OVERVIEW OF THE STUDY
Rationale
Language plays a crucial role in enriching our culture and connecting us to the global community To thrive in today's international landscape, proficiency in English is essential, as it serves as the dominant language of business and communication Mastering English not only opens doors to new opportunities but also allows individuals to explore diverse cultures and expand their perspectives on the world.
Speaking is a fundamental language skill crucial for English learners, as it plays a vital role in effective communication Proficiency in English is essential in today's globalized world, offering significant benefits such as enhanced knowledge and improved job prospects Fluency in English facilitates seamless interaction and communication with people worldwide, making travel experiences more enjoyable and enriching.
In today's globalized world, Vietnam's membership in the World Trade Organization highlights the importance of English speaking skills for Vietnamese students, enabling them to engage effectively in the international economy and cultural exchange Mastering English speaking is a significant advantage; however, many students face challenges in achieving fluency due to cultural differences, their native language influences, and personal limitations in language proficiency.
At Thuong Mai University, English speaking is a mandatory subject for students in the Faculty of English, yet many struggle to achieve satisfactory grades Observations during the English speaking course revealed that students encounter numerous challenges in developing their speaking skills To enhance the teaching and learning of English speaking for first-year English majors, targeted strategies must be implemented.
Thuong Mai University, it is vital to find out the reality of learning English speaking skill as well as the solutions to deal with this problem.
A study was conducted to assess the English speaking skills of first-year English majors at Thuong Mai University, aiming to identify current challenges and propose effective solutions for improvement.
Previous studies
There has previously been many studies done relating to this area which will be listed as follows:
A study aimed at enhancing English speaking skills among students at Ajloun National University was conducted by Abdel-Rahman Al-Eiadeh, a Bachelor of Arts student in the Department of English Language and Literature.
This research involved 20 English language students from ANU, comprising 12 females and 8 males, primarily focusing on Seniors and Juniors, with Freshmen being a minority The study aimed to analyze the challenges these students faced in speaking skills, including confusion, embarrassment, lack of confidence, insufficient background knowledge, and difficulties in pronunciation It also proposed effective solutions for improving English speaking skills, such as practicing English both inside and outside the classroom and utilizing modern social media to enhance communication and expression among students.
An action research project conducted by Urrutia & Vega (2006) at "Federico Garcia Lorca" public school in Colombia focused on enhancing speaking skills through games The study involved twenty girls and twenty boys aged 14 to 18, utilizing questionnaires, teacher journals, and video recordings for data collection Results indicated that most students found speaking English to be the most challenging skill, with the researcher observing that while some students occasionally spoke English, the majority remained silent during English class.
A study by Nguyen Thi Dieu Huyen (2008) explored ways to enhance English speaking skills among first-year non-major students at Hai Phong Private University It assessed the current state of English teaching and learning at the institution, focusing on the foundational knowledge required for effective speaking The research also suggested various teaching methods aimed at engaging students and improving their speaking lessons.
Hamzad & Ting (2009) conducted a qualitative action research study at SMK Damai Jaya in Malaysia, focusing on the effectiveness of group work in teaching speaking skills in English The study involved 33 students and 3 English teachers, utilizing questionnaires, observations, and interviews for data collection Questionnaires administered in Malay enabled students to share their opinions on group work activities aimed at enhancing their speaking skills and participation awareness The findings revealed a positive enthusiasm for group work and an improvement in spoken language proficiency among the students.
In conclusion, this research focuses on the English speaking skills of first-year English majors at Thuongmai University, exploring the challenges they face and proposing effective solutions for improvement.
Aims of the study
The primary aim of this research is to find out the reality of learning English speaking skill of the first-year English majored students at Thuong Mai University.
The study investigates the challenges students encounter while speaking English and proposes effective solutions to help them enhance their speaking skills.
This study primarily focuses on students, but it also serves as a valuable resource for anyone interested in improving their English speaking skills.
Scope of the study
First-year students at the Faculty of English, Thuong Mai University (2018-2022 curriculum) are required to take an English speaking course This study investigates the current state of English speaking skills among these students through questionnaires and personal interviews The findings, while specific to the participants, offer valuable insights and suggestions for enhancing English speaking skills, serving as a useful resource for anyone eager to improve their proficiency in spoken English.
Research methodology
The study, conducted over a two-month period, involved selecting a relevant topic and gathering information from various sources, including online research and reference books The researcher then designed a questionnaire and conducted personal interviews with 50 first-year English majors at TMU to support the thesis.
The study aimed to investigate the English speaking skills of first-year students at the Faculty of English, identifying the challenges they face and proposing effective solutions to enhance their learning experience.
This study aims to assess the English speaking skills of first-year English major students at the Faculty of English, Thuong Mai University, by addressing key questions related to their learning experiences and proficiency levels.
1 What is the importance of the English speaking skill?
2 What strategies can be helpful for students to speak English well?
3 What is the reality of the first-year English majored student’s English speaking skill?
4 How can students improve their English speaking skill?
A total of 50 first-year students from the Faculty of English, consisting of 10 males and 40 females, were randomly selected to participate in a study focused on improving English speaking skills The details of the participating students are illustrated in Chart 1.1 below.
Chart 1.1 Distribution of the student participant
A variety of methods were considered and selected to fulfill this research as the following:
- Reference materials including reference books, reference previous studies were carefully chosen, researched and analyzed.
- A survey questionnaire and personal question interview was conducted by the first-year students at Faculty of English to collect information for this thesis.
The researcher aimed to assess the English speaking skills of first-year students at the Faculty of English, Thuong Mai University, by utilizing questionnaires and conducting personal interviews to ensure the reliability of the study.
A survey questionnaire was distributed to 50 first-year English major students at Thuong Mai University, aiming to gather essential data and information for this research study.
In this study, the survey questionnaire was included 11 questions are closed,multiple choices and open-ended questions with the following purposes:
Investigating and getting information about the student’s difficulties and problems in learning English speaking skill
Knowing the student’s frequency in using English to speak and their level
Know the ways students used to improve their English speaking skill
An interview was conducted with selected first-year students from the Faculty of English at TMU to gather insights on their opinions regarding the improvement of their English speaking skills Utilizing open-ended questions, the interview aimed to identify both the challenges students face in learning to speak English and their personal perspectives on the subject This format allowed for an in-depth exchange of ideas between the researcher and the participants, enriching the understanding of the students' experiences and needs in developing their speaking abilities.
This study utilized two primary methods for data collection: first, data was gathered through a survey questionnaire, and second, additional information was obtained through personal interviews.
1.5.6.1 Procedures for conducting the questionnaire.
The researcher created a questionnaire using Google Forms and distributed the link to participants, while also providing printed copies for those who preferred them After participants completed the survey, the researcher collected and analyzed the responses.
1.5.6.2 Procedures for conducting the personal interview.
The interviews were conducted randomly with some students The researcher will ask the interviewees and take note the primary information which are necessary for the study.
The researcher collected data from two different sources and analyzed it in two main parts as follows:
1) The student’s perception on the importance of learning English speaking skill
2) Solutions to improve student’s English speaking skill of the first-year English majored students at TMU.
The survey data will be presented and analyzed using charts, while responses from open-ended questionnaires and personal interviews will be highlighted through relevant quotes Ultimately, the analysis will be conducted both descriptively and interpretively.
Organization of the study
This research was organized into four main chapter:
Chapter 1: Overview of the study: this chapter provides a general overview of the study It includes the rationale, aims of the study and some previous studies related to the current research Later, there are research questions, scope of the study and research methodology And the last is organization of the study
Chapter 2: Literature review, this part lays the foundation for the research This chapter reviews the terms and concepts related to speaking skill, the importance of speaking skill, problems in learning English speaking as well as some factors influencing student’s speaking skill And the last is some strategies to improve English speaking skill.
Chapter 3: Research findings, it presents the results of the study, discussion of the results and summary of major findings.
Chapter 4: Recommendations and suggestions, in this chapter, some recommendations are suggested to help students improve their English speaking skill along with some recommendations for further study.
LITERATURE REVIEW
Definitions of speaking skill
There are many definitions of skill as well as speaking As business dictionary,
A "skill" refers to the ability and capacity developed through deliberate and sustained effort, enabling individuals to effectively perform complex tasks involving cognitive, technical, and interpersonal elements According to Collins dictionary, when considered as a countable noun, skill signifies a specific type of work or activity requiring specialized training and knowledge Conversely, as an uncountable noun, it encompasses the knowledge and ability that allow a person to excel in a particular area Skills are cultivated through practice, integrating sensory input and output to enhance proficiency.
Skill refers to the actual ability to perform tasks effectively, whether through manual or mental means Unlike terms that imply potential, such as talent or aptitude, skill signifies competence that has been developed through training, education, or consistent practice.
The term "skill" is a multifaceted concept utilized across various fields such as economics, sociology, psychology, education, and ergonomics It encompasses diverse meanings and serves different purposes in a wide range of contexts.
(1) a level of individual performance, in the sense of accuracy and speed in performing particularly tasks, or (2) qualities required for successful performance in particular jobs and tasks.
2.1.2 The definition of speaking skill
Speaking is the act of delivering language orally, involving the production of sounds through various parts of the body, such as the lungs, vocal tracts, vocal cords, tongue, teeth, and lips.
Speaking is recognized as the most crucial active skill in foreign language learning (Widdowson, 1994) It involves producing utterances to convey messages (Rodriques, 2000:32) and develops from infancy through childhood to maturity (Levelt, 1989:2) Abdel Salam (2002) identifies speaking as a set of micro-skills that encompass syntax, grammar, morphology, pragmatics, semantics, and phonology.
Speaking is an interactive process that involves constructing meaning through the production, reception, and processing of information, as defined by Burns & Joyce (1997) The form and meaning of spoken language are influenced by the context, participants, and purposes of communication Consequently, speaking skills encompass more than just uttering words; they involve a comprehensive process of meaning construction, as highlighted by Brown (1994), requiring confidence in delivery (Bygate, 1987).
Speaking plays a crucial role in second language acquisition, yet it is often neglected in educational settings such as schools and universities This oversight can be attributed to various factors, including a predominant focus on grammar and unfavorable teacher-student ratios Additionally, the absence of speaking assessments in testing is largely due to challenges in objectively evaluating spoken language and the time-consuming nature of speaking tests.
Speaking is a crucial skill in both first and second language acquisition Mastering the speaking ability is essential for learning a second or foreign language, as success is often evaluated by one's capacity to engage in conversation effectively.
In Webster New World Dictionary, speaking is to say words orally, to communicate as by talking, to make a request, and to make a speech (Nunan, 1995).
Speaking is the process of creating and conveying meaning through verbal and non-verbal symbols in various contexts (Chaney, 1998) It involves producing auditory signals that elicit responses from listeners (Bygate, 1987) and systematically combining sounds to form meaningful sentences According to Eckard and Kearny (1981), Florez (1999), Howarth (2001), and Abd El Fattah Torky (2006), speaking is a two-way process that facilitates genuine communication of opinions, information, or emotions, emphasizing the collaborative nature of spoken interactions in shared time and context.
Speaking is a vital language skill alongside reading, writing, and listening, enabling learners to effectively communicate their goals, opinions, intentions, and viewpoints Individuals proficient in a language are commonly known as 'speakers' of that language.
Speaking is the most utilized language skill in various contexts, with its usage being twice that of reading and writing (Rivers, 1981) It can be categorized into two types: monologue, which involves delivering uninterrupted oral presentations, and dialogue, which emphasizes interaction among speakers (Nunan, 1989) Additionally, speaking fulfills two primary functions: transactional, which focuses on the transfer of information, and interactional, which aims to maintain social relationships (Brown and Yule, 1983).
Types of speaking
Speaking is the productive skill in the oral mode It, like the other skill, is more complicated than it seems at first and involves more than just pronouncing words.
There are three kinds of speaking situations in which we find ourselves:
Interactive speaking involves engaging in face-to-face conversations and telephone calls, where participants alternate between listening and speaking This dynamic allows for opportunities to seek clarification, request repetition, or ask for slower speech from the conversation partner, enhancing communication effectiveness.
Partially interactive Some speaking situations are partially interactive, for example giving a speech to a live audience where the convention is that the audience does not interrupt the speech.
The speaker nevertheless can see the audience and judge from the expression on their faces and body languages whether or not he or she is being understood.
Non-interactiveSome few speaking situations may be totally non-interactive, such as when recording a speech for a radio broadcast, performing in a play, reciting a poem or singing.
Speaking process
The speaking process consists of multiple stages, each presenting opportunities for barriers and challenges to emerge According to Konar (2011:161), various activities are involved in this intricate process.
- The sender tried to convey an idea by encoding it into a message
- The message travels through a channel from the sender to receiver
- The receiver decodes the message
- The receivers prove the feedback
- The process gives the frame of reference of the sender and the receiver.
- The process provides the context of the receiver.
Some experts pointed out four different stages of speaking as follows:
Ideation is the process of developing ideas and choosing messages that can be either logical or emotional This classification of messages ultimately defines the core content of what will be communicated (Rizvi, 2005: 5).
Encoding is the process where the sender transforms an idea into a message through various verbal and non-verbal communication methods, such as spoken words, gestures, symbols, signs, or body movements This stage involves selecting the appropriate communication channel to effectively convey the intended message.
Effective communication is influenced by various filters, including the socio-economic and cultural backgrounds of the communicators, as well as their personal opinions, beliefs, and emotions (Konar, 2011) Additionally, the success of communication relies on the appropriate timing, location, and manner in which messages are sent and received (DuBoff & Krages, 2005).
- Decoding: it involves the translation or conversion of the received stimulus into thoughts so that one can understand the message (Talloo, 2008: 154).
Response refers to the action or reaction that indicates the receiver has comprehended the message, as noted by Leonard (2012: 85) This process not only demonstrates understanding but also provides the sender with essential feedback, confirming that the message was effectively communicated.
Purposes of speaking
The purpose of spoken communication can be categorized as either transactional or interactional, highlighting distinct differences in the language used for each type of discourse.
In transactional discourse, language serves the primary function of conveying information, focusing on the message rather than the listener (Nunan, 1989) This type of communication prioritizes accuracy and coherence to ensure effective message delivery Common examples of transactional language include news broadcasts, descriptions, narrations, and instructions (Richards, 1990).
Some conversations serve an interactional purpose, focusing on establishing or maintaining relationships and facilitating social interactions (Yule, 1989) Examples of interactional communication include greetings, small talk, and compliments In this mode, the language is primarily listener-oriented, and speakers typically engage in brief exchanges (Dornyei & Thurrell, 1994; Richards, 1990).
Analyzing speaking purposes more precisely, Kingen (2000: 218) combines both the transactional and interpersonal purposes of speaking into an extensive list of twelve categories as follows:
-Personal - expressing personal feelings, opinions, beliefs and ideas.
-Descriptive- describing someone or something, real or imagined.
-Narrative- creating and telling stories or chronologically sequenced events
-Instructive- giving instructions or providing directions designed to produce an outcome
-Questioning- asking questions to obtain information.
-Comparative- comparing two or more objects, people, ideas, or opinions to make judgments about them
-Imaginative- expressing mental images of people, places, events, and objects.
-Predictive- predicting possible future events.
-Interpretative- exploring meanings, creating hypothetical deductions, and considering inferences
-Persuasive- changing others’ opinion, attitudes, or points of view, or influencing the behavior of others in some way.
-Explanatory- explaining, clarifying, and supporting ideas and opinions.
Aristotle identified three primary purposes of speech: deliberative, which pertains to political discourse; forensic, related to courtroom arguments; and epideictic, focused on praise or blame Similarly, Cicero outlined three speech purposes as well: judicial, for courtroom contexts; deliberative, for political discussions; and demonstrative, which aligns with Aristotle's epideictic speech, emphasizing ceremonial aspects.
Augustine of Hippo identified three key purposes of speech: to teach, which involves informing the audience; to delight, aimed at entertaining or presenting misleading ideas; and to sway, which seeks to persuade individuals toward a religious ideology These frameworks for understanding public speaking serve to clarify the overarching goal behind creating and delivering a speech, known as the general purpose.
Public speaking classification systems highlight the enduring nature of speech purposes throughout history Contemporary scholars categorize public speeches into three primary types: to inform, to persuade, and to entertain.
To inform The first general purpose that some people have for giving speeches is to inform.
The primary aim of informative content is to provide audiences with new knowledge that they lack, enabling them to comprehend various subjects, such as emerging technologies or health issues, and to enhance their skills in practical tasks like golfing or baking The key characteristic of these topics is the pursuit of understanding, without necessarily directing how that knowledge should be applied.
The second primary purpose of speaking is to persuade, which involves convincing listeners to adopt a specific viewpoint or change their behavior Unlike informative speeches, persuasive speeches include a clear call to action, encouraging the audience to make a shift in their thinking or actions.
To entertain Entertaining speeches are very common in everyday life The fundamental goal of an entertaining speech is audience enjoyment, which can come in a variety of forms.
Entertaining speeches serve to divert audiences from their daily routines, offering a brief escape through humor or seriousness While they may include informative or persuasive elements, the primary focus remains on entertainment rather than delivering deep insights.
The importance of speaking skill
Effective communication relies on speakers having essential linguistic competencies, including grammar, pronunciation, and vocabulary, along with sociolinguistic skills that encompass the appropriate use of language in context Traditionally, educators have emphasized teaching these elements in isolation, which complicates the assessment of a learner's overall language proficiency (Mckay, 2006).
48) Speaking has a meaning when it enables children and young people to explore their own selves and clarify their identity They can manage to understand and respect their own selves (Ranson, 2000) When speaking happens, learners express their views, feel confident to speak up when issues of high interest occur They also develop a range of skills, strategies and behaviours which assist them to manage the challenging situations Fielding and Ruddock (2002) explained that speaking opportunities facilitate a stronger sense of membership, respect and self-worth, learning management, agency and personalizing learning
According to Celce-Murcia (2001), authenticity plays a crucial role in language learning, particularly when students engage in speaking activities It is essential for the topics discussed to resonate with learners' interests, emphasizing the significance of meaning, values, collaboration, social development, and providing a rich contextual background.
Speaking is the communication tool to transform ideas (Conrad & Dunek, 2012:
74), express feelings (Bar-On, 2004: 246), explain about discoveries, research results and discussions and responding to others
Mastering speaking skills transforms an individual into a well-rounded communicator, proficient in all four language skills This expertise not only enhances the speaker's ability to share ideas effectively but also fosters self-understanding and respect Furthermore, strong speaking skills enable the speaker to capture and maintain the audience's attention throughout their message.
Effective speaking skills are crucial for career success, as they open doors to various opportunities such as travel, promotions, scholarships, and participation in international conferences and meetings Mastering the art of speaking not only enhances professional growth but also enables individuals to represent their organizations at global events.
Speaking serves as a vital cross-cultural communication tool, essential for establishing consensus on recognizing diverse identities It plays a crucial role in coordinating a nation’s political, economic, and social interactions with other countries.
According to Efrizal (2012) and Pourhosein Gilakjani (2016), speaking plays a crucial role in human interaction, serving as a primary means of conveying ideas and messages verbally To effectively encourage students to communicate in English, it is essential to engage them in real-life communication scenarios and prompt them to participate in similar practices.
Problems in speaking English
English is becoming increasingly popular and it is taught as a compulsory subject from grade one to university All universities are supposed to use English as their main working language.
There are some problems for speaking skill that teacher can come across in helping students to speak in the classroom.
Speaking in a foreign language involves real-time interaction with an audience, which can make learners feel inhibited in the classroom Many students experience anxiety about making mistakes, fear of criticism, and concerns about being laughed at by peers due to uncertainties in pronunciation and grammar According to Littlewood (2007), the language classroom environment can contribute to these feelings of inhibition and apprehension among students.
Learners often struggle to remember what to say when speaking and lack motivation to express themselves, as highlighted by Rivers (1968), who notes that inappropriate topic selection by teachers can contribute to this issue Baker and Westrup (2003) further emphasize that students find it challenging to respond in a foreign language due to limited opinions, vocabulary, and grammar knowledge, making it difficult for them to engage effectively in conversation.
According to Ur (1996), students often struggle to engage with specific topics in daily life, leading to boredom and a perception that the subject matter is irrelevant to their experiences Additionally, many students lack confidence in their speaking abilities, which hinders their willingness to express their ideas and participate in discussions.
One significant issue in speaking classes is the limited participation of students, as only one student can speak at a time while others listen This dynamic often results in less confident learners feeling overshadowed by more proficient speakers, who may dominate discussions and draw the teacher's attention Consequently, shy students may choose to remain silent rather than engage in conversation, hindering their opportunity to practice speaking English effectively.
Many learners tend to revert to their mother tongue during speaking classes, as it feels more natural and comfortable for them (Tuan & Mai, 2015) This reliance on their native language often leads to a lack of discipline in using the target language, hindering their overall language acquisition As noted by Harmer, this behavior can significantly impact their speaking ability and progress in learning the new language.
In speaking classes, learners often resort to their mother tongue for several reasons Firstly, when faced with topics they lack sufficient knowledge about, students tend to express themselves in their native language Secondly, using their first language feels more natural for learners; without encouragement from teachers to communicate in English, students instinctively revert to their mother tongue to clarify concepts to their peers.
As for this problem faced by learners, psychological, social and linguistic obstacles can be scrutinized According to Scarcella & Oxford (1994: 165) and Florez
The conflict between fluency and accuracy: though a student may gain confidence in using the new language by being let uncorrected, his language will continue to be incorrect.
Lack of confidence: some students feel unconfident in their presentation or when they must speak English in public.
Pronunciation challenges often stem from phonetic confusion, the influence of written language, interference from the native language, and neglecting weak forms As a result, these factors significantly hinder effective speaking skills.
Factors influencing student’s English speaking skill
According to Yufrizal (2008: 111), several factors influence second language acquisition, including motivation and attitudes, anxiety, age, personality traits, and cognitive aspects Motivation is a key driver that encourages individuals to pursue and complete language courses, serving as a crucial element in the overall language learning process.
Motivation plays a crucial role in language learning, as it can both influence and be influenced by various components of the process Merisuo-Storm (2007) emphasizes that an integrative and friendly attitude towards the speakers of the language enhances learners' sensitivity to audio-lingual aspects, particularly pronunciation and accent Conversely, a negative attitude can hinder significant progress in mastering the language's features Therefore, fostering a positive mindset towards speaking is essential for learners to achieve their speaking goals effectively.
Motivation is a vital process that serves as a powerful tool for achieving our goals Initially, it ignites excitement and prompts us to establish objectives Subsequently, we strive to sustain that enthusiasm and put in the effort required to accomplish our aims This motivational process is particularly beneficial in language learning.
Slavin (1997,345) describes this process in the general sense: “….motivation is what helps you go, determines where you are trying to go”.
Lack of motivation poses a significant challenge for both teachers and students in language classes According to Timmins (1999), psychological factors play a key role in student motivation, highlighting the importance of addressing emotional aspects in the classroom When students experience low self-esteem, high anxiety, and feelings of inhibition, their motivation can diminish Additionally, insufficient reinforcement, lack of student approval, and inadequate appreciation from teachers can further undermine learning motivation.
According to Dürnyei (1998), motivation is crucial in second language learning as it serves as the primary catalyst for initiating the learning process and maintaining persistence through its challenges Strong motivation not only helps learners achieve their long-term goals but is also particularly vital for developing speaking skills Learners with high motivation are more likely to engage in speaking activities, which enhances their ability to communicate effectively in English For instance, a motivated individual will actively practice and refine their speaking skills to become a more fluent and accurate speaker Thus, motivation plays a fundamental role in determining one's speaking proficiency.
Low motivation in speaking can lead to infrequent practice and training, which ultimately hinders the development of fluency and accuracy As a result, a lack of motivation may cause an individual's speaking abilities to stagnate or even deteriorate over time.
According to Doff (1998), improving speaking skills is contingent upon developing listening abilities, as successful dialogue requires comprehension of spoken language Shumin (1997) emphasizes that during conversations, students engage in a reciprocal process where listening is essential for responding Therefore, it can be concluded that effective communication relies heavily on the interplay between speaking and listening, highlighting that students cannot effectively reply if they do not understand what is being said.
Vocabulary serves as the essential building block for enhancing various language skills, including reading comprehension, listening, speaking, writing, spelling, and pronunciation A robust vocabulary is crucial for students striving to achieve fluency in English, making it a powerful asset in their language learning journey.
Many students struggle to speak English fluently due to a limited vocabulary, which hinders their ability to communicate effectively and maintain conversations Additionally, some learners experience difficulties remembering words even after receiving definitions from teachers or consulting dictionaries.
According to Cardenas (2001), vocabulary plays a crucial role in assessing a student's oral proficiency level It is essential for effective communication, particularly for students learning English as a foreign language A robust vocabulary not only enhances their speaking skills but also facilitates successful interactions with native speakers.
Grammar, as defined by Merriam-Webster, is the study of word classes, their inflections, and their roles within sentences Canale and Swain (1980) expanded on this by identifying four components of communicative competence: grammatical, discourse, sociolinguistic, and strategic competence Therefore, grammatical rules are essential for developing effective speaking skills Scacella and Oxford (1992) emphasize the importance of these rules in communication.
Grammatical competence encompasses the mastery of grammar, vocabulary, and mechanics essential for effective communication in English Mechanics involve the fundamental sounds of letters and syllables, word pronunciation, intonation, and stress To achieve fluency, learners must accurately grasp English language structures According to Swan (1998), understanding how to construct and utilize specific structures is crucial for conveying common meanings effectively A lack of these structures can hinder the ability to form comprehensible sentences Furthermore, significant deviations from native-speaker norms in social contexts may lead to negative perceptions, as poor language skills can result in individuals being viewed as uneducated or lacking intelligence.
According to Corbet (2009), English learners and teachers have varying perspectives on grammar and its attributes For learners, grammar is viewed as a crucial framework that facilitates sentence construction, enabling them to communicate effectively with others.
Grammar serves as a crucial tool for conveying meaning in language Teachers recognize the importance of grammar in their instruction, focusing on what to say, how to articulate it, and the effective methods for teaching English.
The fundamental goal of teaching is to realize combined goals, permit restructuring, focus on accuracy and increase fluency.
Runmei Yu and Suzhen Ren (n d., p 54) claimed that “Grammar, on the one hand, seems not so attractive to foreign language learners, whenever the word
Grammar is often perceived as a complex and tedious set of rules that demands extensive memorization, yet it remains a fundamental aspect of learning English As highlighted by Batstone (1994, p 3), grammar is essential for maintaining the structure and organization of language; without it, communication would be chaotic and ineffective.
When learning English speaking skill, pronunciation is considered the most important thing that needs to be mastered by English learners According to Penny Ur
(2001), Jack C Richard (2002), pronunciation is the sound of language, or phonology; tension and rhythm; and intonation and can insert each sound and segment and ultrasound
Strategies in speaking English effectively
Effective language learning strategies are essential for enhancing students' learning activities and fostering autonomy in language acquisition Research by Abedini, Rahimi & Zare-ee (2011) and Ratana (2007) highlights that these strategies empower learners to achieve greater proficiency Ikeda & Takeuchi (2006) emphasize the significant role of learning strategies in successful English language acquisition Additionally, Kasma (2012) notes that understanding students' learning strategies can help English teachers better meet their students' expectations and satisfaction Oxford (1990) further underscores the importance of identifying students' learning strategies and providing training to promote independent learning and critical thinking.
Language learning strategies serve as a roadmap for students studying English as a foreign language According to Tamara, Elizabeth, Laura, Michelle, and Nina (2012), English learners are individuals in an English-speaking environment whose first language is not English Implementing effective language learning strategies can enhance learners' motivation, meet their needs, and increase their enjoyment of the English language learning process.
Students learning English as a foreign language (EFL) often employ cognitive strategies, including the use of images, verbalizing and writing words, and skimming texts (Tomoko & Osamu, 2009) They also develop communication strategies to navigate challenges in using a second language (Junhong & Stella, 2007) Additionally, feedback strategies, such as direct corrective methods and peer feedback, are recognized as essential tools in the process of learning and teaching foreign languages (Kamberi, 2013).
Learning strategies play a crucial role in students' language learning success By exploring diverse strategies, students can enhance their learning methods, such as practicing communication in the target language, employing various memorization techniques, and seeking clarification through questions Therefore, it is essential to provide strategy training to help students effectively utilize appropriate learning techniques, ultimately improving their English language proficiency.
2.8.2 Strategies to improve English speaking skill
There were many strategies to improve English speaking skill which were discussed by many experts, as follows:
Memorization strategies play a crucial role in language learning, particularly in acquiring vocabulary, which is essential for effective speaking As noted by Oxford (1990, p.68), learners can utilize memory techniques to quickly access target language information, enabling them to communicate effectively across all four language skills.
Repeating strategies play a crucial role in enhancing English speaking skills, as highlighted by Oxford (1990), who noted that "Repeating something in different ways can be a means of reemphasizing it." This technique is particularly valuable for preparing for presentations and public speaking Additionally, it aids in improving pronunciation, vocabulary, idioms, intonations, gestures, and overall speaking style, all of which are essential components of effective communication.
Effective planning strategy is crucial for successful task execution, as highlighted by Oxford (1990, p.159), who states that it involves understanding the task's general nature, specific requirements, available resources, and the need for additional support By clearly defining these elements, learners can better assess their capabilities and identify what is necessary to achieve their speaking goals This strategic approach not only clarifies the objectives but also enhances the likelihood of success in completing the task.
Self-evaluation is a crucial strategy for learners to assess their speaking progress and the effectiveness of their improvement techniques By recording their speech and listening to the playback, learners can critically analyze their pronunciation and fluency Additionally, they should observe the reactions of native speakers during conversations to gauge their improvement over time This reflective practice enables learners to identify areas of success and areas needing further development, ultimately enhancing their speaking skills.
RESEARCH FINDINGS
Data analysis
The questionnaire includes 11 questions, comprising both open-ended and closed formats, such as Yes/No responses and multiple-choice options Its primary aim is to gather information regarding the English speaking skills of first-year English major students at Thuong Mai University, as well as the methods they employ to improve their speaking abilities.
Students learnt English before University Percentage
Years of students’ learning English Percentage
Table 3.1 Students’ English learning background
Table 3.1 clearly illustrates the English learning backgrounds of the students, indicating that all participants (100%) had prior experience with the language before entering university Additionally, the chart highlights the duration of English study among the students.
A small percentage of students, 6.4%, have studied English for less than five years, while 33.3% have been learning the language for between five to eight years The majority, at 60.3%, have over eight years of English learning experience This data indicates that most students possess a fundamental understanding of the English language.
- Students’ attitudes towards learning English speaking skill and the importance of learning English speaking skill
Students’ interested in learning English speaking skill and reasons Percentage
Table 3.2: Students’ attitudes towards leaning English speaking skill
According to Table 3.2, a significant majority of students (88.5%) express a keen interest in learning English speaking, recognizing its importance in today's global landscape Mastering spoken English not only enhances their language proficiency but also improves pronunciation Many students acknowledge that learning spoken English offers numerous advantages, as it is increasingly becoming the international language across various sectors, including politics, education, and business.
English serves as a vital common language for both native and non-native speakers, facilitating communication among non-native speakers as well Proficiency in spoken English opens doors to valuable knowledge and opportunities.
Traveling abroad offers valuable opportunities to immerse oneself in different cultures and customs while fostering friendships with foreigners Proficiency in spoken English enhances communication skills, allowing students to connect with people from various countries Furthermore, a strong command of English significantly boosts employment prospects, making it an essential skill for global interaction and career advancement.
English serves as a gateway to diverse cultures and perspectives, making English speaking skills essential in today's interconnected world Consequently, students recognize the importance of mastering English speaking as a fundamental tool for effective communication in the global village.
A small percentage of students, specifically 11.5%, struggle with learning and using English fluently These students express a reluctance to study the language, citing its difficulty and their lack of confidence in speaking skills as significant barriers.
The students’ opinions about the reality in speaking skill
- Students’ evaluation their level of speaking
Students evaluate their level of speaking English Percentage
Table 3.3 Students’ evaluation their level of speaking
Table 3.3 illustrates the students' self-assessed English speaking proficiency levels Only 1.3% of students consider themselves proficient, speaking English fluently like their mother tongue and using it both in and out of the classroom Meanwhile, 10.3% rate their skills as good, indicating they can understand and communicate fluently with others The majority, 65.4%, view their proficiency as average, acknowledging a basic understanding of English speaking skills but struggling to express their ideas effectively Additionally, some students find English speaking to be particularly challenging, facing significant difficulties in this area.
According to a survey, 3.8% of students reported that their English speaking skills are poor They indicated that their limited vocabulary hinders their ability to practice speaking both in and out of the classroom, leaving them feeling unprepared to engage in conversations.
- Students’ purposes to learn English speaking skill
Chart 3.1: Students’ purposes to learn English speaking skill
Chart 3.1 answers for question 5: “Why do you prefer to learn English speaking skill” From the data presented in this chart, it is demonstrated that most of students (57.7%) prefer learning English speaking with the purpose to communicate fluently with foreigners 53.8% students learn English speaking with the desire to find a good job in the future Having a good spoken English is a key factor which helps them to apply for a job and work in international companies and expand their relationship as well as knowledge Learning English speaking to broaden mind is considered as one of the first-year English students’ goals (21.8%) Some students said that they really love traveling and want to explore new world as well as know more about other countries’ culture and customs especially American culture This explains for the reason why they prefer and love learning English speaking skill in order to enrich their knowledge It is also obviously revealed in the chart that students are aware of the importance of English in today’s modern and integrated world They realized thatEnglish nowadays is becoming an international language and used in all over the world Thus, having good spoken English enables them to constantly develop and improve their skills to keep up with today’s increasingly integrated world
- Students’ frequency of practicing English speaking skill
Students’ frequency in practicing English speaking skill Percentage
Table 3.4: Students’ frequency in practicing English speaking skill
Table 3.4 shows the students’ frequency of practicing English speaking skill.
Only 14.1% of the students always practice speaking English inside and outside classroom They said that they are aware of the popularity of English, so they always try to practice and speak English more to improve their English speaking skill Most of students (74.4%) sometimes use English to speak because they do not have diverse vocabulary and their listening skill is not good so they cannot express their idea in English Some other students (11.5%) confirmed that they rarely speak English It can be noticed that most of students’ frequency of practicing English speaking is low By this it is mean that students did not pay more attention on learning and practicing speaking English
- Students’ feeling in speaking English
Students’ feeling when speaking English Percentage
Table 3.5: Students’ feeling in speaking English
From 3.5 table above we can see that almost of students understand the importance of English but a few of them (11.5%) feel confident when speakingEnglish 37.2% of students feel normal and 43.6% of students feel inconfident when speaking English Some other students (7.7%) accepted that they really feel afraid when speaking English The results show that most of students feel unconfident when speaking English Because they are afraid of losing their face in front of the crowded or making mistake when speaking English Therefore, they did not often speak English The results were that their ability to reflect and speak English will be weakened
- Students’ participation in speaking class
Chart 3.2: Students’ participation in speaking class
Chart 3.2 addresses question 8, revealing that 29.5% of students actively engage in speaking activities, expressing a love for speaking English and interacting with their teacher In contrast, 55.1% of students report rarely participating due to a lack of confidence in their English skills, while 32.1% prefer using their mother tongue with peers for easier communication and to demonstrate their understanding of English terms Notably, only 5.1% of students remain silent during speaking class Overall, the findings indicate a general disinterest among students in improving their English speaking skills.
Difficulties in speaking English of the first-year English majored students
- Student’s difficulties and problems faced in speaking English
Chart 3.3: Students’ difficulties and problems faced in speaking English
Chart 3.3 shows students’ difficulties and problems they face in speaking English As can be seen that 76.6% of them say the limitation in vocabulary has caused difficulty for them when speaking English This difficulty occupied top of the results according to students’ answer They have problems in memorizing vocabulary and English terms On the other hand, most of the students also have problems in applying derivation rules They also respond that they have suffered from limited amount of vocabulary inside the classroom because they lack of vocabulary, they do not have anything to say or express their idea Confusion, worry, embarrassment, shyness and non-confident are other problems students faced in speaking English.
Some discussion on the reality of learning English speaking skill of the first-
A recent survey and personal interviews revealed that first-year English majors at Thuong Mai University recognize the significance of English proficiency, particularly in speaking The findings indicate that the majority of students understand that speaking English is crucial for global integration and opportunities.
The study highlighted significant challenges students encounter in developing their English speaking skills, primarily due to a lack of confidence, limited vocabulary, and insufficient background knowledge Additionally, the scarcity of opportunities to engage with native speakers exacerbates these difficulties Psychological factors such as fear of making mistakes, confusion, embarrassment, and shyness further impede their ability to speak English fluently.
RECOMMENDATIONS AND SUGGESTIONS
Recommendations and suggestions to improve English speaking skill for the first-year English majored students at TMU
Practicing listening skill is one of the important solutions to improve students’
To enhance English speaking skills, students should develop a habit of regular listening by tuning into the radio, whether it's news, music, or other English content of interest This daily practice not only improves their listening and speaking abilities but also enriches their background knowledge in various fields Additionally, listening to English music and singing along serves as an effective method for mastering intonation and pronunciation, making music one of the best tools for language learning.
To effectively enhance listening skills, students should engage in dictation practice using their preferred channels or sources Online platforms like CNN News and VOA Learning English offer valuable resources for this purpose By utilizing these channels, students can not only improve their listening abilities but also expand their knowledge across various intriguing topics.
Students can enhance their pronunciation skills by selecting a famous person with an accent they admire By recording their speech and listening to it, they can effectively imitate the individual's speaking style This practice allows them to assess their own pronunciation and identify specific areas for improvement.
Students should consistently enhance their vocabulary by studying in various settings Developing a habit of reading newspapers, magazine articles, and online content is essential These resources not only help expand vocabulary but also improve reading skills and provide knowledge across diverse fields.
4.1.3 Practicing speaking English with foreigners and friends
Students can enhance their English speaking skills by finding a practice partner, such as a friend or their English teacher A beneficial method is to rehearse conversations alone, like introducing themselves or role-playing scenarios such as interviews and asking for information Engaging in role-playing with a partner can further improve their speaking abilities.
Reading aloud is an effective way for students to enhance their speaking skills, especially when conversation partners are unavailable This practice allows them to concentrate on pronunciation and intonation Utilizing resources like TED Talks, which provide transcripts and explanations of new vocabulary, students can compare their pronunciation with that of the speakers Additionally, joining an English club or a global volunteer organization offers opportunities to meet new people and practice English regularly Forming friendships with exchange students on campus not only helps improve speaking abilities but also broadens cultural understanding.
Recommendations and suggestions for teachers to help students improve their
The teacher-student relationship is vital for mutual support in the learning process, particularly in mastering English Teachers serve as guides and supporters, helping students navigate their language learning journey To enhance students' English speaking skills, it is essential for teachers to recognize their interests and needs, while also fostering self-confidence in their abilities.
4.2.2 Finding the effective teaching methods
To enhance student engagement in speaking classes, teachers must identify effective teaching methods and incorporate diverse English activities relevant to everyday life Encouraging active participation through praise and support is essential, as is fostering a friendly and positive classroom environment By building strong relationships with students, teachers can instill a sense of excitement and enthusiasm for learning and speaking English.
4.2.3 Setting an English speaking environment
In the classroom, it is essential for teachers to communicate exclusively in English, as this immersion helps students practice their listening and speaking skills effectively By creating an English-speaking environment, students gain a better understanding of communication methods in the language Additionally, teachers should provide ample opportunities for students to speak, fostering a supportive atmosphere that encourages them to overcome shyness and feel comfortable expressing themselves in English.
Recommendations and suggestions for Thuong Mai University to help
4.3.1 Directing the Faculty of English to employ foreign native teachers
Thuong Mai University should prioritize enhancing English speaking skills over traditional focuses like writing, reading, or grammar To achieve this, the university needs to employ more native English teachers, enabling students to become more comfortable and fluent in speaking English.
4.3.2 Using high-tech equipments in the classroom
Incorporating high-tech equipment like projectors and radios in English teaching enhances student comprehension and accelerates learning These modern tools not only facilitate a more effective educational experience but also save teachers valuable time, allowing them to utilize technological resources instead of spending time writing on the board.
4.3.3 Holding more English speaking contest and language seminars
Thuong Mai University should organize more English speaking contests to help students improve their speaking skills and knowledge across various fields Additionally, hosting English seminars featuring language experts can further enhance students' understanding of English and provide insights into native speakers' conversational styles.
Some suggestions for further studies
The limitations of this study were as follows:
This study was conducted in limited time and the participants were 50 students therefore the results of the study were still not presented clearly and reliably
The research primarily examines the English speaking skills of first-year English majors at TMU, neglecting other essential language skills and limiting the analysis to this specific group Consequently, the findings lack depth regarding the overall English language learning experience and do not address the realities faced by non-English majors.
4.4.2 Some suggestions for further studies
Through the research findings, some suggestions for further studies were presented:
This study examined the English speaking skills of first-year English majors at Thuong Mai University (TMU) To gain a comprehensive understanding of language acquisition, further research is recommended across various departments at TMU and other universities Additionally, exploring challenges in listening, writing, and reading skills is essential to identify the difficulties students encounter in their language learning journey.
Moreover, it is necessary to carry out more studies related to speaking skill in large scale with large samples, so the results will become more reliable and remarkable
With the swift advancement of global communication, English has emerged as a key international language, making it essential for learners to enhance their language skills Proficiency in spoken English plays a crucial role in navigating contemporary life.
Proficiency in English opens up significant career advancement opportunities and expands knowledge across various fields, enabling individuals to effectively engage with and adapt to the modern world.
Recognizing the significance of speaking skills, this study aimed to explore students' perceptions of the importance of English speaking and identify the challenges they face in mastering it Many students expressed difficulty in self-expression in English, citing issues such as limited vocabulary and insufficient opportunities to interact with native speakers To enhance their English speaking skills, the study suggests solutions including increased practice, improved listening skills, and the expansion of vocabulary and grammar knowledge.
This paper acknowledges its limitations in time and scope, and it does not cover all aspects of the English language However, it aims to serve as a valuable resource for individuals interested in learning English and enhancing their speaking skills.
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QUESTIONNAIRE Question 1: Have you learn English before University?
Question 2: How long have you learn English?
Question 3: Are you interested in learning English speaking skill and why?
Question 4: Can you evaluate your English speaking skill?
Question 5: Why do you prefer to learn English speaking skill?
B To communicate fluently with foreigners
D Because English is becoming an international language
Question 6: How often do you speak English?
Question 7: How do you feel when you speak English?
Question 8: What do you do in your English speaking class?
A I actively participate in all speaking activities
B I rarely participate in speaking activities
C I use mother- tongue with my friends
D I keep silent and say nothing
Question 9: What are the problems and difficulties you faced in speaking English?
C Confusion, worry, embarrassment, shyness and non-confident
D Less opportunity to interact with native speakers
Question 10: Which solutions do you choose to overcome with these problems?
C Listening to English News, Films, and English Conversations in different fields