OVERVIEW OF THE STUDY
Rationale
There are many reasons why the author chose this topic for studying:
English serves as a vital standard for international communication, utilized by both native and non-native speakers across the globe Recognized as the global lingua franca, it facilitates interactions among individuals from diverse countries As listening and speaking skills become increasingly important for effective communication with foreigners, it is crucial for Vietnamese individuals to master English The ability to engage in real-life conversations in English is essential, and students are expected to develop these skills Therefore, the primary goal of learning English is to communicate effectively in real-world situations.
Speaking English fluently offers numerous benefits for learners, enabling them to articulate their thoughts, opinions, and feelings effectively This skill not only enhances personal expression but also opens up valuable job opportunities for Vietnamese students in the global workforce.
Speaking is a crucial component of effective communication, often regarded as the most challenging skill in language learning Many students face difficulties in speaking English and struggle to identify the most suitable learning methods, leaving them uncertain about the efficiency and outcomes of their efforts.
Improving English speaking skills is essential for learners alongside their native language, as highlighted by three key reasons However, students often face various challenges and factors that hinder their English speaking competence To address these issues, it is crucial to support students at Thuong Mai University in enhancing their English speaking abilities.
Previous studies
Numerous studies have explored the factors influencing English speaking competence This research aims to determine the relevance of these factors specifically for first-year English majors at Thuong Mai University.
Tanveer's (2007) research highlights the significant impact of anxiety on language learners, particularly in developing speaking skills The study reveals that stress and anxiety hinder learners' language acquisition and performance Furthermore, it emphasizes that elevated anxiety levels adversely affect learners' speaking abilities, ultimately impeding effective communication in the target language.
Ali Dincer & Savas Yesilyurt (2013) in their study Pre-Service English Teachers’
Beliefs on Speaking Skills Based on Motivational Orientations They showed that
Students have varying opinions on the significance of speaking skills compared to the other three language skills, with these differences linked to their motivational orientations and feelings of competence Overall, students tend to have a negative self-assessment of their speaking abilities, often considering themselves as incompetent speakers However, a small number of students did express a more positive view of their speaking skills.
"compared to other students, they had a better position both in participating in speaking activities and speaking English", (p.25).
In a study by Lukitasari (2008), the strategies employed by first-semester students at Muhammadiyah University of Malang, Indonesia, to address challenges in speaking class were examined.
The findings revealed that students often feel not confident enough when speaking or presenting before class because they are shy and afraid of their wrong or bad pronunciation.
A study by Feyten (1991) investigated the connection between listening ability and speaking ability, revealing a significant relationship between the two The findings indicate that listening and speaking skills mutually support and directly influence one another, highlighting the importance of both listeners and speakers in effective communication.
Boonkit (2010) conducted a study highlighting key factors that enhance learners' speaking skills The findings indicated that implementing suitable speaking activities effectively reduces anxiety among speakers Additionally, allowing participants to choose their topics fosters a comfortable environment, encourages them to engage in English conversation, and boosts their speaking confidence in EFL contexts.
Aims of the study
Recognizing the significance of English speaking skills alongside native languages, the researcher aims to investigate the challenges faced by first-year students in mastering spoken English This study seeks to identify the factors influencing their English proficiency and provide actionable suggestions to enhance their speaking comprehension and overall development.
The study was carried out in order to answer and solve some following questions:
1 What are the problems that the first-year English-majored students at Thuong Mai University encounter when they learn to speak English?
2 What are the factors that affect their speaking performance?
3 What are effective methods of studying English, especially speaking skill?
4 What do first-year English-majored students have to do to improve speakingEnglish skill?
Research subjects
This study focuses on investigating the challenges faced by first-year English majors at TMU in their English speaking skills, while also identifying the factors that influence their speaking competence.
The author aims to enhance the speaking performance of first-year English majors at TMU by focusing on key aspects of language learning This approach is designed to help students develop their speaking skills, fostering a comfortable and confident environment that alleviates feelings of shyness or fear of making mistakes.
Scope of the study
This study was conducted with first-year English-majored students at ThuongMai University, which includes English faculty and some teachers who teachEnglish subjects with many experiences.
Research methodology
The methods the author choosed was a combination of the two following ones: Questionaire survey and Interview They have some following features in common:
- Data Collection: First-year English-majored students at TMU
- Samples of the study: Select randomly some students and teachers to create a sample frame and results for the study.
The attached Appendix includes the questionnaire survey and interview questions, specifically designed for first-year English majors at TMU Additionally, interviews were conducted with teachers involved in the language practice subject at Thuongmai University.
These domains may reflect the factors that negatively affect speaking skills atThuong Mai University for first-year English-majored students.
Organization of the study
This study was divided into four main chapters including chapter 1, chapter
2, chapter 3 and chapter 4 named "Overview of the study", "Literature review",
"Research findings" and "Recommendations and suggestions" respectively.
Depending on the content and idea of each main part, there are other small parts which support for the main one.
In Chapter 1, there are seven small parts, including "Rationale", "Previous studies",
This study aims to provide a comprehensive overview of its objectives, research subjects, scope, methodology, and organization By outlining these key components, the research offers readers a clear understanding of its purpose and framework, ensuring a coherent presentation of the study's findings and implications.
In Chapter 2, the author prestents some theories of the content of the study and other related sides.
In Chapter 3, the author shows the research findings according to questionnaire survey and interview.
In Chapter 4, the author gives some recommendations and suggestions of how to help students improve their English speaking competence.
LITERATURE REVIEW
Definition of speaking
Speaking is the act of conveying information and expressing thoughts and feelings through spoken language, as defined by Oxford Dictionaries This encompasses activities such as delivering speeches or lectures, highlighting the importance of effective verbal communication.
Speaking is basically one of the four skills in learning foreign language besides listening, reading, and writing David Nunan, Guralnik, loc cit., p 39 showed that
Mastering speaking skills is often viewed as the most crucial element in learning a foreign or second language, with success being primarily assessed by one's ability to engage in conversation.
Speaking involves the act of verbally communicating with someone, engaging in conversation, and addressing them through words In contrast, speech refers to the ability or manner in which one articulates thoughts and ideas verbally.
Speaking refers to verbal communication between individuals, as noted by B.F Skinner in 1948 When two people converse, they are actively engaging in communication, which is a complex and dynamic phenomenon Despite its intricacies, certain generalizations can be made about most communicative events, which hold significant importance for both learning and teaching processes.
2.1.2 Definition of competence for speaking
Competence in speaking encompasses the skills necessary for engaging and effective communication A good speaker is one who can convey their message thoughtfully and persuasively.
In addition, it is understood that the capacity of flexible combining words makes speech or speaking process become more easy, interesting and natural.
It includes some features: vowels, consonants, stress, intonation, accent.
It is a linguistic category, which is generally defined by the syntactic or morphological aspects, for example using sentence structure and tenses
It decides and make the sentence sense, it maintains all the information of speaking process.
Fluent speech involves using words effortlessly, stemming from a high level of mastery in word recognition skills This over-learning allows for a more natural speaking process, ensuring that listeners feel comfortable and engaged.
It refers to understanding thoroughly the whole aspect of message conveyed in the conversations; in this case comprehensibility focuses on the students’ understanding of conversation.
Types of speaking
Speaking skills represent a complex form of oral communication that goes beyond merely pronouncing words Effective speaking involves various factors, including the approach taken in different speaking situations, which helps distinguish between different types of speaking.
(Eds.), 1987 Reviews of English language proficiency tests Washington, DC:
Speakers aim to achieve both general and specific objectives in their communication, typically structured around three main purposes: to inform, to persuade, and to entertain When the intent is to inform, the speaker's goal is to enhance the audience's understanding, ensuring they depart with new knowledge This may involve explaining concepts, sharing fresh information, or demonstrating how to perform a task effectively.
To effectively persuade an audience, a speaker must encourage them to embrace a new belief or take action, advocating for a specific position while being prepared to defend it against opposing views This process often necessitates unique strategies and structures tailored to engage and influence the audience effectively.
Based on audience, It is divided into three kinds of speaking situations which is seen in our daily life:
Effective communication encompasses face-to-face conversations and telephone calls, involving both a speaker and a listener In this dynamic, listeners can seek clarification, request repetition, ask questions, request demonstrations, or engage in debate with their conversation partners.
When delivering a speech to a live audience, it is customary for the audience to refrain from interrupting without prior permission This convention is commonly observed in various settings, including meetings, presentations, and lectures.
Few speaking situations may be totally non-interactive, such as when recording a speed for a radio broadcast, monologue.
Preparation before speaking
To ensure a smooth speaking process, speakers must prepare carefully for various speaking situations Effective speakers possess the ability to quickly analyze and absorb information, assess it efficiently, make informed decisions, and communicate effectively with their audience.
The key factor to become a good speaker who can think on the spot and respond intelligently is to be an active listener Harmer, J & Amold, J (1978) Advanced speaking skills Harlow: Longman
Effective communication requires the speaker to actively listen and observe the listener's reactions, paying close attention to their words, tone, emotions, and the underlying logic of the conversation.
2.3.2 Structure speaking process in mind
Before speaking, it's essential to think carefully and organize your ideas effectively Spend about a minute quickly structuring your thoughts and relevant information related to your topic This preparation will enable you to respond confidently and provide additional details if the audience seeks further clarification.
A well-structured speech consists of three main components: an engaging opening, a coherent body, and a strong conclusion Additionally, it's essential to prepare relevant vocabulary, appropriate grammar, and suitable tenses, as these elements greatly enhance your ability to deliver effective speeches, particularly in specialized contexts.
Be thoughtful before speaking plays an important role in adding value in terms of communicating speaker's thought, ideas and feelings.
Speakers should maintain composure and exhibit a polished demeanor in all situations It's essential to convey appropriate emotions based on the context; for instance, displaying seriousness and enthusiasm during a meeting is crucial for effective communication.
If you are not a foreigner, here are some micro-skill involved in speaking that you need to note:
To effectively communicate, speakers must articulate the unique sounds of the language clearly, enabling listeners to distinguish between them, particularly in terms of tonal variations It is also essential to utilize the appropriate forms of words, including tenses, cases, and gender, to ensure accurate understanding.
Moreover, unless you pay much attention to use vocabulary appropriately and put words together in the correct order, listeners will find it hard to understand what you are speaking.
Factors affecting to speaking process
Listening skills are crucial for enhancing speaking abilities, as they significantly impact the language learning process For language learners, developing effective listening skills is essential, as it forms a foundation for successful oral communication.
Listening comprehension is a very basic skill that one must have to become a good English speaker.
Effective speaking skills are closely linked to strong listening abilities, as successful conversations rely on the listener's comprehension of what is being communicated The duration and quality of a dialogue depend on both the speaker's and listener's capacity to engage with the content Active listening is essential; if one party cannot understand the other, the conversation is likely to falter Therefore, developing listening skills is crucial for fostering meaningful interactions.
Many non-native English speakers focus primarily on enhancing their speaking skills, neglecting the essential practice of listening This oversight often leads to difficulties in understanding questions and conversations, as foreigners tend to speak quickly and may have challenging accents Without effective listening skills, responding appropriately becomes a significant challenge.
Pronunciation plays a crucial role in effective communication, being just as vital as grammar and vocabulary However, the impact of one's native language on English pronunciation is evident, often leading to incorrect pronunciation patterns.
Pronunciation refers to how a word or language is articulated, encompassing the accepted sequences of sounds that define the correct way to say a word or language It can also describe the unique way an individual pronounces words or languages.
Accent is nearly alike to pronunciation, it is a distinctive mode of pronunciation of a language, especially one associated with a particular nation, locality, or social class.
Accents are a key indicator of a person's origin, making it easy to identify whether someone is from Australia, America, or Britain, despite all three countries speaking English.
The two components affect directly to speaking skill because the speakers need to know how to pronounce a word correctly before speaking a full sentence.
Foreigners have difficulties in listening non-native English speaker as they often pronounce wrong.
People's pronunciation and accent are often shaped by the community they engage with, which is particularly significant for students learning English When teachers have non-native accents, it can influence their students' pronunciation A strong foundation in pronunciation and accent is essential for fluency, and to excel in English, learners should strive to use it as comfortably as their native language.
It is acceptable that vocabulary is indispensable in producing speech with appropriate meanings as well as in generating syntactic, morphological, and phonological structures in speaking process.
Vocabulary is essential for effective communication, especially for English learners aiming to succeed in a foreign environment Mastering vocabulary is not only important but crucial for achieving fluency and confidence in using the language.
Enhancing your vocabulary significantly boosts your overall language proficiency and specifically improves your English speaking skills A rich vocabulary simplifies the process of speaking English, allowing you to communicate more effectively When you are not preoccupied with concerns about spelling, pronunciation, or the contextual use of words, you can concentrate on advanced language elements, such as employing precise sentence structures, correct grammar, and suitable expressions for the ongoing conversation.
To become a proficient English speaker, it is essential to focus on expanding your vocabulary, as it forms the foundation of effective communication In addition to vocabulary, mastering grammar, appropriate sentence structures, and verb tenses is crucial for creating coherent and meaningful sentences A rich vocabulary not only reflects your knowledge of relevant topics but also enhances your ability to engage with speakers from different backgrounds.
Using proper grammatical structure in English is essential for clear communication and preventing misunderstandings Mistakes in your English can hinder conversations and make it challenging to express your ideas clearly and concisely.
Grammar plays a crucial role in improving accuracy in English communication According to Marcel (1853), grammar cultivates habits of order and clarity in the mind, which, alongside logic and rhetoric, fosters precise language use and enhances logical thinking Consequently, mastering grammar enables learners to communicate more accurately and think more clearly.
Using proper grammar is essential for effective communication, as it demonstrates respect for both the speaker and the listener For speakers, clear and precise language helps create a positive impression and reflects their commitment to effective communication Conversely, poor grammar can lead to negative perceptions during first-time interactions For listeners, correct grammar indicates that the speaker values their understanding, ensuring that they do not waste time deciphering the message.
However, the development of social network and technology, people become grammatically lazier They tend to use sentences that are as simple as possible.
Many speakers often rely on sentence fragments and disregard grammar rules, believing that as long as their message is clear, grammar is unimportant However, this approach can lead to misunderstandings, particularly for non-native English speakers It is essential for learners to focus on proper grammar to enhance clarity and communication in spoken English.
Learning and living environment play an important part in deciding how good or bad the learner at speaking English.
In many universities and schools, teachers do not let students practice English speaking through techniques such as pairs or group discussion, dialogues, role-play, debating or presentations.
Many educators overlook the importance of enhancing students' speaking skills through listening exercises, such as engaging with radio broadcasts or videos, which can significantly improve English listening comprehension and fluency While teachers may encourage students to seek feedback or comments, they often neglect to address crucial pronunciation aspects that are essential for developing overall English fluency.
Therefore, the knowledge which students are learned at school are not practical and effective enough to put into practice.
Summary
Several factors influence the competence in speaking English, including both positive and negative aspects Learning a second language can be challenging, necessitating skills such as listening, pronunciation, vocabulary, grammar, and a supportive learning environment, along with emotional resilience To achieve optimal results, it is essential to remain patient, put forth your best effort, and develop a detailed learning plan that incorporates effective methods.
RESEARCH FINDINGS
Procedures for conducting questionnaire survey and interview
The English questionnaire survey, detailed in the attached Appendix, comprises 12 questions divided into three main sections, along with three additional questions for gathering general student information The first part focuses on students' personal views and opinions regarding speaking comprehension, while the second part addresses the challenges they face in learning to speak English The final section explores the activities and techniques they employ to improve their speaking skills A total of 50 questionnaires were randomly distributed to first-year English majors at Thuong Mai University during their break time.
To ensure the reliability and validity of the survey samples, the researcher clearly communicated the study's purpose and significance to the learners before administering the questionnaire To prevent misunderstandings, written instructions were provided alongside oral explanations in Vietnamese Consequently, the questionnaire was distributed to 50 English-majored students from the K53 cohort at TMU.
The researcher developed a detailed interview question sheet (see Appendix) and provided comprehensive oral instructions to the teachers to prevent misunderstandings before they responded This process was conducted alongside a questionnaire survey.
The researcher conducted interviews with three randomly selected teachers from the Language Practice subject at the English Faculty of TMU, each possessing 4 to 7 years of experience in teaching English These educators have extensive expertise in instructing students across the four key English language skills.
Following the interview, the researcher will meticulously analyze the data derived from the interview results These results will be carefully documented, and the analysis will be presented alongside the data collected from the questionnaire, organized by each section.
Analysis of research findings
Data analysis is consider as a process of categorization, description and synthesis.
The author will commence data analysis immediately following the start of data collection Once data collection is complete, analysis will begin to uncover insights The findings from the survey questionnaires highlighted the challenges students face and the strategies they employ to improve their speaking skills.
After collecting data from questionnaires and interviews, the author organized, summarized, and classified the information The findings will be presented in the following sections using tables, charts, and figures, accompanied by descriptions for easy comprehension Based on these results, the author provides an explanation and concludes with a comprehensive overview of the inferred factors.
3.2.1 Students’s real situation of learning English
A survey revealed that 90% of students, totaling 45 individuals, have studied English for an average of 7 to 9 years, while the remaining 10%, consisting of 5 students, have dedicated over 10 years to learning English skills.
How many years have you learned and Quantity Portion approached English? (%)
Table 3.1: The questionnaire results of students' years on learning English
A survey revealed that all students felt they had limited opportunities to practice their English speaking skills during high school Despite having studied English for an average of seven years—four years in secondary school and three years in high school—their English proficiency remains similar due to the standardized curriculum for high school students.
All students (100%) reported that they had not received any certificates in English usage prior to entering TMU, indicating that their English proficiency was limited As a result, they encountered significant challenges in developing their speaking skills during their studies.
3.2.2 Students's attitudes toward English speaking competence
Q.4 in the questionnaire survey revealed students' assessment of speaking English comprehension It was the most obvious evidence of how they have felt with learning speaking English.
Very difficultDifficultNormalQuite easyOther ideas
Chart 3.1: Students' assessment of learning speaking English skill
The chart clearly indicates that speaking is a challenging skill for students, with 68% finding it very difficult and 27% considering it difficult In contrast, only 7% of learners perceive listening as a normal skill to learn, which is significantly higher than the 1% who find speaking easy The analysis reveals that those who view speaking as normal or easy typically have over 10 years of English learning experience Overall, the survey confirms the widely held belief that mastering English speaking skills presents significant challenges for learners.
Speaking English is crucial for learners' success in using the language effectively While its significance is evident, many students neglect to focus on enhancing and practicing this skill regularly.
"how they determine the degree of importance of factors affecting speaking English skill", the results were summarized in the following table which you can observe.
Gr am m ati ca l w or d fo rm s
Gr am m ati ca l s ys te m s
Fl ue nt sp ee ch
St re ss p att er n
No n- ve rb al la ng ua ge
Pr on un cia tio n ac cu ra cy
Important Moderate important Little important Unimportant
Chart 3.2: Numbers of students who determine the degree of importance' factors affecting speaking English skill
The fifth question in the QS aimed to assess first-year English majors at TMU regarding the significance of speaking skills Results showed that 78% of students acknowledged the importance of grammatical factors, such as word form and grammatical systems like tense and plural, while 22% considered these elements to be of little or no importance.
A survey conducted among first-year English-majored students at TMU revealed that 86% of participants believe the grammatical system is important or moderately important for English speaking comprehension, while only 14% consider it not important This indicates a strong recognition of the significance of grammatical factors in enhancing their language skills.
Students acknowledged the crucial influence of linguistic elements such as fluent speech, stress patterns, and precise pronunciation on their English speaking competence Notably, 88% of students identified fluency, while 100% emphasized the importance of stress and pronunciation in evaluating their speaking skills.
A recent study revealed that only 24% of students consider non-verbal communication, such as body language and facial expressions, to be important for improving their English speaking skills In contrast, a significant 76% of students believe that these non-verbal cues do not significantly impact their performance in speaking English.
Despite recognizing the significance of various factors in learning English, students continue to face numerous challenges in developing their speaking skills The following section will explore the specific issues students encounter in their journey to improve their spoken English.
3.2.3 Student's problem in learning speaking English process
The imbalance between strengths and weaknesses of the first-year English-majored students at TMU in speaking English skill
In the QS assessment, students can select multiple options to reflect their unique strengths and weaknesses, highlighting the interconnectedness of these factors This approach enables researchers to identify the challenges faced by students, allowing for targeted suggestions and recommendations to address their specific needs.
The two tables showed a surprising result which is very contrary to the author’s subjective assumption.
Table 3.2: Figures for strengths of students in speaking English skill
Table 3.3: Figures for weaknesses of students in speaking English skill
Despite the common challenges students face with grammar, a recent survey revealed that 84% of learners excel in grammar, while 56% demonstrate strong vocabulary skills, highlighting a notable contrast in their language proficiency.
Many people find speaking challenging, but this difficulty often stems from ineffective learning methods rather than a lack of ability Individuals may overlook their strengths and weaknesses, which can hinder their progress in mastering speaking skills.
Main findings and discussion
This study reveals that students face numerous challenges while learning to speak, as indicated by the results of a questionnaire survey and interviews conducted with both teachers and students Through meticulous categorization and summarization, the author presents the key findings derived from the analysis of the collected data.
First-year English majors at Thuongmai University express that they face significant challenges in learning to speak English Many students find speaking to be particularly difficult, which leads to feelings of discouragement in their learning journey.
A recent survey revealed consistent findings from interviews with teachers and questionnaires from students, allowing the author to categorize various factors that influence the English speaking competence of first-year English majors at TMU.
The study revealed that multiple factors influence students' speaking performance, with many students indicating that their listening ability plays a crucial role During the listening phase, it is essential for students to grasp the main ideas rather than memorizing every detail or exact wording Various techniques can be employed to help students concentrate on the overall message and key themes of the material they are listening to, enhancing their speaking skills.
Emotions significantly impact students' speaking performance, with factors such as self-confidence, attitude, motivation, and anxiety playing crucial roles Many students believe that a lack of confidence hinders their ability to perform well in speaking tasks Surveys reveal that both students and teachers agree on the influence of emotions, particularly self-confidence, on speaking outcomes Furthermore, maintaining a positive self-image fosters motivation, which is essential for improving language learning and enhancing English speaking skills.
The study revealed that most teachers believe students' speaking performance is influenced by both topical knowledge and linguistic elements, such as vocabulary and grammar Additionally, teacher feedback during speaking activities plays a crucial role in enhancing students' performance by helping them identify mistakes and motivating them to improve their English speaking skills.
Students face numerous challenges when learning to speak English, which directly impacts their speaking competence To achieve better outcomes and improvements in English speaking skills, it is essential for both students and teachers to explore effective strategies and methods for enhancing the learning and teaching process.
RECOMMENDATIONS AND SUGGESTIONS
For students
Think and arranging idea in Vietnamese when speaking English
To improve their speaking skills, students should actively work on eliminating the habit of thinking in Vietnamese By focusing on thinking directly in English, they can enhance their ability to produce, respond, and engage in everyday conversations more efficiently, without the need for translation.
One effective method suggested by the author for improving English skills is to maintain a diary where students can freely express their daily thoughts in English The focus should not be on perfection, but rather on the ease of articulating ideas in English, allowing for gradual improvement with less effort over time.
The more times they try and practice, the better results they get.
Expanding vocabulary and topical knowledge
Students should aim to learn new words daily to expand their vocabulary effectively Setting a personal goal, whether it's ten or twenty words a day, can enhance this learning process Even committing to just one word per day can lead to a significant increase in vocabulary over a year, totaling 365 new words Keeping track of progress is essential, and having a learning partner can provide motivation and accountability Valuable resources for discovering new words include news articles, songs, and TV shows, tailored to individual interests For music lovers, focusing on song lyrics can reveal numerous useful expressions and phrases Additionally, learning words in context, such as phrases related to beverages (e.g., "a glass of wine" or "a cup of tea"), is more effective than memorizing individual words.
Learners can also benefit from learning words that are related It is more efficient to learn all four words at the same time.
Students are encouraged to enhance their background knowledge through extensive reading, observation, and study A solid foundation of experience and knowledge enables them to speak fluently and confidently The more knowledge they acquire, the less confusion they will face while speaking, ultimately boosting their self-assurance.
Improving pronunciation and learning the natural flow of English
Students may possess extensive vocabulary, but if they struggle to pronounce words accurately, their communication will falter This highlights the importance of not only learning words but also mastering their pronunciation to ensure effective understanding.
Students should utilize the speaker icon on online dictionaries like Macmillan or Oxford to verify the correct pronunciation of unfamiliar words Additionally, there are numerous English pronunciation tutorials available on YouTube and other online platforms that cover various aspects of both American and British pronunciation.
For learners seeking a challenge, tongue twisters can be an excellent tool to enhance their speaking skills While pronouncing individual words correctly is important, fluency in speaking hinges on the smooth flow of sentences Engaging with poetry, melodic songs, or entertaining sitcoms can help students grasp essential aspects of fluent speech They should focus on linking, which involves observing how native speakers connect words by blending sounds or altering them for better flow Additionally, practicing contractions—shortened forms of two words—can significantly improve their natural flow in English.
Practicing with English music and movies
Listening to English music and singing along can significantly enhance students' intonation and pronunciation skills This method not only improves listening comprehension, which is crucial for effective speaking, but also aids in vocabulary retention and understanding phrases, especially when the lyrics are easy to grasp By mimicking the singer, students naturally adopt the rhythm and pronunciation of native speakers Additionally, watching movies provides an even richer learning experience, exposing learners to a broader range of vocabulary, idioms, slang, and pronunciation, while further developing their listening skills.
To enhance their English listening comprehension and familiarize themselves with native accents, students should engage in regular practice outside of speaking classes This can include listening to English songs, tuning into VOA broadcasts, and watching foreign channels like HBO and Cinemax Additionally, enjoying American films of various genres can significantly contribute to their language skills.
Finding an English speaking partner
Finding native speakers for practice is incredibly beneficial for language learners Students surrounded by English speakers can engage in informal conversations with neighbors and local business owners Additionally, joining clubs or volunteer organizations offers excellent opportunities to connect with others If these options are unavailable, hiring a private tutor is a viable alternative, as many students successfully meet tutors online through social apps.
For teachers
Teachers play a vital role in enhancing students' speaking skills, with teaching methods identified as a key factor by learners in a recent survey To effectively teach English speaking skills to beginners, educators should focus on engaging speaking activities, including role-play, debates, and presentations.
Additionally, teachers should provide more interesting topics for further speaking.
Teachers can enhance speaking lessons by incorporating engaging activities that motivate student participation It's essential to encourage learners to overcome shyness and confusion when they struggle with ideas Additionally, educators must provide relevant background knowledge related to speaking topics To kick off lessons, exciting games can be utilized to introduce students to English-speaking countries, the English language, and cultural insights.
This study investigates the factors influencing English speaking competence among first-year English majors at Thuong Mai University The findings highlight the significance of various elements in enhancing students' speaking skills, including listening ability, pronunciation, grammar, topical knowledge, practice, and study methods.
Basing on the results of the study, some recommendations were made for both the teachers and the students at Thuong Mai University
Hopefully, the study can contribute to the improvement of English teaching and learning speaking at English Faculty of Thuong Mai University
1 Alderson, J C Krahnke, K J & Standfield, C W (Eds.), 1987 Reviews of English language proficiency tests Washington, DC: TESOL.
2 Ali Dincer & Savas Yesilyurt (2013), Pre-Service English Teachers’ Beliefs on Speaking Skills Based on Motivational Orientations, p.25.
3 Boonkit, K (2010) Enhancing the Development of Speaking Skills for Non- Native Speakers of English Procedia Social and Behavioral Sciences, 2
4 Brown, G., & Yule, G (1983) Teaching the Spoken Language Cambridge:
5 Claude Marcel Language as a Means of Mental Culture and International Communication: Or, Manual of the Teacher, and the Learner of Languages;
6 David Nunan, Guralnik, Language Teaching Methodology a Textbook for Teachers, (NY: Phoenix Ltd., 1995), p 593
7 Feyten, C M (1991) The power of listening ability: An overlooked dimension in language acquisition Modern Language Journal, 75(2), 173- 180.
8 Hanton, Mellalieu and Hall (2003), p.481 How low self-confidence level affects performance and they extract a sentence form one of the participants.
9 Harmer, J & Amold, J (1978) Advanced speaking skills Harlow: Longman
10 Horwitz, E K., Horwitz, M B., & Cope J (1986) Foreign language classroom anxiety The Modern Language Journal, 70, 125-132.
Horwitz, E K & , Young, D J (Eds.) (1991) Language anxiety: From theory and research to classroom implications Englewood Cliffs, NJ:
11 Liu, M (2007) Anxiety in oral English classrooms: A case study in China.
Indonesian Journal of English Language Teaching, 3(1), 119-137
12.Lukitasari, Nunik (2008) Students’ strategies in overcoming speaking
13 McIntyre, P D (1995) How does anxiety affect second language learning?
A reply to Sparks and Ganschow The Modern Language Journal, 79, 89-99
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15 Oxford & Shearin, 1994, as cited in Huang 2007 Why Do University Students want to learn English? Master Thesis, Providence University
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The interaction model empirically tested Journal of Research in Personality,
17.Skinner B.F William James lectures 1948 Mimeograph copies of the original transcripts, published by the Association of the Experimental Analysis of Behavior, Western Michigan University.
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Anxiety for ESL/EFL learners in Learning Speaking Skills and The Influence
It Casts on Communication in the Target Language Dissertation, University of Glasgow.
(For first-year English-majored students at TMU)
This survey is being conducted as a part of a study on factors affecting compentence for speaking English skill of first-year English-majored students at Thuong Mai University.
I would appreciate it if you could take a few minutes to answer some questions that will assist me in my research Your responses will help identify your challenges and their underlying causes, enabling me to recommend effective solutions to enhance your English speaking skills.
Please complete entirely the survey so that I could get the most exact results Your personal information will be kept confidently and not be used for other purposes.
(Please tick () the approriate boxes or fill in the blank)
1 How many years have you learned and approached English?
2 Did you have many chances to practice speaking English at high school?
3 Have you got any certificate of English usage?
Yes (please show which one you have got and your scores)
Part I Personal views and opinions on learning speaking comprehension
4 How do you feel about speaking English skill?
Other idea (please specify below)
5 Please determine the degree of importance of each factors towards speaking English skill?
(4 Important, 3 Moderate Important, 2 Little Important, 1 Unimportant)
Grammatical word forms (nouns, verbs, ) Grammatical systems (tense, plural, ) Fluent speech
Stress pattern Non-verbal language (body language, facial features ) Others
6 What are your strengths and weaknesses in learning speaking English?
(Tick into the appropriate columns and rows, you can tick more than one option)
Grammar Vocabulary Pronunciation & Accent Fluency
7 How often do you self-study speaking at home a day?
More than one hour and less than three hours
Part II Difficulties affecting speaking English competence when learning speaking
8 Which activitiy do you like most in speaking class?
9 How often do you participate in English speaking activities in class and Why or Why not?
(Please select only one answer and explainl in the blank)
10 How could you understand the lesson that the teacher speaks in class?
11 How do you feel when speaking with the following people in English?
(4 Very comfortable, 3 Comfortable, 2 A little uncomfortable, 1 Uncomfortable)
The teacherYour classmatesInternational studentsForeigners
12 How do you rate your current level of speaking English skill?
I have an intermediate level of speaking English
13 What do you think is the main cause of your difficulties in speaking English?
(You can tick more than one option)
Difficulty in listening to English
Choosing wrong methods of studying
Part III Activities for improving speaking English skill:
(Tick () into the approriate boxes with Q 14 and 15)
