựng C Thiếu cấu trúc ngữ pháp D Khơng có khả học tiếng Anh tốt nên khả nói E Sợ bị bạn cười mắc lỗi F Sợ bị giáo viên phê bình J Xấu hổ đứng trước lớp Dưới số khó khăn từ phía giáo viên khiến em khơng tự tin nói tiếng Anh lớp Khó khăn từ phía giáo viên Đánh dấu (√) A.Thiết kế hoạt động nói B Thiết kế hoạt động nói khơng phù hợp với trình độ sinh viên C.Nói nhiều tiết học D Sửa lỗi sinh viên nói E Phê bình, trích sinh viên mắc lỗi F Không cung cấp đủ từ vựng, cách phát âm cấu trúc cần thiết liên quan đến chủ đề học G Khơng động viên, khuyến khích sinh viên nói tiếng Anh H Ít quanh lớp giúp đỡ sinh viên I.Không thân thiện nhiệt tình với sinh viên II TIEU LUAN MOI download : skknchat@gmail.com J Khơng tạo cho khơng khí lớp học thoải mái Dưới số khó khăn từ yếu tố khách quan khiến em không tự tin nói tiếng Anh lớp Khó khăn từ yếu tố khách quan Đánh dấu (√) A Thiếu tài liệu, sách B Thiếu sở vật chất C Các chủ đề nói khơng thú vị Theo em, phương pháp giáo viên sử dụng giúp em cảm thấy tự tin nói tiếng Anh? (Đối với câu hỏi này, em chọn nhiều câu trả lời) Thiết kế hoạt động làm việc theo cặp, nhóm Giúp sinh viên nhận thức học nói tiếng Anh khơng q khó Khơng phê bình, trích sinh viên mắc lỗi Sửa lỗi sau sinh viên trình bày xong nói Giúp đỡ sinh viên yếu Tạo khơng khí lớp học thân thiện, thoải mái Gần gũi, thân thiện với sinh viên Cho sinh viên thực hành nói qua nhiều hoạt động nói Thiết kế hoạt động nói phù hợp với trình độ sinh viên Đưa chủ đề nói thú vị, hấp dẫn sinh viên Cung cấp nhiều tài liệu giúp sinh viên học nói Cung cấp đủ từ vựng, phát âm cấu trúc cần thiết *Những ý kiến khác: ………………………………………………………………………………………… …………………………………………………………………………………… Xin chân thành cảm ơn hợp tác bạn! APPENDIX 2: Survey questionnaire for teachers III TIEU LUAN MOI download : skknchat@gmail.com The purpose of this questionnaire is to collect ideas of the teachers teaching English for non-English major freshmen at Hanoi University of Industry to investigate in methods of building non-English major freshmen’s self-confidence in learning speaking skills Your ideas are very useful and make a great contribution to my study The researcher makes sure that the data collected are only for the study purpose and your personal information will not be displayed anywhere in my research Thank you very much in advance! Please tick (√) the answer you choose or write your answer in the blank 1.What you think about the importance of students’ self-confidence in speaking English? Very important Important In speaking English, your students are……… Normal Not important Very self-confident Self-confident Normal Not selfconfident Below is the list of some difficulties from students that may make them not selfconfident when speaking English in class Difficulties from students Tick (√) A Incorrect pronunciation B Limited vocabulary C Limited structure of sentence D Feeling inability to speak English well E Being afraid of being laughed by friends when making mistakes F Being afraid of being criticized by teacher G Feeling shy when standing in front of the class 4.Below is the list of some difficulties from teacher that may may students not selfconfident when speaking English in class Difficulties from teachers Tick (√) A Design little speaking activities for students to participate B Design speaking activities not corresponding to the level of students IV TIEU LUAN MOI download : skknchat@gmail.com C.Talk much in the class D.Correct students’ mistakes while students 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 atmosphere of classroom Below is the list of some difficulties from the objective factor that make students not self-confident when speaking English in class Difficulties from the objective factors Tick (√) A Lack of materials B Lack of facilities C Uninteresting speaking topics *Other ideas: ……………………………………………………………………………………… …………………………………………………………………………………………………… Thank you for your co-operation! V TIEU LUAN MOI download : skknchat@gmail.com APPENDIX 3: Câu hỏi vấn dành cho sinh viên Những yếu tố làm em tự tin nói tiếng Anh lớp? Em thấy chủ đề nói tiết học nào? Thú vị hay khơng thú vị? Nó có ảnh hưởng đến tự tin em nói tiếng Anh không? Theo em, giáo viên nên áp dụng phương pháp khác để giúp sinh viên tự tin nói tiếng Anh hơn? VI TIEU LUAN MOI download : skknchat@gmail.com Textbook “New-Headway Elementary” (the third edition) by Liz and John Soars Unit Name of the Speaking topic lesson Hello everybody! Introducting yourself Meeting people Talking about you/ Your family The world of work Asking about a friend or relative Take it easy! Leisure activities/ What’s your favourite season?/ A questionnaireDo you have a healthy lifestyle? 10 Where you live? What’s in your picture?/ Talking about where you live Can A questionnaire–What can you do?/ What can you speak English? computers do?/ Roleplay-interview Then and now The year I was born/ When did it happen? A date to Getting information- Famous inventions remember Did you know that?/ How did you two meet? Food you like Food you like/ Role play-shopping/Meals in your country Bigger and better! I’ve got more than you!/ Talking about your town/ A walk in the country Describe a person/scene/ Getting information-Who’s at 11 Looking good! the party?/ My favourite things 12 Life’s an Dangerous sports/ Interviews/ World weather adventure! 13 Storytime Childhood stories/ Telling a story 14 Have you ever? Cities you have been to/ Things you have done VII TIEU LUAN MOI download : skknchat@gmail.com ... that teachers should remind students that making mistakes is a natural part of learning a language Tang, L (1983) points out if students are making mistakes, they are learning and practicing and... objective factors affecting students’ self-confidence in speaking class are usually determined by uninteresting topics, lack of materials and inappropriate facilities for language teaching and learning. .. This relationship has a great impact on creating pleasant classroom atmosphere and developing students’ self-confidence in speaking class In brief, a teacher may not have all these characteristics