OVERVIEW OF THE STUDY
Rationale
English is now the most widely spoken language globally, serving as a key medium of communication across various fields, including science, technology, aviation, international sports, and diplomacy.
The trend of globalization and integration in English education in Vietnam is increasingly robust, influencing public policies, actions taken by teachers and students, and the overall educational system This growth is particularly evident in higher education, where overseas opportunities are expanding significantly.
English serves as the official working language for the ASEAN trade group and is recognized as a vital second language, often taught alongside native languages The globalization phenomenon and the swift advancement of information technology have significantly increased the global demand for English proficiency.
In recent years, English language study in Vietnam has gained significant traction due to its status as an international language and its role in fostering mutual understanding and cooperation with other countries English is primarily taught in schools and universities, yet learners often face challenges in vocabulary, pronunciation, and particularly grammar Among the various components of English grammar, personal pronouns are typically introduced early in the learning process Despite this, many Vietnamese students struggle with effective communication with native speakers, highlighting ongoing difficulties in mastering the language.
The challenges of English communication with native speakers in Vietnam stem from the country's integration into regional and international organizations, where a lack of proficiency creates barriers and misunderstandings in professional interactions As the demand for English communication skills grows, especially in increasingly diverse work environments, effective training programs tailored to enhance English proficiency have become essential for fostering better collaboration and understanding among multinational teams.
For these reasons, I chose “A Study about difficult in communication with native people of freshmen in non English major of Thuongmai University” for my graduation
Grammatical accuracy plays a crucial role in enhancing communicative effectiveness during interactive tasks, as highlighted by Turner & Upshur (1995) According to Yi’an Wu (2001), the proper application of grammar in extended discourse is essential for achieving meaningful communication.
Besides developing linguistic skills, the focus on developing interactional skills for discussion is vital in the present context of education (Lee, 2009).
Interactional communication faces significant pedagogical challenges when integrating critical discourse in the classroom To enhance rhetoric and writing skills, students must engage in English communication through oral presentations, discussions, and debates While English major students are trained to write business emails and theses, this research specifically focuses on non-English students, emphasizing their ability to improve English writing through creative outlets such as short stories and diaries.
Research by Richard & Suksawat (1985) highlights the significance of cross-cultural issues in foreign language speaking, while Lighrbown and Spada (1999) explore second language learning theories and psychological factors impacting oral production Harmer (1998) offers a practical approach to teaching spoken English, and Horak (1999) examines assessment issues, identifying challenges students face in foreign language speaking contexts More recently, Chowdhury (2000) emphasizes the role of grammaticality in English language production and advocates for learner training, curriculum revision, and meaning-focused teaching to enhance students' spoken English, provided appropriate teaching measures are implemented.
Effective communication has long been a significant theme of interest, particularly as English emerges as a global language Proficiency in English enhances your ability to communicate, opening doors to numerous opportunities for personal and professional growth By mastering English, you can engage with diverse individuals from around the world, enriching your knowledge and understanding of different cultures and perspectives The more you interact with people from various backgrounds, the greater your insights into life and human experiences will become.
Springer & Collins (2008) emphasize the importance of integrating classroom learning with real-world language use to enhance communication skills in both academic and social settings To boost students' confidence in English communication, it is essential to encourage extensive practice and learning of the language in school Additionally, Jarvis & Stakounis (2010) highlight the need to analyze students' specific requirements to effectively improve their speaking skills within their social contexts.
The students need to interact for developing social and pragmatic communication skills (Yi’an Wu, 2001)
Dornyei and Scott (1995) identified four key factors that contribute to communication breakdowns: resource deficit, processing time pressure, personal performance issues, and external performance challenges Resource deficit arises when learners lack sufficient knowledge of the target language (Jamshidnejad, 2011), while processing time pressure refers to the struggle of constructing sentences within a limited timeframe These issues highlight the problem-oriented nature of communication difficulties, emphasizing the challenges faced by learners in effective language use.
According to Jamshidnejad (2011), learners often face challenges during spontaneous communication with native speakers of the target language In these situations, they tend to use fillers as hesitation devices and may repeat words multiple times (Dornyei & Scott 1997) Additionally, learners become aware of their performance issues when they recognize mistakes in their own use of the target language (Dornyei & Scott 1995, Dornyei & Scott 1997).
Usually, this difficulty is covered by paraphrasing, self repairing and editing The other performing problems include the difficulties of perceiving what is said by the interlocutors (Dornyei & Scott 1997, Jamshidnejad 2011).
Aim of the study
This thesis will provide learner with definitions of English communication.
The skills are required to be good at English communication
Finding and discussing some difficulties in English communication with native people of Thuongmai University with non English major freshmen.
To investigate factors affecting English communication process of freshmen.
Giving some suggestions for the above obstacles and recommend some suggestion for learning English to be better in English communication.
Research subject
Reality of English communication of non English major freshmen at TMU and difficult they are facing.
Scope of the study
This research focuses on the challenges faced in English communication, specifically examining the reasons and factors that impact the learning process for first-year non-English major students at Thuongmai University To effectively address this topic, I am committed to consulting with my supervisor and peers, as well as gathering information from various sources, including the internet, television, reference books, newspapers, and my own educational experiences.
Methodology
1.6.1 Participants Selection of Thuongmai University
Thuongmai University (TMU) was chosen for its strong emphasis on the business environment within its departments, particularly in its English major, which integrates economic concepts Unlike other institutions such as Hanoi University and the University of Languages and International Studies that focus solely on language studies, TMU prepares students for the vital role of effective communication in the increasingly important business landscape.
Effective communication is essential in the workplace as it fosters understanding among individuals A researcher at Thuongmai University, with over three years of experience, found it advantageous to gather data and explore the challenges of English communication.
The study involved 70 freshmen majoring in non-English disciplines and 10 English teachers at Thuongmai University Participants provided insights into their English learning experiences, including teaching methods, learning practices, and challenges faced in English communication Additionally, the freshmen compared grammar instruction received in secondary school to that at the university level, expressing their preferences for teaching methods that enhance their grammar learning and improve their oral and written fluency.
The reason behind the choice of teacher in Thuongmai university, the teacher can compare their point of view to those of Thuongmai English major and draw a certain conclusion.
The study utilized various research instruments, including questionnaires, interviews, documentary studies, and observational notes from personal learning experiences The primary tool was a self-administered survey questionnaire crafted by the researcher, featuring both closed and open-ended questions Participants shared their challenges with English communication and the strategies they employed to navigate difficulties during conversations with native speakers.
The questionnaire was refined based on expert feedback, particularly from the thesis advisor and co-advisor in the English department at Thuongmai University, ensuring its content validity and relevance Insights from experts and findings from the pilot study played a crucial role in shaping the final version of the questionnaire for the actual research Consequently, the study's questionnaire is deemed appropriate Furthermore, the reliability of the questionnaire was also assessed.
Cronbach's alpha is the most widely used metric for assessing the internal consistency of multiple Likert scale questions in surveys and questionnaires It serves as a crucial tool for evaluating the reliability of a questionnaire's scale before conducting the actual study.
Questionnaire consisted of three parts Part I aimed to gather background information on the participants such as the participant’s gender, school year, major.
Part II was concerned with their English ability while communicating with native people Part III, asked about difficulties, barriers they get in English communication and strategies which they used to overcome the problems they experienced during conversation with native English speaking people The participants were asked to rate their problems and the strategies they used to overcome these problems by choosing one of five items on a Likert scale strongly agree, agree, moderately agree, disagree, and strongly disagree.
An open-ended questionnaire was incorporated into Parts II and III to collect detailed insights on the English communication challenges faced by freshmen and the strategies they employed when interacting with native speakers This approach allowed participants to share additional thoughts and perspectives that were not captured by the closed-ended questions.
The researcher analyzed the data gained from the questionnaire to answer the five research questions The results were also calculated into statistical values as follows:
The data concerning the general background was presented as a percentage
A five-point Likert scale was employed to assess participants' agreement regarding their English communication challenges and the strategies they utilized to interact with native speakers This scale, developed by Rensis Likert in 1932, is commonly used in questionnaires to measure the degree of agreement or disagreement on specific statements.
To study successfully and effectively, methods used in this study are:
Material collection from good books and reliable sourcesQuestionnaires: give questionnaire was created before for 70 students
(freshmen of non English major at Thuongmai University)+ 10 lectures in English major at Thuongmai University.
In conclusion, this chapter outlines the various research tools utilized to support the hypotheses and arguments of the study It also details the rationale for selecting these tools and explains the objectives of the questionnaires and interviews conducted.
Organization of the study
This study is divided into four main chapters in order to get better insights into different aspects of topic:
Chapter 1: Introduction reasons for choosing the topic, aims, scopes, methodology and overview of the thesis design Theoretical background provides general knowledge about communication and
English communication Chapter 2: Literature review Chapter 3: Research finding
Reasons making difficult in communicating of freshman non English major at TMU Factors influence English communication
How to make effective English communication with native people and present some example, some tips for effective communication
Recommendation some effective ways to make English communication
LITERATURE REVIEW
Definition of communication
Effective English communication poses a significant challenge for non-native speakers, particularly for students at TMU, where English is not their first language Limited exposure to English interactions further exacerbates this issue, making oral communication in English particularly difficult for these learners.
Communication is essential for the functioning of societies, as it differentiates humans from other species According to Schramm, it serves as a vital tool for societal interaction Berelson and Steiner further elaborate that communication involves the transmission of information, ideas, emotions, and skills through various symbols, including words, images, and graphs.
Communication is the process of sharing meaning through both verbal and nonverbal behavior, serving as a crucial element in human interaction It involves the transmission of information between individuals and encompasses the exchange of knowledge, thoughts, and perceptions.
Effective communication skills encompass listening, verbal expression, and oral communication (Sahin, 1997; Berryman, 1982) Additionally, patient-physician communication can be characterized by understanding, self-expression, maintaining eye contact, offering verbal praise, and utilizing non-verbal cues (Omololu).
Effective communication extends beyond just language; it encompasses various forms that enhance the quality of interaction The term "communication" originates from the Latin word "communis," meaning common This highlights that without a shared understanding, true communication cannot occur.
Awareness is a crucial aspect of communication, shaped by the values, behaviors, social status, education, experiences, knowledge, and cultures of both the speaker and listener (Price, 1991) Achieving effective communication can be challenging, as it requires careful consideration of what is right and respectful in interactions.
Environmental factors play a significant role in our lives, influencing how we interact with others Educators often emphasize key principles that enhance communication skills According to Green (2010), principals dedicate 70% to 80% of their time to interpersonal communication with various stakeholders, highlighting the importance of effective dialogue in educational settings.
Effective communication is essential in educational settings, encompassing both formal and informal interactions among friends, teachers, students, and parents As noted by Lunenburg & Irby (2006), Matthews & Crow (2010), and others, ongoing dialogue fosters a collaborative environment Colin Cherry (1966) highlights the complexity of conversation, stating that while it is a common experience, it presents significant scientific challenges that remain largely unexplained Understanding these dynamics is crucial for enhancing communication within educational communities.
Communication Process
Look as the communication process, two common elements in every communication exchange are the sender and the receiver (McShare & Von Glinow,
2003) Senders and receivers are of course vital in communication In face to face
Effective communication involves a dynamic interplay between the sender and receiver, where both parties engage subtly through eye contact and body language The sender encodes the message using chosen words and symbols, which can be conveyed through verbal, nonverbal, or written forms Once the message is transmitted, the receiver decodes it to extract meaningful information Accurate decoding is crucial, as it ensures that the intended message is understood correctly.
However, communication process misunderstanding can occur at any stage because of environmental and personal barriers: language barriers, interruptions, emotions, attitudes barriers…
Feedback refers to the response of a destination to a message, originating from engineering communication theory, and signifies the return flow from the initial message Essentially, feedback is the receiver's reaction to the sender's communication There are two types of feedback: Positive Feedback, which occurs when the receiver understands the message correctly and responds as intended, and Negative Feedback, which arises from miscommunication, leading to an undesired response.
A problem in any one of these elements can reduce communication effectiveness (Keyton, 2011)
Communication mediums are essential for transmitting information signals, such as digital bit streams, from senders to receivers Various channels exist, including face-to-face conversations, telephone calls, text messages, emails, radio, TV, written letters, and brochures Selecting the right communication channel is crucial for effective interaction, particularly when engaging with native English speakers.
People decode information selectively (Keyton, 2010).
Difficulties in English communication
they are confident to use all skills The usually difficulties of communication are inhibition, lack of knowledge and vocabulary, low or uneven participation and mother tongue use
Anderson and Lynch (1988) have identified the following stages in the process of listening:
The spoken signals have to be identified from the midst of surrounding sounds.
The continuous stream of speech has to be segmented into units, which have to be recognized as known words
The syntax of the utterance has to be grasped and the speaker’s intended meaning has to be understood.
We also have to apply our linguistic knowledge to formulating a correct and appropriate response to what has been said (Anderson and Lynch, 4)
Listening is a difficult skill including English major students as requirement of continuous training and practicing Shelagh Rixon (1986) like Anderson and Lynch
(1988) wrote that listening is a complex process When you practice to listening, you must need another skills to support
Rixon (1986: 36) argues that the sound of English is a major problem for the L2 learner making listening the most difficult skill She lists four sources of difficulties arising from pronunciation:
The weak relationship between English sounds and the way they are spelt in the written language
Changes in sounds when they occur in rapid, connected speech.
The rhythm pattern of English speech
Different ways of pronouncing the ‘same’ sound.
In oder to hear clearly the sound spoken from native people, is so hard When native English speaking said isolation word that is so easy to recognize such as:
The pronunciation of "you" (/ju:/) can pose significant challenges for non-English major students, especially when it appears in longer sentences with specific accents and stresses Additionally, the phenomenon of elision, where sounds are omitted in speech, complicates understanding; for instance, the word "probably" often gets reduced in pronunciation, making it harder for learners to recognize.
The pronunciation of "probably" and "discussed" shifts to /probli/ and /diskΛt/, while "ten bikes" is articulated as "tem bikes" or /tem baiks/ (Rixon, 40) Listening challenges arise from difficulties in comprehending complex texts, a lack of fluency in interactions, and insufficient awareness of the cultural backgrounds of their peers (Forey &).
Many students feel inhibited when it comes to speaking English, often resorting to their mother tongue during lessons due to a fear of making mistakes or facing criticism, especially in front of native speakers This anxiety is compounded by the rapid pace of native speakers, which can leave shy students feeling confused and reluctant to engage in conversation As a result, these students may choose silence over participation, missing opportunities to express their thoughts and ideas in English In the classroom, this leads to a lack of opinion and critical thinking, as students avoid voicing their perspectives.
A common challenge in English communication is the inability to generate ideas or motivation to express oneself According to Jdetawy (2011), a lack of personal motivation and proficiency in the English language can lead to communication breakdowns among learners.
Many students feel they lack the necessary knowledge and vocabulary to effectively communicate with native speakers, making it challenging for them to respond during conversations This difficulty often stems from their limited understanding of what to say, the appropriate vocabulary to use, and concerns over grammar and sentence structure.
Effective communication with native speakers often raises questions about correct grammar usage (Baker & Westrup, 2003) A significant challenge in this process is the uneven participation among learners, where some tend to dominate the conversation while others remain silent, often pretending to understand despite lacking comprehension Many learners prefer expressing their ideas in their mother tongue, as it feels more natural Additionally, listening comprehension is influenced by various scholars, including Penny Ur (1984), Shelagh Rixon (1986), Mary Underwood (1989), Michael Rost (1991), and H Douglas.
Brown (1994), listening difficulties divide two categories The first includes listening problems resulting from the characteristics of the English language and the native speakers culture
In Vietnam, communication primarily relies on the mother tongue, with limited use of non-verbal cues such as eye contact and body language This reliance on verbal communication can hinder Vietnamese children as they grow, making it challenging for them to adapt to new forms of interaction as adults.
Writing is a complex skill that integrates various elements, including language use, punctuation, spelling, grammar, and vocabulary According to Jordan (1997), writing involves the challenging process of selecting words and organizing them on paper in a structured format, while also ensuring the use of appropriate style and vocabulary This process often requires careful arrangement of major ideas and attention to grammatical accuracy.
English communication barriers
Effective communication occurs when the receiver interprets the message as intended by the communicator, ensuring that ideas and information remain intact and undistorted (Thacker, 2004) However, various factors can hinder the clarity of communication, particularly for non-native English speakers According to Bloch and Starks (1999), the primary challenges include listening comprehension, limited vocabulary and idiomatic expressions, distortion or misunderstanding of messages, and improper message formulation As George Bernard Shaw aptly noted, “the greatest problem with communication is the illusion that it has been accomplished.”
Barriers to effective English communication can be categorized into personal and environmental factors (Rakich & Darr, 2000) These challenges significantly impact students' academic and professional experiences, particularly for freshmen who struggle to acquire English proficiency As a result, their motivation to seek out information diminishes, limiting their exposure to global opportunities, especially in foreign companies that prefer candidates with strong English skills Conversely, students who excel in communication are more likely to build friendships across cultures, fostering a supportive and friendly university environment.
And there are some barriers to English communication.
Many freshmen EFL learners at Thuongmai University face communication challenges due to limited exposure to native English speakers Rababah emphasizes that effective language use requires practice in real-life situations, which is often lacking for these students With most university instructors being from Vietnam, opportunities for continuous interaction in English are scarce, and exposure to foreigners is further reduced English lessons for non-English majors are typically limited to just two sessions per week, leaving students with minimal time—often less than two hours daily—to engage with the language.
Many students acknowledge the significance of English communication, yet their focus often shifts solely to exam preparation As a result, everyday conversational skills remain underdeveloped, leading to minimal interaction among peers.
Large class sizes significantly hinder students' oral proficiency, particularly in China, where classes often exceed fifty students This environment limits opportunities for speaking practice, resulting in weaker communication skills compared to other areas As noted by Green, Christopher, and Lam (1997), the challenges in communication can be largely attributed to the constraints imposed by large class settings.
Discussion skills in English classrooms are frequently underdeveloped due to several key factors, including large class sizes, varying student proficiency levels, and limited time Consequently, many educators avoid facilitating discussions altogether or abandon them after encountering negative experiences.
The difficulties Vietnamese learners face in English communication are largely attributed to teaching methodologies that rely heavily on the learners' mother tongue Rababah highlights that teachers often use the mother tongue to explain complex English concepts, leading to vocabulary being taught in isolation rather than in context, which is essential for effective communication He references Halliday et al (1984) to emphasize that teaching in the target language can enhance learning, but the quality of instruction is compromised when non-specialist teachers with limited English proficiency are involved Additionally, the lack of authentic listening materials, due to resource constraints, forces teachers to read dialogues, depriving students of exposure to native speaker models This practice can demotivate learners and is rooted in outdated teaching methods Rababah concludes that despite the intention to adopt communicative approaches, the prevalent teaching practices resemble the grammar-translation method, indicating a failure in teacher training programs to foster effective methodologies.
Teachers often employ various methods to cater to their students' needs, yet EFL (English as a Foreign Language) educators face significant challenges that hinder effective teaching and learning As noted by Williams and Burden (1997), a teacher's ingrained beliefs about language acquisition influence their classroom practices more than any prescribed methodology or textbook.
Teachers and students often prioritize practice for form-based exams over developing communicative skills, as highlighted by Gao (2012) and others The absence of speaking tests in assessments limits teachers' ability to enhance students' speaking proficiency Furthermore, the limited time allocated for English lessons hinders teachers from effectively imparting knowledge, particularly in fostering students' speaking and listening abilities (Chen & Goh, 2011; Ming & Jaya, 2011) Additional challenges faced by English language teachers include large class sizes, varying student proficiency levels, insufficient facilities and equipment, and a lack of immersive English-speaking environments (Aduwa Ogiegbaen & Iyamu, 2006; Byun et al., 2010; Chen & Goh, 2011; Ming & Jaya, 2011).
Jargon refers to specialized language associated with specific trades, professions, or social groups, as noted by Christopher Hutton While it can facilitate communication within a particular context, it may also be perceived negatively when it becomes unnecessarily complex or obscure, potentially obscuring the truth This type of language often carries unique meanings that can lead to misunderstandings if the listener lacks prior knowledge or explanation of the terms used.
Listening comprehension barriers: misunderstanding in communication
According to researchers such as Penny Ur, Shelagh Rixon, and others, listening difficulties can be categorized into two main types The first type involves challenges arising from the inherent characteristics of the English language and the cultural context of its native speakers Key factors contributing to these difficulties include the impact of various elements on sound perception and the concept of redundancy in communication.
Inappropriate listening styles and a lack of cultural background knowledge can hinder effective communication between individuals from different cultures Culture, defined as the shared knowledge and frameworks that help people perceive and respond to social realities (Lederach, 1995), plays a crucial role in this process To communicate successfully, one must understand not only the language's sounds, vocabulary, and grammar but also the cultural context that shapes meaning Misunderstandings are common in cross-cultural interactions, emphasizing the importance of cultural awareness By gaining knowledge and experiences, learners can develop personal skills to overcome these communication barriers.
The second category of listening problems involves features of listening situations causing difficulties for listeners.
Effective communication across diverse cultures requires an understanding of the varying values, beliefs, and attitudes held by individuals (Dr K Usha Rani, Communication Barriers, p 77) Recognizing these differences is essential for fostering meaningful interactions and overcoming potential communication barriers (Putsch, R.).
Language barriers hinder a communicator's ability to interpret intentions, emotions, and reactions, leading to a reliance on interpreters for understanding (W., 1985) Additionally, cultural differences contribute significantly to miscommunication, as highlighted by Rampur (2011), creating gaps between individuals with diverse backgrounds This disparity often results in messages being misunderstood or misinterpreted.
Affective factors such as emotions, self-esteem, empathy, anxiety, and motivation significantly impact language learning success, as noted by Shumin (2002) and Oxford (1990) The emotional aspect of learners plays a crucial role, with fear of making mistakes and lack of motivation being key influences Shumin emphasizes that adults often experience anxiety when speaking a foreign language publicly, particularly in front of native speakers Unlike children, adult learners tend to be more cautious about errors, as mistakes can lead to a loss of face in certain cultures This sensitivity to making mistakes can hinder their ability to communicate fluently in English.
Jianing (2007) explains: “the less they speak, the less they improve their speaking skills, and the more they are afraid of speaking”
RESEARCH FINDINGS
The reality of English communication in Thuongmai University and the reasons
Freshmen at Thuongmai University face significant challenges in English communication, particularly when interacting with foreigners This difficulty is crucial, as students studying English as a foreign language often struggle with face-to-face oral communication.
English departments in Thuongmai universities often admit students without considering their proficiency levels, which can hinder their success in the program Additionally, students lack sufficient exposure to the English language, as the curriculum may not effectively support their desire to communicate in English Consequently, the challenge lies not only with the students but also with the curriculum's ability to enhance their oral communication skills in the target language.
Jdetawy (2011) identified that a lack of personal motivation and weak English proficiency contribute to communication breakdowns among university learners This study aims to explore whether fostering a harmonious relationship between students and teachers can enhance English communication for learners at Thuongmai University In the classroom, students' English proficiency levels are often uneven, with only a few actively participating in discussions Many students struggle to comprehend their teachers, while others are hesitant to engage due to fear of making mistakes, stemming from a high school education focused primarily on grammar rather than practical usage Additionally, most students at Thuongmai University come from rural areas with limited opportunities to interact with native English speakers The English teaching program often prioritizes grammar and written assignments over speaking practice, leading to missed opportunities for verbal communication Consequently, teachers face challenges in fostering student engagement and improving their teaching effectiveness.
Thuongmai University students face challenges in oral communication largely due to the absence of native English-speaking teachers, which allows them to rely on their native Vietnamese for classroom interactions This reliance on their mother tongue diminishes their need to practice English Consequently, the issues surrounding their oral communication skills will be analyzed from three key perspectives: the role of teachers, the effectiveness of the curriculum, and the students themselves.
English communication challenges are evident in clubs and organizations For instance, English clubs often struggle to attract first-year non-English major students due to a mismatch between the planned activities and their English proficiency levels Additionally, the annual Olympia English competition, organized by English majors, sees low participation from first-year English majors, who often lack the confidence to apply or interview for clubs and activities.
Survey questionnaires
The questionnaire was divided into three sections
The first section is general information:
The second section explores the challenges associated with the four fundamental skills in English communication, while the third section identifies barriers that hinder effective communication, particularly those stemming from teachers It examines various factors contributing to these obstacles, highlighting their impact on the learning process.
Psychosocial and language barriers, along with cultural differences and situational factors, significantly impact listening comprehension among first-year non-English major students This study, which randomly selected both male and female participants, highlights the challenges posed by emotional factors and the use of jargon To ensure triangulation, semi-structured interviews were conducted with six students, providing deeper insights into these issues.
The next questionnaire which is made to interview to support the before questionnaire, includes 3 question
The questionnaire data was compiled and analyzed through frequency counting to identify oral communication issues Additionally, interview responses were utilized to reinforce the statistical findings from the questionnaire analysis.
The Literature Review Chapter primarily focuses on documentary studies, including books, journal articles, and electronic articles that explore the causes of the issue and potential remedies These sources serve as a foundation for the subsequent chapters, enhancing the understanding of the studied issues.
After getting data with questionnaire and interviewing from students and teacher in Thuongmai University, the results of this methods are presented and shown on the following table:
The questionnaire for students
The most difficult skill of English communication(%)
Figure 3.1: The most difficult skill of English communication
A recent survey of students revealed significant challenges in English communication skills, with 32% struggling with comprehension, 30% facing difficulties in pronunciation, 23% having issues with listening, and 15% finding speaking the most challenging.
Through that researcher desire to find more clearly about barriers which making difficult in English communication:
1 Almost students are Vietnamese and teachers do not want to use English to teach.
2 English teaching methods and techniques used by our instructors do not encourage us to use the English.
3 Teacher do not frequently use the target language in the lesson, so we prefer using our native language
4 Our talking are regularly interrupted by teacher, so this discourages us for using the target language
5 Our teacher do not force us to express our ideas in the target language
6 Plenty of teachers are non native speaker which we can use language as comfortably.
7 Almost tests, exams are writing structures, we do not need practice English speaking which still get high score.
8 English lesson per week is only a few 40.0 15.0 10.0 30.0 5.0
9 Students feel shy each talking with native English speaking people.
10 It is a easier to express our ideas and thoughts in our native language (Vietnam)
11 We do not make any speaking and listening 45.0 25.0 10.0 10.0 5.0 activities, so this affects us in a negative way in using the target language.
12 Most of our exams are written, so we do not need to practice listening or speaking to pass exams.
13 During the communication, the native people speak so quickly to follow.
14 Vocabulary knowledge is not sufficient enough to express our ideas and argue about any topics
15 In most of the course we are generally passive so we do not agree to use the target language
16 Feeling of making a mistake while talking in the target language increases our anxiety and it is dissuasive
17 Do learn and practice vocabulary unusually and not right English learning method
Table 3.1:The barriers causes difficult in English communication The table illustrates information related to the teacher barriers causes difficult encountered by freshmen non English major at Thuongmai University
The findings in Table 3.1 indicate that 65% of teachers do not utilize English in the classroom, as most students are Vietnamese freshmen who are unfamiliar with the new teaching methods, knowledge, and learning environment Teachers fear that using English may hinder students' understanding and the effectiveness of their lectures Additionally, 70% of students agree that the teaching methods and techniques employed by their instructors do not encourage English usage The approach to English teaching significantly impacts students' communication skills, highlighting the crucial role of teachers in this process.
Teachers often rely on the native language during lessons, with a notable 75% preference for using Vietnamese over English in English courses This tendency indicates that students are more comfortable communicating in their native language rather than engaging with the target language.
Interruptions during student discussions can significantly discourage participation, with 60% of students experiencing interruptions while speaking Given the limited class time, prolonged attention to one student can hinder opportunities for others to practice and showcase their talents.
A significant barrier for students is their insufficient vocabulary knowledge, with 95% expressing difficulty in articulating ideas across various topics Many students agree that their vocabulary learning methods are inadequate, leading to a generally passive approach in their courses, as indicated by 65% of respondents Additionally, 69% of students fear making mistakes while communicating in the target language Crucially, 60% feel that the lack of continuous communication training contributes to their weak vocabulary skills and overall communication challenges.
They not only do not train in both class inside and outside Below is some people are interviewed about reason why they do not practice English more:
Although I enjoy English and consider it one of my favorite subjects, I seldom communicate with my friends in English, both in and out of the classroom.
I communicate with my friend in Vietnamese and only use English when discussing homework related to grammar, which is essential for passing our exams.
English is one of my favorite subjects, and I enjoy communicating in the language However, I struggle to find opportunities to practice speaking English with others outside the classroom While I am capable of engaging in conversations, I often lack someone to converse with in English.
Interviews with students reveal that teachers often fail to encourage classroom participation, typically entering the room and delivering information without emphasizing the importance of using English This lack of engagement undermines the learning experience and limits students' opportunities to practice the language effectively.
Many students struggle to find time for additional practice at home due to the heavy homework load assigned by their teachers This overwhelming amount of assignments can lead to significant communication issues, as illustrated in the figure below.
Difficulties understanding speed during communication Inability to understand sentences when native people speak too quikly
Low fluency in spoken Long pauses in spoken English Producing grammar errors when speaking Think of vietnamese word before producing English word
Inability to respond with inappropriate words
Poor or insufficient vocabulary Insufficient knowledge of the native people cultural background
Low confidence and anxiety when speaking English
Nervous about wrong communication Producing word stress misplacements
Figure 3.2: The problems in English communication encountered by Thuongmai
University freshmen with non English major
Figure 3.1 highlights the four main skills that pose challenges in English communication Most students find pronunciation and comprehension more difficult than speaking and listening Comprehension emerges as the most vital skill, as it enables individuals to grasp the speaker's message in various contexts Notably, nine out of thirty participants reported difficulties in understanding expressions from non-native English speakers To delve deeper into these issues, researchers examine specific communication challenges.
Figure 3.2 illustrates that 90% of students encounter communication issues primarily related to comprehension, native languages, environment, vocabulary, and emotions The data indicates a significant prevalence of these problems among non-English majors at Thuongmai University, with difficulties ranging from 40% to 90%.
Students often struggle with poor pronunciation due to misplaced stress, leading to significant communication barriers One student expressed a desire to engage with native speakers but hesitated due to fears of inadequate vocabulary and pronunciation Another student highlighted the challenge of understanding native speakers who talk quickly, which causes anxiety and difficulty in comprehension He mentioned that he frequently pauses to translate his thoughts from Vietnamese to English, often struggling to find the right words to respond effectively.
To enhance communication with native speakers, consider requesting them to articulate words clearly and utilize simpler vocabulary It can be beneficial to ask them to slow down their speech for better understanding Additionally, employing literal translations into your first language and using a dictionary to clarify unfamiliar terms can aid comprehension Lastly, don't hesitate to create new words when necessary to convey your thoughts effectively.
Asking for help with translation Only paying attention what they have understood Pretending to understand the conservation
Figure 3.3: The stragedies for English communication encountered non English major students at Thuongmai University
Researchers have identified various strategies for enhancing English communication, particularly among students who face challenges in this area Through interviews and questionnaires, it was revealed that many students rely on simple strategies that are applicable only in specific situations requiring minimal information Notably, 90% of students reported often pretending to understand conversations, while 60% focused solely on what they comprehended Additionally, only 30% engaged in word coinage To improve their English skills and overcome difficulties, students should dedicate more time to practicing English and develop long-term, structured learning plans for effective mastery.
The questionnaire for the teacher
The researcher aims to obtain an objective perspective on the barriers faced in education by utilizing the same questionnaire administered to both students and teachers This approach acknowledges that individuals from different age groups may have varying viewpoints on certain issues, highlighting the importance of understanding diverse perspectives in educational research.
1 Almost students are Vietnamese and teachers do not want to use English to teach.
2 English teaching methods and techniques used by our instructors do not encourage us to use the English.
3 Teacher do not frequently use the target language in the lesson, so we prefer using our native language
4 Our talking are regularly interrupted by teacher, so this discourages us for using the target language
5 Our teacher do not force us to express our ideas in the target language
6 Plenty of teachers are non native speaker which we can use language as comfortably.
7 Almost tests, exams are writing structures, we do not need practice English speaking which still get high score.
8 English lesson per week is only a few (2 lesson per week).
9 Students feel shy each talking with native English speaking people.
10 It is prefer expressing our ideas and thoughts in our native language (Vietnam) than English
11 We do not make any speaking and listening activities, so this affects us in a negative way in using the target language.
12 When we use our native language during our English courses, we do not get any punishment and sanction
13 During the communication, the native people speak so quickly to follow.
14 Vocabulary knowledge is not sufficient enough to express our ideas in any topic.
15 In most of the course we are generally passive so we do not agree to use the target language
16 Feeling of fearing errors when producing sentence while English communication.
17 Learning and practicing vocabulary unusually and not right English learning method
Table 3.2: The barriers causes difficult in English communication (for teacher)
The data collected from questionnaires and teacher interviews indicate a consensus among educators regarding the significant barriers to effective English communication Notably, 70% of teachers strongly agree that the predominance of Vietnamese among students discourages the use of English in teaching Additionally, 20% of teachers agree that the current teaching methods and techniques do not promote English usage among students, while 40% express disagreement with this assertion To gain deeper insights into these barriers, the researcher conducted interviews with several teachers.
Techer 1: “Almost students in my lesson, they do not focus on English lesson, some students sleep while other student talk with each other “
Teacher 2: “ Now, student usually think that they are weak of any skill like speaking,writing… quicky to think that is from teaching methods and forget to studetn do not try to practice”
The comparison of barriers in administering questionnaires to students reveals a decline in teacher agreement, with only two English lessons per week contributing to 40% agreement and 35% disagreement Among the challenges identified by teachers during the teaching process, the highest rate of agreement was noted.
Many students, around 60%, feel shy when communicating with native English speakers and prefer expressing their ideas in their native language, Vietnamese A comparison of student questionnaires reveals a significant disparity in perceptions of communication barriers between students and teachers, with 85-90% of students identifying teacher-related barriers as the primary issue While students believe that communication difficulties stem largely from teacher barriers, teachers often attribute these challenges to student-related factors One teacher noted that English communication skills among non-English majors at Thuongmai University are weak due to limited exposure, as they have few English lessons each week.
Many students exhibit passivity when it comes to engaging in English communication, both in and out of the classroom A second teacher noted that English instruction is often unpopular among freshmen who are not majoring in English, as they struggle to grasp the material, leading to ineffective lessons.
From the differents of opinion in both teacher and students researcher find:
Between teacher and students do not have much of understanding each other.
Researcher will recommend solution in the next chapter.
Findings
From the result of survey with questionnaire and, there are several main difficulties of English communication of students TMU:
The capability of communicating English of TMU students.
English communicating ability of native people
The barriers of English communication
The problems of English communication encountered by non English major in Thuongmai University
The different of thinking of teacher and student during teaching process and the reason why?
These problems require a list of effective solutions to help tackle the situation in Thuongmai University.
RECOMMENDATIONS AND SUGGESTIONS
Recommendations
In Chapter 3, the researcher presents recommendations aimed at enhancing English communication skills at Thuongmai University Building on the discussions from the previous chapter, these suggestions directly address the research questions posed earlier.
(1) What kind of difficulties do the students at Thuongmai University of non English major have in English Communication?
(2) What are the barriers to students’ difficulties in English communication ? The researcher concluded as follows:
Many students struggle with English communication due to a lack of confidence, limited vocabulary, fear of making mistakes, nervousness, and insufficient fluency and grammar skills Contributing factors include a preference for their mother tongue, disinterest in reading and learning new words, and a lack of motivation Additionally, the teaching methods employed in English classes play a significant role in these communication challenges.
The researcher give suggestion as below:
Creating an international working environment by buying many English books that include the various fields such as: economy, construction, culture, etc.
Spending at least 30 minutes consolidating learned knowledge, practicing English skill: reading, writing, listening, speaking and prepare lesson before learning in class
Besides, learner should join foreign organization (non government organization) with the participants of native English speaking people that create for foreign environment, surely improve your English
Find the suitable method in learning English
Need to be active in learning process
Encourage the students to speak English in English class and in outside
Encourage them to join social activity relating English, not using their mother tongue
Get them to have suitable English learning method and read the English book or English dictionary to enrich their vocabulary knowledge.
The next researchers are suggested to find more difficulties and the factors contributing to students’ difficulties in English communication, then find the best solution to overcome those matters.
Limitations
Firstly, this research only investigated freshmen with non English major, not included all students therefore the author did not have a deep overview of the whole company
The one-week interval between the completion of chapter three and the start of chapter four limited participants' ability to reflect on the effectiveness of the adjustments made for chapter four.
During the interviews conducted in English, some participants struggled to comprehend the questions and requested assistance with translation into Vietnamese.
The study is structured into three key sections: a literature review, research findings, and recommendations The literature review offers a theoretical foundation on translation theory and highlights the challenges faced by freshmen non-English majors at Thuongmai University in English communication The research findings identify specific communication barriers encountered by these students, yielding valuable insights Finally, the recommendations section proposes solutions to enhance the English communication skills of freshmen non-English majors and suggests avenues for future research.
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APPENDIX APPENDIX 1: Post survey questionnaire (For 70 freshmen in Thuongmai University with non English major)
This questionnaire aims to gather insights from freshmen at Thuongmai University who are non-English majors, focusing on the challenges they face when writing in English for customer interactions and exploring potential solutions to these difficulties.
Thank you for completing this questionnaire Rest assured, your identity will remain confidential, as the collected data will solely be utilized for the research paper and not for any other purposes.
Thank you for your cooperation!
(Please filling the blank as below)
1 Questionnaire for students 1.1 English communication Barriers
Please use (X) for your choice or expressing your ideas, opinions in the blanks
(SA: Strongly agree, A: Agree, N: Neutral, D: Disagree; SD: Strongly disagree).
1 Almost students are Vietnamese and teachers do not want to use English to teach.
2 English teaching methods and techniques used by our instructors do not encourage us to use the English.
3 Teacher do not frequently use the target language in the lesson, so we prefer using our native language
4 Our talking are regularly interrupted by teacher, so this discourages us for using the target language
5 Our teacher do not force us to express our ideas in the target language
6 Plenty of teachers are non native speaker which we can use language as comfortably.
7 Almost tests, exams are writing structures, we do not need practice English speaking which still get high score.
8 English lesson per week is only a few
9 Students feel shy each talking with native English speaking people.
10 It is a easier to express our ideas and thoughts in our native language (Vietnam)
11 We do not make any speaking and listening activities, so this affects us in a negative way in using the target language.
12 Most of our exams are written, so we do not need to practice listening or speaking to pass exams.
13 When we use our native language during our English courses, we do not get any punishment and sanction
14 Speaking course is not a part of the curriculum so this affects us in a negative way to use oral communication
15 Some courses because of their contents and the attitudes of our instructors make us not use target language orally
16 During the communication, the native people speak so quickly to follow.
17 Vocabulary knowledge is not sufficient enough to express our ideas and argue about any topics
18 In most of the course we are generally passive so we do not agree to use the target language
19 Feeling of making a mistake while talking in the target language increases our anxiety and it is dissuasive
20 Do learn and practice vocabulary unusually and not right English learning method
1.2 Some difficulties in English communication encountered by students in
Thuongmai University during English communication process.
(Please take (X) with opinions which is the same your ideas If you have different ideas, can you write yours in others blank):
Listening 1 Difficulties understanding speech during conversation Comprehension 2 Inability to understand sentences when native people speak too quickly
3 Difficult with accuracy during conservation Fluency 4 Low fluency in spoken English
5 Long pauses in spoken English
Grammar 7 Producing grammar errors when speaking Vocabulary 10 Inability to respond with inappropriate words
11 Poor or insufficient vocabulary Cultural awareness
12 Insufficient knowledge of the native people cultural background
Self confidence 13 Low confidence and anxiety when speaking
14 Nervous about wrong communication Accents 14 Difficulties understanding foreign accents Pronunciation 15 Producing word stress misplacements
16 Poor English pronunciation Environment 17 Too noisy to hear enough information of English communication
1.3: The strategies are used by freshmen to communicate with native English speaking
(Please tick (X) strategies which you agree or you used, if you never use, please skip the blank):
Asking native people to spell out words Asking native people to use easy words Asking native people for repetition in a louder voice
Asking native people to speak more slowly Asking native people for clarification Literal translation into first language Using a dictionary to translate unfamiliar words
Word coinage (making up own new words) Asking for help with translation
Only paying attention to what they have understood
Pretending to understand the conservationOthers
Please use (X) for your choice or expressing your ideas, opinions in the blanks
(SA: Strongly agree, A: Agree, N: Neutral, D: Disagree; SD: Strongly disagree)
1 Almost students are Vietnamese and teachers do not want to use English to teach.
2 English teaching methods and techniques used by our instructors do not encourage us to use the English.
3 Teacher do not frequently use the target language in the lesson, so we prefer using our native language
4 Our talking are regularly interrupted by teacher, so this discourages us for using the target language
5 Our teacher do not force us to express our ideas in the target language
6 Plenty of teachers are non native speaker which we can use language as comfortably.
7 Almost tests, exams are writing structures, we do not need practice English speaking which still get high score.
8 English lesson per week is only a few (2 lesson per week).
9 Students feel shy each talking with nativeEnglish speaking people.