An investigation into EFL teachers’ and students’ perspective on factors influencing oral fluency in the context of the university in Vietnam.

An investigation into EFL teachers’ and students’ perspective on factors influencing oral fluency in the context of the university in Vietnam.An investigation into EFL teachers’ and students’ perspective on factors influencing oral fluency in the context of the university in Vietnam.An investigation into EFL teachers’ and students’ perspective on factors influencing oral fluency in the context of the university in Vietnam.An investigation into EFL teachers’ and students’ perspective on factors influencing oral fluency in the context of the university in Vietnam.An investigation into EFL teachers’ and students’ perspective on factors influencing oral fluency in the context of the university in Vietnam.An investigation into EFL teachers’ and students’ perspective on factors influencing oral fluency in the context of the university in Vietnam.An investigation into EFL teachers’ and students’ perspective on factors influencing oral fluency in the context of the university in Vietnam.An investigation into EFL teachers’ and students’ perspective on factors influencing oral fluency in the context of the university in Vietnam.An investigation into EFL teachers’ and students’ perspective on factors influencing oral fluency in the context of the university in Vietnam.An investigation into EFL teachers’ and students’ perspective on factors influencing oral fluency in the context of the university in Vietnam.An investigation into EFL teachers’ and students’ perspective on factors influencing oral fluency in the context of the university in Vietnam.

INTRODUCTION

Background of the study

Internationalization in higher education has become a significant trend aimed at attracting a diverse student body and enhancing institutional competition on a global, regional, and domestic scale (Wallitsch, 2014) As English solidifies its status as the world's leading international language, it serves as a primary communication tool across various contexts, including academic and professional environments (Chen, 2009) This widespread use of English presents numerous challenges for both learning and teaching the language today Consequently, the focus has shifted from identifying the most effective teaching methods to establishing fundamental teaching principles (Jacobs & Renandya, 2016, p 4).

EFL teachers should focus on enhancing procedural knowledge, which encompasses negotiation strategies, in their classrooms instead of merely teaching propositional knowledge related to language norms and conventions This approach will equip students with effective strategies to navigate the complexities of globalization in language use.

The primary objective of Teaching English as a Foreign Language (TEFL) is to enhance learners' communicative competence, addressing the increasing global demand for English as a means of communication Proficiency in speaking and listening is essential for students' academic, personal, and professional achievements.

Emanuel (2011) found that college students dedicate over 75% of their academic communication time to oral activities, such as listening and speaking, while reading and writing comprise less than 25% This highlights the importance for instructors to promote and enhance effective oral communication skills among their students.

Language is fundamentally about communication, and effective language teaching should prioritize this aspect According to Nation (2014), a balanced language course must incorporate four essential strands: meaning-focused input, meaning-focused output, language-focused learning, and fluency development However, fluency development often receives inadequate attention within teaching practices To enhance language learners' speaking fluency, it is crucial to consider various factors that contribute to language skill improvement, as fluency is a key goal in learning English as a second language Research indicates that temporal and lexical factors, as well as speaker-related and external influences, play significant roles in foreign language speaking success (Kopnická & Calgary, 2016) While EFL educators and learners may believe that practice naturally enhances fluency, the exact mechanisms remain unclear (Biancarosa et al., 2016) Although fluency cannot be directly taught and may develop through immersive experiences (Chambers, 1997; Leonard, 2015), it is recognized as a vital component of overall proficiency Therefore, well-structured instruction and effective teaching methods are essential for achieving fluency in language learners (Segalowitz et al., 2009; Kopnická & Calgary, 2016).

Language teachers must understand the factors that influence oral fluency to enhance their students' speaking skills effectively L2 educators should minimize their own talking time and foster interaction among students through engaging learning activities By creating more opportunities for practice, teachers can significantly improve students' speaking fluency, preparing them for both academic success and real-life conversations in the target language Ultimately, fluency is crucial as it directly relates to communicative effectiveness (Bygate, 2009).

EFL learners often find speaking in English and other foreign languages to be the most challenging aspect of language acquisition, as effective communication requires the integration of various skills (Young, 1990; Price, 1991; Horwitz et al., 1991; Ztürk & Gürbüz, 2014) Speaking skills are influenced by contextual factors such as the participants, their shared experiences, the environment, and the purpose of the conversation Therefore, enhancing speaking abilities involves not only mastering linguistic components like grammar, pronunciation, and vocabulary but also understanding when, why, and how to use language effectively (socio-linguistic competence) Furthermore, the emotional state of the learner plays a crucial role in determining language learning success or failure (Oxford, 1990).

Learners encounter various influential factors that contribute to the development of speaking fluency (Heyun, 1999; Bahrani, 2011; Davies, 2014; Samuel, 2020; Marisca, Venansia & Norma, 2020) In EFL contexts such as Vietnam, students often face limited opportunities for fluency practice due to restricted language exposure and usage primarily within the classroom This situation is exacerbated by a scarcity of fluency exercises integrated into the curriculum.

Despite the growing interest among researchers and educators in exploring new theories and methodologies to enhance English proficiency and oral fluency for EFL learners since the start of the 21st century, efforts to improve speaking fluency among EFL students in Vietnam have largely been ineffective Teaching English as a foreign language presents significant challenges, and fostering speaking fluency in EFL students is even more complex This context led to the development of a thesis focused on addressing these issues.

AN INVESTIGATION INTO EFL TEACHERS’ AND STUDENTS’ PERSPECTIVE ON FACTORS INFLUENCING ORAL FLUENCY IN THE CONTEXT OF THE UNIVERSITY IN VIETNAM

Statement of the problem

Vietnam is on the path to becoming a modern industrialized nation by 2020, as outlined in the 11th National Party Congress in 2011, while also aiming for greater international integration A key element in this transformation is the development of human resources, particularly through education and training Proficiency in English as a foreign language (EFL) plays a vital role in facilitating successful integration into the global community.

Since 2008, English has been a key component of the foreign language curriculum in Vietnamese higher education In 2014, the Vietnamese Ministry of Education and Training (MOET) implemented the Common European Framework of Reference (CEFR) as a benchmark for tertiary education outcomes Despite these efforts, students' speaking fluency has not met expectations, as highlighted by several studies (Huyen & Ha, 2013; Tran, 2013; Tuan & Mai, 2015; Thi & Diep, 2017) A significant gap exists in the literature regarding the factors that affect speaking fluency and effective teaching strategies, with limited empirical research on educators' perspectives in Vietnam To enhance oral fluency and communicative competence, it is crucial to understand the existing challenges and the factors that influence students' ability to speak English fluently.

The significance of English in the workplace cannot be overstated, as key factors influencing language outcomes are crucial to the language learning process Many students are graduating from universities in Vietnam without the necessary English proficiency to meet real-world demands Despite English language instruction beginning in the third grade and continuing through university, Vietnamese students often face challenges in achieving communicative fluency in spoken English, affecting both their academic performance and workplace interactions.

Despite years of instruction based on established syllabuses, language learners in 1983 were able to communicate in a second language to some degree However, communication failures, particularly those related to loss of fluency (LOF), present a complex array of challenges.

This study aims to identify key factors that impact communication, specifically speaking fluency among students By addressing the challenges they face, the research seeks to enhance their speaking skills Given the importance of fluent English communication in various contexts, especially in academic settings, it is crucial to assess the factors that influence speaking fluency in Vietnamese universities.

Purpose of the study

This research aims to explore the various factors affecting oral fluency among English major students in Vietnamese universities, focusing on both affective and external challenges It highlights the significance of oral fluency, identifies obstacles to its development, and suggests strategies for enhancement in teaching practices The findings reveal insights from both teachers and students regarding the factors influencing speaking fluency outcomes in the Vietnamese university context These insights can be utilized to improve oral fluency instruction, ultimately benefiting EFL learners and boosting their confidence in effective communication.

Research questions

Fluency, often perceived as a vague concept, is challenging to define clearly (Brumfit, 1984) EFL students encounter obstacles when sharing knowledge, ideas, or emotions, as effective speaking goes beyond mere message delivery and involves engaging in extensive discussions This study aims to explore the factors that affect speaking skills among EFL learners at Vietnamese universities, seeking valuable insights to address these challenges.

1 What are the students' and the teachers' perspectives on oral fluency?

2 What are teachers' and students' perspectives on the factors influencing the oral fluency of tertiary English majors?

This study adopts an exploratory, meaning-centered approach to examine the perspectives of teachers and students, focusing on their views, attitudes, practices, and beliefs Recognizing that these research questions do not fit into traditional positivistic frameworks, the inquiry is context-embedded and qualitative, while also incorporating a component of quantitative data, referred to as "quasi-statistics" (Becker, 1970; cited in Maxwell, 2010, p.476), collected from questionnaire responses.

Scope of the study

Second language acquisition theory highlights that speaking performance, particularly oral fluency, is influenced by various linguistic, cognitive, social, and affective factors Vietnamese EFL students often face challenges in achieving fluency and accuracy in English due to these factors This research specifically focuses on affective factors such as anxiety, motivation, and attitude, which are crucial for language learning and participation in fluency activities (Yang, 2014) Additionally, the study explores external factors impacting second language acquisition, including technology, instructional methods, exposure to English, task types, and class size.

This study examines the affective and external factors influencing the speaking fluency of EFL students, focusing solely on perspectives from teachers and students regarding speaking skills It emphasizes that the findings are limited to oral fluency within both formal contexts, like language classrooms, and informal contexts, such as watching movies or listening to the radio Thus, speaking fluency encompasses a broader scope of social communication and interaction beyond the classroom setting.

This study examines how teachers and students perceive and respond to factors influencing Language Output Fluency (LOF) in university settings It aims to uncover the realities of teaching and acquiring speaking skills, including challenges faced by educators and learners, and their strategies for addressing these issues The ultimate goal is to provide valuable methodologies and pedagogical insights for English as a Foreign Language (EFL) teachers and enhance the learning experience for EFL students Notably, the findings may differ if viewed from the perspectives of administrators, as this research specifically focuses on language learning for teachers and students, as well as language use and production among students.

The study specifically examines English-major university students, who possess distinct goals and language skills compared to their non-English-major peers These students predominantly engage in a second language (L2) environment, utilizing L2 almost exclusively during their learning process Additionally, their academic experience is characterized by a unique schedule, specialized texts, tailored assessments, and distinctive teaching activities, making it difficult to generalize the findings to other university students outside the English major Furthermore, the research also emphasizes the viewpoints of university teachers, recognizing them as active contributors to educational knowledge, particularly in the context of teacher effectiveness.

The research was conducted at universities in Central Vietnam, where student admission is contingent upon passing an entrance exam Consequently, while the findings may be relevant to other institutions with comparable contexts, they should not be generalized to universities outside of Vietnam.

Significance of the study

Research on L2 fluency has largely overlooked teachers' perspectives on speaking fluency, particularly concerning Vietnamese L2 learners Despite fluency being a fundamental skill that many L2 learners aspire to achieve, the insights of EFL educators have been largely absent from empirical studies This research aims to fill that gap, offering valuable contributions to both the theoretical and practical dimensions of language studies.

This research explores the theoretical aspects of oral speaking fluency among Vietnamese EFL students in higher education, highlighting the nature and components of their speaking proficiency It examines how learners' backgrounds and characteristics influence their English as a Foreign Language (EFL) learning experience, revealing potential factors that impact oral fluency outcomes The findings aim to enhance awareness of the key elements affecting communication fluency among students in Vietnam.

Higher education represents a crucial phase in formal learning, especially in English as a Foreign Language (EFL) courses where English is systematically taught This study identifies key factors affecting the Learning Outcomes Framework (LOF) that second language (L2) learners face during their educational journey By understanding these influences, students can better prepare to enhance their speaking fluency The findings will provide empirical evidence on how various factors impact learners' spoken English abilities, ultimately supporting students in improving their fluency throughout the teaching and learning process.

This research explores the pedagogical effectiveness of speaking fluency in foreign language communication among Vietnamese EFL learners in higher education It identifies key variables that directly impact the EFL learning process and diagnoses factors influencing spoken English fluency in Vietnam The study aims to provide insights into elements affecting students' speaking abilities, enabling both teachers and students to enhance their competencies Ultimately, the findings are intended to improve teaching practices for speaking skills, address barriers to fluency, and foster a positive attitude towards necessary changes To tackle these challenges, the implementation of teacher development programs is essential, offering participants ongoing access to the latest research and resources in language learning.

Definitions of key terms

Fluency is commonly defined as the ability to process language with ease and accuracy, as noted by the Oxford English Dictionary However, research highlights that language proficiency is a complex construct tied to societal literacies and their power dynamics (Montero-Sieburth, 2014) The Association of Teachers of English to Speakers of Other Languages (TESOL) emphasizes that language proficiency involves communicating ideas across various content areas (Montero-Sieburth, 2014) Generally, language fluency is understood within communities of practice as a contextualized use of language, contrasting with a narrower focus on grammar and pronunciation Nevertheless, the term "fluency" is often employed without a clear definition or theoretical grounding In this research, "oral fluency" and "speaking fluency" are used interchangeably to address different facets of language proficiency.

Perspectives are shaped by individual experiences and influence how people perceive situations (Nkwe & Marungudzi, 2015) Pajares (1992) found that all teachers possess beliefs about their work, students, subject matter, and responsibilities, which significantly impact their teaching practices These beliefs often outweigh knowledge in shaping how tasks and problems are approached, serving as stronger predictors of behavior (p 311) Additionally, the perspectives of both teachers and students are intertwined with their attitudes, values, and beliefs, which play a crucial role in justifying and defining their classroom practices (Rokeach, 1968, cited in Nkwe).

Teachers' beliefs significantly influence their knowledge, attitudes, and methods of teaching and learning, evolving over time through their experiences This means that educators' perceptions of the objectives and practices related to second language speaking can shape how teaching is understood and implemented.

Research underscores the significance of teacher perspectives and beliefs in influencing instructional decisions and practices (Borg, 2003, 2013; Borg & Burns, 2009; Tsui, 2003) Notably, engaging in teacher research can serve as a "powerful transformative" force in the professional growth of language teachers (Borg, 2013, p 6) Furthermore, substantial data indicates that participation in teacher research can have "at least a moderate impact on their teaching" (Borg, 2013, p 126).

Research on the perspectives of higher education in Vietnam is essential to understanding how teachers perceive and address the influence of Language of Fluency (LOF) factors in their teaching practices Emphasizing the beliefs, knowledge, and practices of language teachers highlights critical insights for education stakeholders aiming to enhance oral fluency in higher education Additionally, exploring students' perspectives and attitudes towards LOF is vital for adapting educational paradigms and fostering collaboration among academic staff in developing effective speaking resources The qualitative data gathered in this study provides a comprehensive understanding of the intricate dynamics surrounding LOF, which can significantly affect the teaching and learning experiences of both EFL teachers and students Ultimately, incorporating the views of both teachers and students offers a holistic perspective on the roles and boundaries within the educational process, contributing to improved teaching and learning outcomes.

Organization of the thesis

This thesis comprises five chapters, beginning with an introduction to the study's background It outlines the research problems, objectives, questions, and the rationale for selecting the research area Additionally, it highlights the significance of the study and provides an overview of the thesis's organizational structure.

The second chapter explores the literature on oral fluency among language learners and educators across diverse educational settings, highlighting the various factors that impact Language Oral Fluency (LOF) It discusses both speaker-specific and external influences on learners' LOF The chapter concludes by presenting the theoretical frameworks guiding this research, specifically Gardner's socio-educational model and Krashen's Monitor Theory, which will be analyzed through pragmatism and positivist paradigms to interpret the research findings related to the factors affecting LOF in participants' academic and social contexts.

Chapter three details the research methodology, encompassing the research paradigm and design, participant selection, data collection procedures, and instruments used It also discusses data analysis methods, along with reliability, validity, and ethical considerations The chapter concludes with a comprehensive summary of the key points.

Chapter four outlines the results derived from both quantitative and qualitative data analysis It discusses the factors that influence oral fluency, alongside the perspectives of students and teachers regarding these influencing factors, organized into two distinct sections.

Chapter five concludes the study by summarizing its key research contributions, findings, and limitations It explores the implications of the study and highlights its contributions to the field Additionally, the chapter offers recommendations for future research and presents final conclusions.

REVIEW OF LITERATURE

Overview of teaching speaking and speaking Fluency in Vietnam

This study examines the context of English language education at universities in Vietnam, highlighting the similarities and differences in learning situations compared to other countries, particularly in Asia, where spoken English is a mandatory subject from grades 1 to 12 It emphasizes the importance of understanding these contextual nuances, suggesting a focus on English-major students at Vietnamese universities to better tailor educational approaches.

English has become an essential foreign language in Vietnam, largely due to the country's open-door policy initiated in 1986 and the rise of English as a global language in the early 1990s As a result, English is now a fundamental and compulsory subject in the school curriculum, spanning from primary to higher education Despite the emergence of other foreign languages like Chinese, Korean, and Japanese, English remains the most significant foreign language in K-12 education and beyond In response to this growing demand, the Ministry of Education and Training (MOET) in Vietnam has implemented frameworks for a pilot program that mandates English instruction as a compulsory subject starting from Grade 3.

Vietnam's diverse cultural landscape significantly influences speaking fluency in English, driven by socio-economic, historical, and political factors that shape higher education and student motivation (Truong, 2016) In Vietnamese universities, English is offered as both a discipline and a subject, essential for students pursuing bachelor's, master's, or doctoral degrees in the language.

English is a mandatory subject in Vietnam's higher education system, and tertiary students are more motivated to learn it compared to their secondary and high school counterparts (Hoang, 2010) Proficiency in English opens up excellent job opportunities domestically and abroad Furthermore, the rise of a computer-based learning environment, fueled by Vietnam's expanding global ties and advancements in communication technology, has encouraged students to enhance their English language skills (Dang, 2011a) This motivation leads to more effective interactions with international peers and a commitment to meeting diverse needs.

Many students learn English solely due to curriculum requirements, often overlooking its practical importance This mindset contributes to the low language competency observed among university undergraduates at the start of their language courses For these students, English is perceived more as a beneficial asset for future career opportunities rather than an immediate necessity.

When learning a second language, such as English, after acquiring a mother tongue, the learning environment plays a crucial role, particularly for Vietnamese students in formal instructional settings Unlike informal language acquisition in natural contexts, English as a foreign language (EFL) is often limited to the classroom, where it is not used as the medium of instruction for other subjects This "poor-acquisition setting" relies heavily on language teachers, textbooks, and learning aids, leading to a significant lack of exposure to the target language Consequently, this limited interaction can hinder the development of oral competency and fluency in English.

The challenges faced by language learners often stem from various shortcomings in real-world learning materials, which can hinder their ability to develop essential language skills Consequently, these obstacles may impede their progress in acquiring grammar and vocabulary, ultimately affecting their speaking fluency.

The exam-oriented education system significantly hinders communicative teaching and learning, presenting substantial challenges for both language teachers and learners In this framework, language knowledge is often pursued solely for grades, leading to passive learning behaviors where students merely attend class, listen to lectures, complete assignments, and aim to pass final exams Consequently, many Vietnamese students view English primarily as an academic task rather than a means of genuine communication, limiting their intrinsic motivation to engage with the language beyond exam requirements.

In 2016, it was highlighted that Vietnamese and Asian students often face challenges in communicative competence when compared to their Western counterparts This observation contrasts with the principles of progressive education, which emphasize that educational philosophies should prioritize effective communication skills and interactive learning experiences.

Learning through practical experience, engaging with contemporary environments, collaborating with peers and individuals outside the classroom, and applying knowledge to enhance the lives of others are essential components of effective education (Jacobs & Renandya, 2016, p.15).

The Vietnamese MOET has approved the national plan for "Teaching and Learning Foreign Languages in the National Formal Educational System between

The 2008 and 2020 strategic plan (Decision No 1400, 2008) emphasizes a practical approach to enhance English proficiency, aiming to improve competitiveness with other nations both regionally and globally.

In 2014, the Ministry of Education and Training (MOET) introduced a foreign language program aimed at encouraging Vietnamese institutions to adopt English as the medium of instruction (EMI) for academic courses This initiative seeks to enhance English language teaching and learning in higher education, addressing the needs of integration, internationalization, and globalization While EMI faces challenges during its implementation, it is currently being evaluated at select colleges before broader application across the higher education system Additionally, Nguyen et al (2016) examined the institutional autonomy of higher education institutions in Vietnam, highlighting that many autonomous universities struggled to meet essential conditions for effective EMI implementation, including adequate English proficiency among lecturers, appropriate materials and resources, and supportive teaching environments.

Globalization has led to notable transformations in English language instruction in Vietnam, impacting language policies and educational practices (Ngo, 2015) Consequently, there have been significant changes in English language learning and teaching procedures, teaching materials, curriculum design, and the competency of Vietnamese English Language Teaching (ELT) teachers (P Le & Ngan, 2016).

Vietnam's English teaching methodology incorporates a communicative approach, albeit a less rigorous version of Communicative Language Teaching (CLT), which is significantly influenced by academic examinations Despite its potential, the communicative approach is underutilized, with a predominant focus on grammar, writing, and reading skills to prepare students for tests (Le, 2011; Pham, 2014; Bui, 2016) This emphasis reflects a scholastic approach (Erlenawati, 2005), leading to a concentration on written English over spoken language, ultimately hindering learners' ability to engage in verbal communication.

In recent years, there has been a significant push to revert to traditional methods in English language education, as highlighted by P Le and Ngan (2016) Hoang (2001) suggests that this traditional approach can be enhanced by integrating principles of communicative language teaching or serve as a foundational step towards a communicative classroom He emphasizes the importance of a teaching hierarchy that prioritizes accuracy before fluency and acquisition before learning Consequently, in the context of Vietnamese EFL, effective speaking pedagogy requires a comprehensive analysis of the factors, conditions, and components that contribute to speaking effectiveness, as noted by Shumin (2002).

Theoretical background

This study examines the perspectives of teachers and students regarding their current situations and conditions It is evident that there is no established theory guiding the research on Learning Outcomes Framework (LOF) As highlighted in the thesis, it is essential to define LOF and its related concepts to gain insight into the factors that affect educational outcomes.

LOF, or Level of Fluency, encompasses various definitions and distinctions in speaking fluency, which can often confuse those seeking to understand oral fluency better (Préfontaine, 2010) Préfontaine advocates for a multi-dimensional approach to fluency, highlighting its complex nature.

The complexity of language fluency has led to varying definitions and conceptualizations of the Level of Fluency (LOF) within research These differing definitions are influenced by the theoretical frameworks used to understand oral fluency This study adopts and adapts Segalowitz's (2010) model, which identifies three key aspects of L2 fluency: L2 utterance fluency, L2 cognitive fluency, and L2 perceived fluency Each component presents unique challenges in measurement, highlighting the intricate nature of assessing LOF.

This research is influenced by Second Language Acquisition studies that examine the affective, cognitive, and social factors impacting L2 learning Specifically, Gardner's socio-educational model and Krashen's Monitor Theory will be utilized to assess the elements contributing to speaking fluency among Vietnamese higher education students Gardner's model emphasizes the role of effective factors and individual differences in second language learning, while Krashen's input hypothesis highlights essential aspects of language acquisition The researcher will explore the concept of oral fluency and key influences on speaking fluency through the lenses of Segalowitz's framework, Gardner's socio-educational model, and Krashen's Monitor Theory.

In discussions of speaking Fluency, drawing on earlier work by Fillmore (1979), he classified oral Fluency into four essential characteristics The first characteristic is

"the ability to talk at length with few pauses, the ability to fill time with talk" (2000, p

Fluency in language processing encompasses several dimensions, including the automaticity of language use, the production of coherent sentences through appropriate semantic and syntactic resources, and the ability to express relevant ideas across diverse contexts Additionally, it involves a creative and imaginative approach to language Notably, fluency is characterized not by the speed of speech but by the complexity and quality of spoken sentences Furthermore, a speaker's fluency may vary depending on the context and situation, making the definition of fluency both detailed and extensive, yet challenging to distinguish from broader concepts of global oral proficiency.

Lennon (1990, 2000) offers an alternative perspective on Fluency, associating it with two key concepts In a broad sense, Fluency is equated with global oral proficiency, indicating that a fluent speaker possesses a strong command of a foreign or second language This aligns closely with Chambers' (1997) definition, which characterizes fluency as the effective spoken production of individuals using a foreign language Lennon consistently views Fluency as synonymous with oral proficiency, reflecting the traits of competent language speakers He also notes that in Communicative Language Teaching (CLT), Fluency is used to evaluate how well learners apply their knowledge to achieve linguistic and communicative goals, a notion that resonates with Fillmore's (1979) second aspect of Fluency.

Fluency, in its narrow definition, pertains specifically to a component of oral proficiency, aligning with examination criteria that evaluate aspects such as correctness, idiomaticness, relevance, appropriateness, pronunciation, and lexical range (Lennon, 1990, p.389) This interpretation emphasizes the ease and smoothness of speech delivery However, the current study explores the broader concept of Fluency, encompassing more than just these specific elements.

Segalowitz (2004, 2010, 2016) offers a comprehensive perspective on L2 speaking fluency, highlighting the importance of cognitive fluency and utterance fluency Recognized as a leading expert in the field, Segalowitz has significantly contributed to the understanding of fluency in speaking through numerous studies over the past decade, with a consistent focus on its various aspects in his reviews.

L2 utterance fluency, cognitive fluency, and perceived fluency are essential components in understanding second language (L2) fluency development, highlighting the importance of pragmatic and sociolinguistic factors in communication Segalowitz (2010) emphasizes that the social context of communication significantly influences both fluency and comprehension His research indicates that cognitive fluency is the most intricate aspect, relying on the mobilization and temporal integration of mental processes to generate fluent utterances, as noted by Goldman-Eisler (1968).

A recent study by S Segalowitz and Segalowitz (2016) highlights that fluency attainment is influenced by various factors, including age, aptitude, ethnolinguistic identity, intelligence, learning style, and personality Similarly, Simona Kopnická (2016) identified key elements affecting speakers' fluency, such as temporal and lexical speech stream factors (including speech rate, pauses, repetitions, and self-corrections), speaker-related factors (like exposure, practice, interaction, proficiency, immersion experience, age, gender, and motivation), and external factors (such as task type and the environment, whether in a lab or natural setting) Wood (2006) further defined fluency through temporal variables, emphasizing aspects like the amount and rate of speech, repair phenomena, pause phenomena, and the length of fluent speech runs.

Fluency in a foreign language is essential for effective communication in international work environments, as highlighted by language educators who support the idea that improving speaking fluency enhances understanding Nation (2014) defines fluency as the effective use of existing knowledge, emphasizing its importance in the output process for EFL and ESL learners, which is crucial for successful communication However, as noted by Kirk (2014), while many teachers recognize the necessity of fluency, they also consider it a complex issue to address in the classroom Additionally, Van Patten's discussion on "Tea with BVP" reveals that fluency is context-dependent, describing it as the convergence of speaking and listening, where context influences both accuracy and the roles of each component.

Within this paradigm, there is research on factors influencing learners' speaking fluency regarding English as a second or foreign language, particularly in Asian countries

Shaules (1994) conducted groundbreaking research on the hidden barriers to fluent communication, emphasizing that cultural differences pose greater challenges than linguistic factors in interactions among language speakers His study revealed that non-native speakers often lack awareness of the significant attitudes and styles within their own cultures, leading to a gap in teaching essential socio-cultural skills to language learners.

Communicative Language Teaching (CLT) is widely regarded as the most effective method for enhancing communicative competence among second language (L2) learners While some educators advocate for CLT as the primary approach to English language teaching, critics argue that it may not be practical in various contexts, particularly in Asian countries where traditional learning cultures prioritize rote memorization and less individualistic or creative thinking (Kay, 2002) To address these differing perspectives, it is essential to define fluency in a way that is specific and relevant to the context of this research.

In this study, the term "fluency" is proposed to have two meanings The first meaning refers to proficiency, which is a key component of overall language competence (Lennon 1990, 2000) Fluency is characterized by a strong command of a foreign or second language, indicating global oral proficiency Numerous researchers, including Sajavaara and Lehtonen (1978), Faerch, Haastrup, and Phillipson (1984), Hedge (1993), and Weir, emphasize that fluency encompasses the effective use of language for communication.

In 1993, fluency was recognized as a crucial component of communicative competence, signifying that speakers effectively utilize both linguistic and pragmatic skills (Koponen and Riggenbach, 2000) Consequently, the oral fluency of second language (L2) speakers is often used as a key criterion for evaluating language proficiency Segalowitz (2010) further elaborates on oral fluency, defining it through three interconnected concepts: cognitive fluency, utterance fluency, and perceived fluency This framework provides a comprehensive understanding of fluency in language assessment.

Figure 2.1 Aspects of L2 fluency – Segalowitz’s model

Nevertheless, each component represents a significant part of the overall definition of LOF According to an investigation by Segalowitz (2016a, p.79),

Previous studies

In recent years, L2 oral fluency (LOF) has garnered significant attention from researchers, highlighting the impact of both speaker and external factors on speaking fluency While many studies have explored the determinants of LOF in second language acquisition and improvements during overseas studies, there remains a gap in understanding how these factors specifically affect the LOF of Vietnamese students in higher education Additionally, the differing perspectives of students and teachers on LOF in English further complicate this issue This lack of research is concerning, as oral language competence is a crucial aspect of Western education.

Empirical research highlights the importance of presenting information effectively, with oral fluency encompassing utterance, cognitive, and perceived fluency (Préfontaine, 2010; Kahng, 2014; N Segalowitz, 2016) Factors influencing the level of fluency (LOF) include both affective elements and external speaker influences (Kopnická & Calgary, 2016) While previous reviews have examined these three aspects and their contributing factors, they primarily focus on the perceptions of native speakers (Derwing, Rossiter, Munro, & Thomson, 2004; Freed, Segalowitz, & Dewey, 2004; Ginther, Dimova, & Yang, 2010; Pinget, Bosker, Quené).

Research on language teachers' perspectives, particularly in the context of Vietnamese students' language fluency, is limited This article aims to explore the relationship between EFL teachers' viewpoints and the language proficiency of their students By establishing a theoretical framework that incorporates both teachers' and students' perspectives, we seek to enhance understanding of this dynamic.

EFL teachers should carefully consider effective teaching methods and strategies to enhance speaking fluency, particularly for Vietnamese students who face challenges in learning English as a foreign language Utilizing technology can significantly motivate EFL learners and support their speaking skills It is essential to identify the reasons behind the difficulties in achieving English-speaking fluency and propose practical approaches to improve the situation By addressing these factors, students' oral fluency can be effectively supported and developed.

Fluency in a second language (L2) is influenced by an individual's personality and speaking style, as highlighted by De Jong et al (2015) in their study, "Second Language Fluency: Speaking Style or Proficiency." This research involved 24 native English speakers and 24 native Turkish speakers, focusing on L2 utterance fluency, a key component of fluency identified by Segalowitz (2010) The study aimed to determine whether corrected measures of fluency more accurately reflect cognitive fluency and serve as valid indicators of L2 speaking proficiency.

The study categorized fluency measures into uncorrected and corrected types, revealing that both categories significantly predicted L2 proficiency, with the exception of silent pause time.

Anderson-Hsieh and Venkatagiri (1994) studied the impact of language competence on fluency among Chinese EFL speakers, revealing that the pause rate in the intermediate proficiency group was three times greater than that of the highly proficient group Their research indicates a clear correlation between higher proficiency levels and enhanced fluency in speakers.

Baker-Smemoe et al (2014) investigated the link between overall second language (L2) proficiency and utterance fluency measures across various L2s to assess the potential of using these measures as indicators of L2 proficiency The study involved 86 native English speakers learning L2s such as French, German, Japanese, Arabic, or Russian Researchers analyzed speech rate, hesitations, pauses, runs, and false starts from 126 ACTFL Oral Proficiency Interviews (OPIs) conducted with the participants The findings indicated a positive correlation between certain L2 utterance fluency measures and overall L2 proficiency across all languages, suggesting that specific fluency metrics could effectively predict proficiency, especially at advanced levels.

L2 perceived fluency has been extensively studied by academic experts, who have employed various methods to measure fluency from the perspectives of different listeners, including teachers and both native and non-native speakers Research indicates that these listeners may use diverse criteria when rating speech samples, highlighting that fluency is often perceived as a judgment made by the listener rather than an inherent quality of the speaker.

Gardner's socio-educational model has been widely applied in motivational studies related to second language acquisition, demonstrating the significant impact of student motivation on language learning (Gardner & MacIntyre, 1993; Dửrnyei, 2001) Numerous studies have established a correlation between learners' attitudes and their speaking proficiency, especially in terms of fluency (Yang, 2014; Ahmadi & Mohamadi, 2017) Affective factors such as motivation, attitudes, orientations, and anxiety play a crucial role in enhancing foreign language learning outcomes.

In Vietnam, English is primarily taught as a foreign language within classroom settings However, as noted by Hoang (2010), Vietnamese learners often struggle to meet the demand for proficient English speakers due to limited opportunities for practical usage English serves as a crucial medium for international communication and professional development, highlighting the need for more immersive learning experiences outside the classroom.

In many Asian countries like Vietnam, foreign languages are treated as second languages, primarily taught in schools and universities but rarely spoken outside the classroom To improve language comprehension, instructors need to create opportunities for students to express themselves clearly and explicitly However, challenges such as tight teaching schedules, insufficient resources, and limited teaching methods hinder the ability to provide adequate target language input and motivation These obstacles significantly impede the successful acquisition of a second language and speaking fluency in Vietnam.

Khong (2019) examined the internal and external factors affecting the fluency development of secondary school students in Vietnam The study identified several challenges in enhancing students' fluency, highlighting issues such as diverse learning styles, a tendency to speak in their native language, low motivation, and inadequate English proficiency These factors collectively contributed to deficiencies in vocabulary, structure, and pronunciation among students.

Dung and Ngoc (2020) investigated the key factors affecting second-year students' speaking fluency through a mixed-methods approach, utilizing both a survey questionnaire and semi-structured interviews The study involved 98 English non-majors enrolled in an English-speaking course during their second semester at a university Findings revealed that affective factors play a crucial role in influencing oral fluency, followed by automation, error correction, and performance factors.

Previous research has explored various speaker factors that impact Language Output Fluency (LOF), including age, attitude, motivation, and anxiety Notably, the correlation between age and LOF has been extensively examined in studies, including the work of Muñoz (2006).

The Gaps in the Literature

The researcher has examined various teaching approaches that enhance oral fluency in second language learning, referencing studies by Gavran (2013), Kustati (2013), Yang (2014), Huang (2016), and Albino (2017) Additionally, the impact of affective factors such as motivation, attitude, and anxiety on oral fluency has been highlighted, drawing from significant research by Horwitz et al (1986), Heyun (1999), Bailey, Onwuegbuzie, & Daley (2003), Rand (2007), Loukriz (2013), Dore (2015), and Nzanana (2016).

N Segalowitz, 2016a), and external factors such as class size, task types, exposure to English, in relation to oral production with a focus on oral fluency (e.g., Ngoc & Iwashita, 2012; Son, 2013a; Davies, 2014; H T Nguyen, Warren, & Fehring, 2014; H T Nguyen, Fehring, & Warren, 2015; Tavakoli, 2016; Thai & Boers, 2016; De Wolf et al., 2017a; Karpovich, Sheredekina, Krepkaia, & Voronova, 2021) Many of the insights and the focus on speaking performance have been integrated into Vietnamese higher education classrooms, contributing to a gradual shift toward communicative language teaching There is also evidence concerning the effectiveness of oral fluency (e.g., Khong, 2019; Dung and Ngoc, 2020) However, there are still research gaps to be addressed in order for such insights to influence EFL learners in higher education in Vietnam

Research on L2 fluency in oral production within the Vietnamese context is limited Considering the importance of speaking skills and the necessity to enhance oral production abilities among Vietnamese students, this area warrants further investigation.

Despite existing research on oral fluency factors in second language acquisition, there is a notable gap concerning Vietnamese students learning English as a Foreign Language (EFL) in Vietnam This study seeks to fill that gap by exploring the unique factors affecting oral fluency in this specific context Previous studies have primarily focused on L2 development in study abroad environments or the impact of repeated practice on fluency However, in an EFL setting where achieving native-like fluency may not be feasible, it is essential to investigate additional factors that influence students' speaking development and contribute to their overall oral fluency.

Limited research has been conducted on the connection between internal and external factors influencing oral fluency in Vietnam Most studies on fluency have concentrated on the acquisition of language formulas in study abroad contexts (e.g., Wood, 2010) or the impact of repeated practice on fluency development (e.g., Arevart & Nation).

In an EFL context, achieving native-like fluency may not be a realistic objective; however, it is essential to consider the key factors that influence students' oral fluency in English Understanding these factors offers valuable insights for enhancing oral fluency development.

Despite the advancements in technology for English language learning and its impact on oral fluency development, there is a notable lack of research focused on the use of technology by EFL learners in Vietnam This gap highlights the need for further exploration of how technology can support fluency development specifically within the EFL context in Vietnam.

Summary

This chapter provides an overview of oral English instruction at Vietnamese universities and examines key factors affecting learners' oral fluency (LOF) in Vietnam and similar educational contexts It establishes a theoretical framework grounded in Gardner's socio-educational model and Krashen's monitor theory, while highlighting both internal and external influences on LOF, along with perspectives from teachers and students Previous studies by both foreign and Vietnamese researchers indicate significant gaps in understanding the factors affecting learner outcomes in Vietnam Consequently, this study seeks to fill these gaps by investigating the English as a Foreign Language (EFL) speaking fluency of Vietnamese students and analyzing various influencing factors, including behavior, motivation, anxiety, task types, instruction, environment, exposure, and technology This research not only addresses existing literature gaps but also makes a substantial contribution to the field.

METHODOLOGY

Research Paradigm

Research paradigms serve as foundational frameworks that shape a researcher's worldview and approach, guiding the philosophical, theoretical, and methodological aspects of their work (Myers, 2000; Mackenzie & Knipe, 2006) These paradigms encompass various interpretations, such as worldview (Creswell, 2013b), research techniques (Neuman, 2006), and epistemologies and ontologies (Crotty, 1998) In this study, a research paradigm is defined as a system that directs the research process and outlines specific actions Recognizing the chosen paradigm is crucial for selecting appropriate data collection methods, analyzing and interpreting data, and determining the study sample.

Candy (1989) identified three primary paradigms in research: Positivist, Interpretivist, and Critical Maxwell (2012) elaborated that these paradigms represent distinct philosophical positions, including positivism, constructivism, realism, and pragmatism, each offering unique perspectives on reality and knowledge acquisition Quantitative research aligns with the post-positivist paradigm, while qualitative research is applicable to both critical and interpretivist paradigms.

The pragmatist paradigm is closely linked to mixed or multiple methods in research, emphasizing the importance of research questions and their consequences over specific methodologies (Biesta, 2010; Creswell & Clark, 2011; Johnson & Onwuegbuzie, 2004; Maxcy, 2003; Morgan, 2014a; Teddlie & Tashakkori, 2009) This approach advocates for utilizing all available methods to address research topics effectively (Creswell, 2013b) Essentially, pragmatism promotes pluralistic strategies to generate knowledge about various problems (Cohen, Manion, & Morrison, 2018; Creswell, 2013b).

This study employs the Interpretivist/Constructivist Paradigm to explore participants' perceptions and beliefs regarding "oral fluency," focusing on the factors affecting students' oral fluency in higher education institutions in Vietnam The research approach is grounded in the significant differences between post-positivist and interpretivist perspectives; while post-positivism aims to uncover universal truths, interpretivist research prioritizes understanding individual experiences (Willis, Jost, and Nilakanta, 2002) This approach allows for a more nuanced interpretation of the research context, emphasizing the subjective nature of participants' insights.

"understanding" signifies knowledge production in context

The interpretivist approach posits that reality is socially constructed, emphasizing multivocality, contextualization, and interpretation in educational research This study aims to explore the subjective beliefs of participants regarding the factors influencing the oral fluency of EFL students in Vietnam, capturing diverse perspectives from those directly involved By prioritizing local and authentic realities over a "one size fits all" methodology, the researcher engages with the unique context of English teaching at universities, utilizing questionnaires and interviews to gain insights from both students and teachers Additionally, interpretivism allows for the emergence of meaning through the interpretations and insights of the researcher and practitioners involved.

Furthermore, the study's research design was based on constructivism (Brandon

Constructivism, a prominent educational psychology model, emphasizes that active engagement in learning enhances meaning-making and efficiency This study utilizes the constructivist paradigm to investigate the factors influencing Learning Outcomes Framework (LOF) among students in higher education institutions in Vietnam, along with potential solutions to address these factors.

Research design

Research design encompasses a systematic procedure comprising four interconnected elements, as illustrated in Figure 3.1 Crotty (1998) emphasizes that these factors interact dynamically, influenced by the researcher's unique theoretical perspective.

Figure 3.1 Four elements of research design

Choosing the right research paradigm, also referred to as a philosophical worldview or epistemological attitude, is a crucial step in study design This paradigm serves as a guiding framework for researchers in selecting their research methods and specific methodologies In this study, interpretivism/constructivism emerges as the most suitable research paradigm, effectively encapsulating the three theoretical frameworks discussed in the previous chapter.

Research methodology is a critical component of research design, linking the design process to the primary research question and the selection of methods It plays a vital role in connecting research questions with appropriate methodologies Mixed methods research effectively addresses both "what" and "how" or "why" questions, making it essential for understanding diverse explanations of outcomes (Cohen et al., 2018) While qualitative and quantitative methods have traditionally dominated the research landscape, mixed methods are gaining popularity in educational and psychological research (Tashakkori & Teddlie, 2003, 2010; Mertens, 2005, 2010; Johnson, Onwuegbuzie, & Turner, 2007; Creswell, 2009; Yin, 2009; Ross, Richards, & Seedhouse, 2011; Creswell & Clark, 2013) This approach involves integrating techniques and languages from both quantitative and qualitative traditions (Johnson and Onwuegbuzie, 2004), although it has sparked debate among researchers regarding the coexistence of these paradigms within a single study (Tashakkori & Creswell, 2007; Creswell & Clark, 2011).

Many academics argue that integrating qualitative and quantitative research is challenging due to their differing methodologies—qualitative research is inductive and often involves words, while quantitative research is deductive and relies on numbers Some scholars perceive one approach as more scientific than the other, but others contend that the chosen methodology should align with the research goals and the interests of those involved Researchers must consider factors such as "fit for purpose," personal experience, target population, intended audience, and available resources when selecting their methods For the current study, a mixed-methods approach is deemed most suitable to provide a comprehensive understanding of the key factors influencing the oral fluency of Vietnamese students in higher education.

The researcher utilized a mixed-methods approach, combining quantitative and qualitative data collection to enhance the reliability and depth of evidence (Yin, 2009) This design merges the strengths of both methods, enabling a comprehensive understanding of complex phenomena (Tashakkori & Teddlie, 2010; Creswell, 2013) Additionally, findings from one method can inform the next phase of research, guiding further inquiries (Greene et al., 1989) In this study, the quantitative analysis identified prevalent factors affecting students' spoken fluency, while the qualitative aspect enriched and expanded these findings, ultimately aiming to address participants' concerns and improve oral fluency.

Mixing quantitative and qualitative data can occur at any stage of the research process, including data collection, processing, and interpretation (Creswell, 2009) In this study, both types of data were collected and analyzed separately using a concurrent mixed methods design, followed by a comparative analysis during the interpretation phase (Prada, 2015) The aim of employing concurrent triangulation is to validate the findings from each method by cross-referencing the evidence generated by the other.

This study utilized a mixed-methods approach, incorporating both questionnaires and semi-structured interviews to examine factors influencing language oral fluency (LOF) from the perspectives of teachers and students in the Department of Foreign Languages at Vietnamese universities The descriptive survey aimed to identify the affective and external factors that impact speaking fluency, focusing on how English-majored students and teachers perceive these elements as contributors to oral proficiency.

Questionnaires served as effective tools for gathering data from participants by utilizing a 5-point Likert Scale, where responses ranged from Strongly Agree (5) to Strongly Disagree (1) In this study, both teachers and students who selected Strongly Agree and Agree indicated positive attitudes, as reflected in the frequency and percentage of their responses The use of questionnaires proved to be cost-effective, efficient, and practical for large-scale research, enabling the collection of longitudinal data in a short timeframe (Mackey & Gass, 2005) Consequently, one set of questionnaires was specifically employed to gather data from students for this study.

Interviews served as a valuable supplementary tool to enhance the understanding of quantitative findings, allowing for a deeper exploration of key themes By facilitating the development and clarification of responses, interviews provided rich qualitative data essential for comprehensively understanding the factors influencing teachers and students, as well as their perceptions of the importance of Learning Outcomes Framework (LOF) The flexibility of the interview format enabled the interviewer to delve deeper into responses, ensuring a thorough investigation of the subject matter A semi-structured interview questionnaire was prepared to guide the descriptive survey process.

Participants

This study examines the factors hindering the speaking fluency of students in Vietnam, involving two key participant groups: EFL teachers and students Their inclusion is vital to capture diverse perspectives on the impact of speaking fluency in English as a Foreign Language (EFL) EFL teachers and students were specifically selected due to their direct engagement in daily teaching and learning processes, making them highly relevant to the issues explored in this research.

The study involved 115 sophomore students majoring in English language, aged 19 to 22, from Foreign Language universities in Vietnam All participants shared similar backgrounds aligned with their foreign language programs and completed a questionnaire survey during the second semester of the 2020–2021 academic year Their profiles made them suitable candidates for the research.

All participants began their English language education in grade 3 of primary school, accumulating around ten years of experience in English as a Foreign Language (EFL) through three years in primary school, four years in secondary school, and three years in high school Consequently, the students possessed adequate proficiency levels suitable for the instructional methods utilized in this study.

Research indicates that various factors significantly impact the development of oral fluency in EFL students who have been studying English for over seven years.

During the first three semesters at Vietnamese universities, students have actively engaged in speaking practice, a key skill assessed in their curriculum These speaking courses have focused on enhancing oral fluency, equipping students with essential communication abilities.

The participants, who were pursuing a Bachelor's degree in English, had completed foundational courses like "English Grammar and Composition" and "English Comprehension and Composition." With at least a year of experience in speaking skills, these students aimed to adapt to a new learning environment that differed significantly from their previous studies, enhancing their understanding of current and future learning objectives.

Table 3.1 Summary of the student participants’ personal information

The study involved 45 EFL teachers aged between 27 and 55, each with 5 to 25 years of teaching experience, all of whom held the necessary habilitation for tertiary-level EFL instruction in Vietnam A detailed demographic overview of the participants is illustrated in Figure 3.3 below.

Table 3.2 Summary of the teacher participants’ personal information

Participants for the study were selected using convenience sampling, focusing on accessibility as the primary criterion (Lavrakas, 2008) The research was conducted in the foreign language medium of state-owned universities, as recommended by the supervisor, facilitating easy access to key personnel, such as the dean of the English Department The head of the department helped assign speaking classes, allowing the researcher to connect with teacher participants effortlessly With three classes in one university and one in another, the initial target was 120 students, with an expectation of 30 students per class However, five students from two classes did not submit the survey, resulting in a final count of 115 student participants for the study.

The COVID-19 pandemic in Vietnam, which began in 2019, is part of a global crisis that impacts individuals in diverse ways This led to stringent measures, including social distancing, making it easier for researchers to engage participants by sharing a Google form link containing the questionnaire.

Data collection instruments

Chadron (1988) highlighted the critical need for precise description and interpretation of variables and their interconnections in second language research, regardless of whether the approach is qualitative or quantitative To warrant further exploration, research findings must be "meaningful, significant, and applicable" (p 23), demonstrating the generalizability of the researchers' interpretations.

The research utilized a mixed-method approach, incorporating questionnaires for both English students and teachers, alongside semi-structured interviews This classic triangulation method effectively combined qualitative and quantitative data, as outlined by Richards and Schmidt (2003).

Triangulation refers to the method of gathering data from various sources or through diverse approaches to gain a comprehensive understanding of a phenomenon In this study, triangulation is employed by utilizing interviews and surveys with questionnaires, designed to elicit detailed responses that ensure accurate and persuasive qualitative data.

The questionnaire design process involves several key steps: formulating a conceptual framework, drafting and sequencing questions, optimizing graphic design elements, and technically executing electronic questionnaires To ensure the validity and reliability of responses, a careful translation process is essential to avoid misinterpretation of the constructs Initially developed in English, the questionnaire was translated into Vietnamese, ensuring that the translated questions maintain functional equivalence.

This research utilized two complementary instruments for data collection: a questionnaire (refer to Appendix 1 & 2 - English Version) and semi-structured interviews (see Appendix 3 - English Version) The combination of these methods is expected to enhance the reliability of the findings.

Table 3.3 Show how data were collected for this study

Questionnaire Exploring the teachers' and students' perspectives on the factors influencing speaking fluency in Vietnamese universities

47 items with a five-point Likert scale type with closed-ended questions

Written Quantitative and qualitative approaches

Exploring the teachers' and students' perspectives on the factors influencing speaking fluency in Vietnamese universities

3.4.1 Questionnaires for teachers and students

Questionnaires were utilized to gather insights from teachers and students regarding the factors and conditions that influence oral fluency in English language learning at higher education institutions in Vietnam The focus was on social context, learner characteristics, and various learning condition variables, particularly affective and external factors These elements are believed to significantly impact the development of English language skills among learners.

Research indicates that several key factors significantly influence the learning of English as a foreign language (EFL) in Vietnam These factors include learners' attitudes, motivations for studying English, exposure to the language, the quality of English instruction in schools, the types of tasks assigned, the overall learning environment, and the use of technology These elements formed the foundation for the development of the questionnaire used in the study.

The questionnaire format was developed after analyzing language survey questionnaires and relevant literature on factors influencing speaking fluency (Alsulami, 2016) It included specific questions addressing common factors related to oral speaking fluency identified in prior research To facilitate group testing and generate the necessary quantitative data, a Likert-type scale questionnaire was created, featuring five response options: strongly agree (5), agree (4), neutral (3), disagree (2), and strongly disagree (1).

The study utilized student questionnaires as an effective method for gathering insights into student opinions and attitudes, as they efficiently collect factual data and are easy to administer (Baker and Westrup, 2003) This survey method was specifically chosen to explore students' perceptions of the emotional and external factors influencing their oral fluency.

The questionnaires administered to teachers were crucial for gathering their insights on various topics, allowing researchers to understand the emotional and external factors that impact students' Learning Outcomes Framework (LOF).

The study utilizes surveys with targeted questions about factors influencing oral speaking fluency, informed by existing literature A tailored questionnaire will be developed, taking into account the participants and cultural context, to gather necessary research data The literature review informs this questionnaire, which employs Likert scales across various educational backgrounds Its design aims to assess the awareness of both teachers and students regarding key factors and their long-term effects on students' speaking fluency, while also exploring strategies to mitigate constraints and improve effective language communication.

The research questionnaire was divided into two primary sections The first section gathered demographic information from respondents, including gender, age, year of study, and years of teaching experience The second section featured 47 closed-ended items evaluated using a five-point Likert scale, ranging from "strongly disagree" to "strongly agree."

The study identified two main groups of factors through a thorough investigation and data evaluation for structural validity The first group, termed "affective factors," encompasses variables such as anxiety, motivation, and attitude The second group includes factors related to class size, exposure, instruction, technology, and task type Each theme consists of five items, except for the importance of the Learning Outcomes Framework (LOF), which comprises seven items Specifically, the attitude factor is represented by questions 8 to 12, while the motivational factor includes questions 13 to 17, and the anxiety factor is covered by questions 18 and 19.

20, 21, and 22; the type factor covers questions numbers 23, 24, 25, 26, and 27 Furthermore, the instructional factor theme includes questions numbers 28, 29, 30, 31, and 32 The next factor is the environment-class size factor theme (questions numbers

33, 34, 35, 36, and 37) The following factor is exposure to English (question numbers

38, 39, 40, 41, and 42) The final factor theme is the technology theme (question numbers 43, 44, 45, 46, and 47)

Table 3.4 Summary of the Questionnaire Instrument with closed-ended items for quantitative data

2 Student Behavior And Attitude Factors 8, 9, 10, 11, 12

3.4.2 Semi-structured interviews for teachers and students

To enhance the reliability of the findings and ensure a comprehensive understanding of the data, the researcher conducted semi-structured interviews with participants This qualitative approach is widely utilized by researchers to explore and represent the diverse perspectives and experiences related to a case (Stake, 1995).

Qualitative interviews serve as an essential tool for understanding how individuals interpret their surroundings (Merriam, 1998) These interviews, often characterized as discussions, are a common method for data collection (Kvale & Brinkmann, 2009) As Merriam (1998) notes, "Interviewing is crucial when we cannot witness behavior, feelings, or how people understand the environment around them" (p 72) Consequently, employing interviews in this study is particularly relevant, as they provide insights into how Vietnamese teachers and students perceive and interpret the concept and effects of Learning Outcomes Framework (LOF).

Three types of interviews are widely used concluding structured, semi-structured, and unstructured (Hancock & Algozzine, 2006; Johnson & Christensen, 2012; Merriam,

Data collection procedure

Data for the study was collected from both primary and secondary sources Primary data was obtained through questionnaires distributed to students and teacher educators, while secondary data consisted of documents gathered during site visits, including curriculum guidelines, course texts, and proceedings from conferences and seminars.

In this study, the researcher serves as the primary collector and analyst of data, utilizing both qualitative research methods and quantitative surveys during the school period Two distinct instruments were employed to gather data in both numeric and non-numeric formats The data collection process involved piloting and administering these instruments effectively.

A pilot study, as defined by Cohen (2007), serves to enhance the reliability, validity, and practicality of research instruments It is a small-scale trial conducted prior to a full-scale experiment, allowing researchers to confirm the effectiveness of their tools (Gay et al., 2011) Bryman (2012) emphasizes that piloting helps identify ambiguous elements that may not contribute to the study's variables, making it essential for ensuring content validity (Creswell, 2014) In this study, a questionnaire with 47 open-ended items was piloted with 12 EFL students and 12 EFL teachers representative of the target population The "LOF" questionnaire was carefully prepared and translated into Vietnamese, with feedback from two experienced professors incorporated to refine question clarity and structure The piloting was conducted using an online survey on Google Forms, facilitating the collection of valuable insights from the participants.

The data from the piloted questionnaire was encoded and analyzed using IBM SPSS Statistics 18 A Cronbach's alpha (α) value of 0.7 or higher indicates that the questionnaire is a reliable tool for data collection in actual research (Nunnally and Bernstein, 1994, p 265).

The Cronbach's Alpha results indicated a high level of internal consistency for the questionnaire, with scores of 0.885 for teachers and 0.721 for students These findings demonstrate that the questionnaire items are both reliable and validated for effective data collection in subsequent phases of the research.

Table 3.8 The reliability of teachers’ pilot questionnaire

Table 3.9 The reliability of students’ pilot questionnaire

3.5.2 Piloting the semi-structured interview

Before the official use of the semi-structured questions, the researcher's supervisor carefully proofread and revised them The researcher then conducted interviews with EFL teachers and students, selecting participants based on their willingness to engage, to gain deeper insights into their perspectives through their responses.

The researcher engaged with teacher and student participants for the questionnaire survey through various communication methods, including email, Zalo, messenger, and phone calls, ensuring their voluntariness in participation Participants were informed in advance about the interview's time, location, and communication format Conducting interviews in English enhanced the clarity of questions and encouraged interviewees to share detailed information By asking insightful questions, the researcher explored the sensitive nature of teachers' instructional methods related to the second study topic Ultimately, three pilot interviews helped refine the interview instrument, enabling the researcher to gather substantial qualitative data for the research findings.

The reliability and validity of the questionnaire were assessed using SPSS version 18.0, which analyzed the quantitative data collected from a 47-item survey distributed to EFL teachers and students regarding the significance of Learning Outcomes Framework (LOF) for EFL students and related influencing factors A subsequent scale test confirmed the questionnaire's dependability, revealing a high reliability coefficient of 868 for teacher participants and 822 for student participants, thus validating the items for effective data collection.

Table 3.10 The reliability of the official questionnaire- Teachers

Table 3.11 The reliability of the official questionnaire- Students

Scale tests were performed to evaluate the reliability of teacher and student questionnaires, focusing on nine key themes These themes include the reliability coefficient for the importance of Learning Outcomes Framework (LOF), which is part of theme 1, as well as the reliability coefficient for student behavior and attitude factors from theme 2, and the reliability coefficient for anxiety factors from the corresponding cluster.

The official questionnaire encompasses several key themes, including task type factors (Theme 6), environment factors related to class size (Theme 7), exposure factors (Theme 8), and technology factors (Theme 9) These themes collectively address important aspects influencing the educational experience.

Table 3.12 The reliability of the theme - Teachers

The reliability analysis of the teacher questionnaires revealed acceptable Cronbach alpha values for nine themes, ranging from α = 652 to α = 901 Similarly, the student questionnaires demonstrated reliability, with Cronbach alphas exceeding 65 and ranging from 655 to 860 These findings indicate that both sets of questionnaires are sufficiently reliable for use in the current study.

Table 3.13 The reliability of the theme - Students

3.5.4 Administering the semi-structured interview

To ensure the reliability and validity of the interview instrument, the researcher conducted pilot interviews with three EFL teachers and three EFL students who willingly participated, aiming to enhance understanding through their responses These preliminary interviews provided insights into participants' perspectives and highlighted the need to simplify interview questions for better information extraction For instance, the original question about key factors influencing students' oral fluency proved challenging, prompting the researcher to rephrase it to allow interviewees to select and explain their top three factors Ultimately, the three pilot interviews facilitated the development of the interview instrument, enabling the collection of substantial qualitative data for the research findings Prior to formal use, the semi-structured questions were reviewed and revised with the help of the researcher's supervisor and another professor.

The researcher then proceeded to conduct nine interviews, each of which lasted

The researcher conducted semi-structured interviews lasting 20 to 25 minutes, with participants' consent, to explore their views on the significance of "LOF" for university students These interviews were recorded and later transcribed into English The transcriptions were analyzed for themes and topics relevant to the research objectives, focusing on the perspectives of both EFL teachers and students regarding factors that influence "LOF."

Data analysis procedures

As there were two types of instruments used to collect the data for this present study: questionnaires and interviews, the data would be analyzed qualitatively and quantitatively

Qualitative research involves analyzing field data as it is collected to identify emerging themes Various methods can be employed to analyze the results of qualitative data (Merriam, 2009) Furthermore, incorporating quantitative data can provide additional insights, support, and context to the findings (Saldana, 2011).

To analyze and interpret the questionnaire data, we will utilize Epidata 3.1 for data entry and management, while SPSS 18.0 will be employed for statistical processing and analysis.

Researchers will employ the thematic analysis approach to thoroughly examine the material gathered from interviews This method is defined as a strategy for identifying, assessing, and reporting themes within data, allowing for an in-depth organization and definition of the data set (Braun & Clarke, 2006, p 79).

The current study's descriptive survey was done in the second semester of 2020–

In 2021, a comprehensive questionnaire was distributed to students in speaking classes during the second semester to assess the role of technology in enhancing English speaking fluency The survey, consisting of 47 items, was administered through Google Forms and sent via email to 120 students and 45 teachers, ensuring anonymity and confidentiality Teachers facilitated the process by thoroughly explaining each item to guarantee full understanding and a 100% response rate, with students allotted 20 minutes to complete the questionnaire The collected data was then compiled into an Excel file and recorded in an SPSS version 18 datasheet for analysis, aiming to evaluate the factors influencing speaking fluency among students at the Faculty of Foreign Languages in Vietnamese universities.

The survey data were analyzed using SPSS to determine means, standard deviations, total participant responses, frequencies, and percentages for each statement This quantitative data was categorized into nine clusters to integrate with qualitative data The second phase involved translating and transcribing the interview data.

The study employed semi-structured interviews as a second approach to data collection, involving twelve full-time teachers and twelve students, each participating in approximately 20-minute sessions via Google Meet or Zalo due to the COVID-19 pandemic The researchers outlined the interview objectives to ensure clarity for participants, and all sessions were recorded and transcribed for qualitative analysis The qualitative data was analyzed using three techniques: reviewing the recorded interviews for key ideas, categorizing responses from each interviewee, and cross-referencing all responses by topic Ultimately, the researchers conducted a comprehensive examination of the data gathered from both questionnaires and interviews, analyzing them separately before integrating the findings to address the research question effectively.

Reliability and Validity

This thesis explores the concepts of generalizability, validity, and reliability, drawing on the frameworks established by Cohen et al (2011) and Oppenheim (1992), while also examining additional perspectives on these concepts in the context of mixed-method research related to learning studies Internal validity, as defined by Cohen et al (2011), requires that findings accurately reflect the phenomenon being studied To enhance the reliability of attitude statements in the questionnaire, a set of 47 items related to eight groups of Learning Outcomes Framework (LOF) was utilized, as multiple statements tend to yield more consistent results The reliability of the scale was measured using Cronbach's Alpha, which should ideally fall between 0.8 and 0.9 The questionnaire was designed with balanced framing to avoid bias, incorporating both positive and negative wording, and including counterarguments where appropriate Randomization was employed by presenting the same questionnaire to each respondent but in varying orders Furthermore, content validity was assessed with the help of two experienced educators from a foreign language faculty, and factors were named based on variables with the highest factor loading All factor structures were thoroughly investigated, and the gathered data was evaluated for structural validity Lastly, a translation task was deemed essential to ensure the validity and reliability of the responses.

Cohen et al (2011) highlight that the reliability in quantitative research, which encompasses replicability, consistency, and the use of appropriate instruments and respondent groups, is fundamentally linked to validity This validity should reflect a true representation of reality, characterized by detailed descriptions, integrity, and specificity as outlined in the validity sections of this article.

The teacher's questionnaire included both factual and opinion questions, utilizing a set of six statements to ensure reliability To further validate the findings, face-to-face interviews were conducted with a sample of respondents, and the researcher transcribed the interviews herself to capture all meanings accurately The primary themes identified in the interviews were directly linked to the research question regarding the factors influencing the oral fluency of Vietnamese students.

Merriam (1998) emphasized the importance of triangulating multiple data sets and research methods, alongside an awareness of positionality and engagement with research questions and literature, to enhance the validity of a study To ensure trustworthiness, the researcher implemented member checks, reviewed the research process, and upheld the study's reliability, transferability, and confirmability as outlined by Lincoln and Guba (1985) Additionally, the involvement of objective peers further validated the research methods and processes.

The study faced inherent limitations common to all questionnaires, including potential data corruption from copying and a focus on simplicity that led to straightforward questions Additionally, with a small participant pool of only 160, the findings reflect the sample rather than the broader population of L2 learners.

Ethical Considerations

Research in education focuses on human participants and their learning environments as data collection sites (Wellington, 2015) It is essential for researchers to respect the rights of participants and study locations, ensuring their rights are upheld throughout the research process (Creswell, 2013b) Therefore, obtaining official permission from the institution and informed consent from participants is a critical step before initiating educational studies (Cohen et al., 2018).

This study adhered to formal procedures and received ethical approval from two university deans in Vietnam prior to data collection Conducted at a language university under the Ministry of Education, the institution operates as an independent statutory body Teachers informed student participants about the research's purpose and facilitated their consent for completing questionnaires via Google Forms Additionally, the research team communicated with both teachers and students regarding the selection process for interviews.

Summary

This chapter outlines the research methodology and methods, detailing the study's paradigm, design, and participant involvement It thoroughly describes the instruments and procedures used, including the pilot study and adjustments made for the main study Additionally, it explains the data collection processes for both quantitative and qualitative data, while also addressing the ethical considerations upheld throughout the research The methodology for data analysis and the study's conclusions will be discussed in the subsequent chapters, four and five.

FINDINGS AND DISCUSSION

Findings

4.1.1 The quantitative analysis of teachers’ and students’ perspectives on LOF

The study aimed to explore teachers' and students' perceptions of oral fluency among English students in higher education Through a survey consisting of seven questions, the research analyzed participants' views on the significance of language oral fluency (LOF) in English learning, drawing from their experiences in teaching and learning speaking skills The findings highlighted their opinions on the key factors influencing speaking fluency, essential for second language acquisition Additionally, the study sought to understand how participants, as language learners, assess fluency in others and how teachers define language fluency.

A study was conducted to explore the perspectives of EFL teachers and students regarding the Learning Outcomes Framework (LOF) for English majors, utilizing a Descriptive Statistics Test The findings, summarized in Table 4.1, illustrate the responses from participants, highlighting both EFL students' and teachers' views on LOF, along with the overall mean score.

Table 4.1 EFL students’ and teachers’ perspectives towards LOF

The perspectives of speaking fluency

No Participants N Minimum Maximum Mean Standard

Table 4.1 summarizes the responses of EFL teachers and students regarding their perspectives on the Learning Outcomes Framework (LOF) The mean scores indicate that both teachers (M = 4.24, SD = 0.22) and students (M = 4.11, SD = 0.21) hold a strong positive view of LOF, with scores significantly above the medium level of 3.5 on a five-point scale This suggests that both groups recognize the importance of LOF in English learning, highlighting a high level of appreciation for its relevance in their educational experience.

The qualitative and quantitative data reveal that both teachers and students recognize the critical components of Learning Outcomes Framework (LOF) for university students, defining LOF as integral to their knowledge base Furthermore, teacher participants emphasized the significance of incorporating LOF into second language acquisition.

4.1.1.1 The descriptive analysis of teachers’ perspectives on LOF

Table 4.2 EFL teachers’ perspectives towards the importance of LOF

1 Teaching speaking fluency is important in learning a second language

2 Students are aware of the importance of speaking fluency in their learning the second language

3 It is necessary to increase students’ speaking to improve their oral English fluency

4 Teachers often make use of different instructional methods to improve students’ speaking fluency

5 There are some factors affecting students’ speaking fluency 45 4.69 0.47

6 To develop communicative competence for language learners, speaking fluency plays a very important role

7 In communicative language classroom, oral fluency is very essential for developing qualified language learners in the light of the communicative approach

Descriptive statistics for the significance of the Learning Objectives Framework (LOF) from teachers’ perspectives reveal a strong positive attitude towards its role in foreign language education As shown in Table 4.2, the mean values of teacher responses ranged from 3.78 to 4.69, indicating high levels of agreement Notably, speaking fluency was identified as crucial for enhancing communicative competence among language learners, with a mean score of 4.53 and a standard deviation of 0.50 Furthermore, teachers emphasized the essential nature of LOF in cultivating qualified language learners, reflecting its importance within the communicative approach, as evidenced by a mean score of 4.09.

Teaching speaking fluency is crucial for developing speaking skills, as indicated by a mean score of 4.42 Educators strongly acknowledge that various factors influence students' speaking fluency, reflected in a mean score of 4.69 The importance of Learning-Oriented Feedback (LOF) is highlighted, as it is recognized for its significant benefits in enhancing students' speaking abilities in Vietnamese university classes.

All items related to the Language of Fluency (LOF) were highly valued by English major students, with both students and teachers acknowledging its significance A substantial number of participants strongly agreed that teaching and learning LOF enhances university students' communicative competence and language acquisition Additionally, they identified several factors that impact LOF.

4.1.1.2 The descriptive analysis of students’ perspectives on LOF

Table 4.3 EFL students’ perspectives towards the importance of LOF

1 Teaching speaking fluency is important in learning a second language 115 4.31 0.57

2 Students are aware of the importance of speaking fluency in their learning the second language

3 I It is necessary to increase students’ speaking to improve their oral English fluency

4 Teachers often make use of different instructional methods to improve students’ speaking fluency

5 There are some factors affecting students’ speaking fluency 115 4.22 0.57

6 To develop communicative competence for language learners, speaking fluency plays a very important role

7 In communicative language classroom, oral fluency is very essential for developing qualified language learners in the light of the communicative approach

Table 4.3 presents descriptive statistics for seven items related to the significance of Learning Outcomes Framework (LOF) from the students' viewpoints The findings reveal that the majority of respondents expressed a favorable attitude towards the importance of LOF, with mean scores ranging from 3.60 to 4.31 Notably, the highest mean score recorded was 4.31, indicating strong support for LOF among students.

Teaching speaking fluency is essential for learning a second language and enhancing oral English skills, as indicated by a mean score of 4.31 (SD = 0.58) Speaking fluency is critical for developing communicative competence in language learners, with a mean score of 4.29 (SD = 0.65), and is vital for producing qualified language learners according to the communicative approach (M = 4.19, SD = 0.59) However, there was a neutral level of agreement (M = 3.60; SD = 0.78) regarding the various instructional methods employed by teachers to improve students' speaking fluency Additionally, students demonstrated a neutral attitude towards the importance of speaking fluency in second language acquisition, with a mean score of 3.83 (SD = 0.36), reflecting a general understanding of its value.

4.1.2 The qualitative analysis of teachers’ and students’ perspectives on LOF

In response to the interview question regarding the importance of fluent English speaking for students learning the speaking skill, participants expressed positive sentiments about the significance of language fluency The summary of key themes derived from the teachers' feedback is presented in Table 4.2.

Table 4.4 Summary of the Themes for Interview Question One - Teachers

No (sequence by the most frequently to least cited)

1 Saying that oral fluency is crucial in speaking skill

2 Saying that oral fluency aids students in improving their communication skills

3 Saying that the learners are aware of the benefits of oral fluency in developing their communication

4 Saying that LOF is the purpose of learning speaking skill

5 Saying that LOF is believed as an indicator of L2 proficiency

The themes identified from most to least frequently cited highlight the significance of oral fluency (LOF) in developing speaking skills Participants emphasized that LOF is essential for effective communication and is recognized by learners as beneficial for achieving oral fluency The predominant sentiment was that speaking fluently is vital for overall performance, with one participant noting its importance for future work environments and studies abroad Additionally, many agreed that LOF enhances students' communication abilities, with one participant stating it directly contributes to improved speaking performance Furthermore, participants acknowledged that learners understand the critical role of oral fluency in mastering basic speaking skills, underscoring its importance as a criterion in speaking assessments.

While some participants expressed negative views on the role of Language Fluency (LOF) in speaking performance, others highlighted its positive impact on their English speaking skills One participant noted that LOF enables speakers to deliver continuous speech effortlessly, enhancing the listener's understanding and facilitating more effective communication.

Table 4.5 below presents the summary of emergent themes from students’ responses

No (sequence by the most frequently to least cited)

Positive Themes/Yes Negative Themes/No

1 Saying that oral fluency plays a very important role in learning English

2 Saying that oral fluency is advantageous in developing their communication

Students emphasized the significance of oral fluency in learning English, highlighting two main themes: its critical role in developing English skills and its benefits for effective communication One participant noted, "speaking English fluently means a lot to me since I used to struggle to get people to understand my English," while another stated, "Fluency in speaking plays a very important role in learning English Good speaking skills will make you more confident, thereby helping you learn English more effectively."

Interview question one: The definition of oral fluency

Having defined fluency and its measurement, we will now explore the key factors that promote fluency development Participants were interviewed with questions such as, "What does the term fluency mean to you?"

Oral fluency in a foreign language refers to the ability to communicate smoothly and effectively, as highlighted by both teachers and students in their definitions The recurring theme identified in their explanations emphasizes the importance of ease of expression, coherence in speech, and the capacity to convey thoughts without significant hesitation.

Table 4.6 Summary of the Themes for Interview Question One - Teachers

No (sequence by the most frequently to least cited)

1 Saying that LOF is considered as a component of proficiency

2 Saying that speaking fluency is the ability to speak a foreign language quickly and efficiently

3 Saying that speaking fluency is the learner's ability to speak freely, without unnecessary pausing

4 Saying that oral fluency means able to speak a language very well

Discussions

Research indicates that oral fluency in language learners is affected by both learner variables, such as motivation and anxiety, and learning variables, including task type and class size This chapter examines how these factors significantly impact the oral fluency of Vietnamese students Qualitative insights from one-on-one interviews with teachers and students reveal their perspectives on the influences of language oral fluency (LOF) The findings address two key research questions: the perspectives of EFL teachers and students on foreign oral fluency, and their views on the factors that most and least affect the oral fluency of tertiary English majors.

4.2.1 Discussion on LOF from EFL students’ and teachers’ perspectives

Data from both teachers and students underscore the significance of Language of Fluency (LOF) in English language education The findings reveal that English major students highly value LOF, with a substantial number of EFL students and teachers acknowledging its critical role in enhancing fluency Participants strongly agreed that the integration of LOF in teaching and learning processes fosters communicative competence and improves language acquisition Previous research, including studies by Yang (2013) and Tavakoli (2020), further emphasizes LOF's impact on enhancing students' oral performance.

The qualitative and quantitative data indicate that teachers recognize the crucial elements of Language of Fluency (LOF) for university students, viewing it as integral to their knowledge base Teacher participants emphasized the significance of teaching LOF in foreign language acquisition Additionally, the findings align with the research of Herder and Sholdt (2014) and Dzugaeva and Djumabaev (2019), which highlight the necessity of LOF in professional settings and suggest the incorporation of fluency-building activities into classroom instruction.

Participants described Language Output Fluency (LOF) as the skills necessary for effective language production and communication, emphasizing the importance of speaking quickly and accurately This aligns with the Cambridge Online Advanced Learner's Dictionary definition of fluency, which states that a fluent person can speak a language easily, well, and quickly Thus, this definition highlights the connection between fluency and speed in language use.

In a recent study on teaching language oral fluency (LOF), six interviewees strongly agreed on its importance in language classrooms However, three of them emphasized the need for more accuracy-focused activities rather than fluency They noted that lessons often prioritize accuracy over fluency, as tertiary students primarily practice English for testing purposes, leading to minimal engagement with speaking tasks in textbooks Consequently, there is a pressing need to enhance the promotion of LOF and fluency development to foster communicative competence among students.

4.2.2 Discussion on teachers’ perspectives on factors influencing LOF

An investigation into the factors influencing learners' Levels of Fluency (LOF) revealed that teachers identified several key elements impacting this aspect of language learning Notably, teachers' support for technology emerged as a significant influence on students' oral fluency in English Additionally, motivation was recognized as a crucial affective element, with most educators agreeing that learner motivation plays a vital role in enhancing LOF Student behavior and attitude also ranked highly among the influencing factors Instructional components were found to have the largest relative impact, followed by environmental factors such as class size, anxiety levels, task types, and exposure variables.

Both teachers and students agree that technology is the primary factor contributing to language learning outcomes (LOF), aligning with previous research discussed in Chapter 2 However, EFL teachers prioritize classroom exposure over out-of-school experiences, believing that the classroom environment is more crucial for learning English in EFL contexts Despite evidence suggesting that early English language education enhances oral fluency, research indicates that experiences outside the classroom have a more significant impact on oral fluency than early language instruction alone (De Wolf et al., 2017a).

4.2.3 Discussion on students’ perspectives on factors influencing LOF

A recent investigation into the factors influencing the Learner's Orientation to Learning (LOF) revealed that students recognize a range of impactful elements Notably, aside from task type and exposure variables, all other factors showed significant differences in their mean ratings Technological factors received the highest ratings, indicating that students hold positive attitudes toward the use of technology in teaching and learning Additionally, respondents identified attitudes and instructional elements as critical components affecting LOF Motivating variables emerged as the most significant factor educators can address to enhance student learning Interestingly, the atmosphere and class size were perceived as neutral, while task type and exposure factors were deemed the least significant in relation to LOF.

4.2.4 Discussion on teachers' and students' perspectives on factors influencing LOF

This study explores the challenges faced by L2 students in achieving oral fluency in English, focusing on the perspectives of both teachers and students regarding eight influential factors Through quantitative and qualitative analysis, significant differences in the impact of these factors were identified The findings highlight the most and least influential factors affecting language oral fluency from the viewpoints of teachers and students, with a comprehensive discussion on each element.

The findings from the student questionnaire closely aligned with those of the teachers regarding instructional, technological, and student behavior and attitude factors This research demonstrated a strong connection among these elements of Learning Outcomes Framework (LOF) Qualitative data from interviews and questionnaires revealed that participants acknowledged the importance of affective factors, such as motivation, attitude, and behavior, in foreign language learning Affective factors, as defined by Gardner & MacIntyre (1992), refer to the significant individual qualities that influence responses to various situations.

Technological factors significantly influence EFL students' oral fluency, as both teachers and students recognize that technology enhances motivation and engagement in speaking activities This increased involvement ultimately contributes to the development of language oral fluency (LOF) Exploring the role of technology in helping students achieve fluency in a second language (L2) could provide valuable insights.

The Internet plays a vital role in enabling individuals to learn new skills and connect with friends and family, both near and far In Vietnam, students enjoy greater access to digital devices compared to their peers in other developed nations, even though less than half of all students have Internet access (OECD).

In Vietnam, students recognize the benefits of new technologies in enhancing their learning experiences, particularly in improving their oral fluency in a second language They believe that technology is essential for effective learning, especially as many of them are visual learners This modern, technology-driven approach significantly influences their educational outcomes.

Current research highlights the connection between technology and informal language learning, suggesting that exposure to mass media outside the classroom can significantly enhance language learners' speaking fluency Bahrani (2011) emphasizes that increased access to audio/visual mass media provides authentic language input, which is particularly beneficial for speaking fluency in EFL contexts compared to ESL contexts Thus, technology not only promotes social interaction and problem-solving skills among learners but also improves their foreign language speaking abilities through engaging computer-based tasks.

Technology plays a crucial role in language learning, particularly in enhancing speaking skills, as evidenced by research (Son, 2013) Engaging with language learning software can significantly boost oral fluency for second-language learners, highlighting the importance of equitable access to technology and effective integration by educators Numerous studies (Kormos & Dénes, 2004; Bahrani, 2011; Alsulami, 2016) emphasize technology as a vital component for success in English as a Foreign Language (EFL) education By providing modern tools for language acquisition, technology facilitates the improvement of communication skills, especially in contexts like Vietnam, where learners can benefit from authentic language exposure and interactions with native speakers outside traditional classroom settings.

When analyzing the salient problems that affect EFL students' LOF, EFL teachers and students believe that the prevailing challenge is the instructional factors

The summary

This chapter examines the factors influencing the oral fluency of English students in higher education by analyzing both teachers' and students' perspectives The findings, supported by literature review studies, reveal insights from a survey consisting of seven questions that gauge participants' general views on language oral fluency (LOF) based on their experiences in learning and teaching speaking skills Additionally, eight groups of factors, comprising 40 questions, are analyzed to highlight the perspectives of both teachers and students regarding elements that impact LOF The qualitative phase of the research provides comprehensive answers to the research questions, indicating that students' proficiency in speaking and other macro skills is significantly enhanced by the importance of English language fluency Ultimately, achieving fluency is the primary goal of foreign language education, with fluency development activities serving as essential communicative practices for understanding and producing messages.

The study indicates that various influencing factors, including affective and external elements, significantly impact the speaking fluency of EFL students There is a notable alignment between teachers' and students' views on these factors, particularly regarding the affective aspects, which corroborate findings from Finch (2014) that link attitude changes to fluency development While positive correlations exist between teacher and student perceptions, they are notably weaker for teachers Key influential factors identified include technology, instructional methods, exposure to English, and motivation, with technology, instruction, and motivation being the most tentative Moreover, a higher percentage of teachers recognize the impact of these three factors compared to students Overall, the research suggests that enhancing instructional techniques and motivational strategies is essential in current educational practices for second language speaking, emphasizing that students must also cultivate intrinsic motivation for independent learning to achieve fluency.

The study focuses on understanding the interrelationships among key factors affecting speaking performance in English as a Foreign Language (EFL) rather than merely examining their correlations It highlights the significance of Language Output Focus (LOF) in enhancing oral development among EFL students in Vietnam, where English is prioritized as the main foreign language To improve students' speaking skills, researchers must identify solutions to the challenges they face, particularly regarding LOF This underscores the need for effective pedagogical strategies, encouraging EFL learners to adopt appropriate learning techniques Such insights are essential for optimizing EFL teaching and learning in the Vietnamese context.

CONCLUSION

Summary of the Study

This study explores the impact of various affective and external factors on students' Levels of Fluency (LOF) in English speaking Key influences include motivational factors, anxiety, student behavior and attitudes, task types, instructional methods, class size, exposure to the language, and the use of technology The research is motivated by observed low speaking performance and fluency among students, which is believed to stem from these factors in an educational environment where English is primarily taught in classrooms.

The study utilized a mixed-method design involving 45 EFL teachers and 115 EFL undergraduate students from foreign language universities in central Vietnam It combined quantitative and qualitative methods to identify key factors influencing students' spoken fluency The quantitative approach helped pinpoint significant challenges faced by students, while the qualitative aspect enriched the findings Perspectives on Language Output Fluency (LOF) were gathered through questionnaires and semi-structured interviews with teachers, aimed at understanding students' experiences and behaviors regarding LOF in the teaching and learning process The simultaneous administration of these instruments was crucial for uncovering factors impacting students' speaking fluency as reported by experienced teachers.

Summary of the Findings

Achieving fluency in spoken English is essential for language learners, and understanding the variables that influence fluency is crucial for overcoming challenges To explore these factors, researchers conducted a study utilizing questionnaires and interviews with participants to gather insights and address the research question effectively.

The study's findings indicate that both teachers and students recognize technology as a crucial element in enhancing students' oral fluency It serves as a modern educational tool that not only motivates students to improve their English speaking skills but also fosters fluency in English as a foreign language.

Affective factors such as student behavior, attitude, and motivation significantly influence learners' oral fluency (LOF) in English Data analysis indicates that both university professors and students recognize the impact of these factors on verbal fluency Consequently, failures in students' LOF can be partially attributed to these influences Additionally, both EFL teachers and students agree that effective instruction plays a crucial role in enhancing oral fluency, as it provides essential guidance on what actions to take and how to achieve learning objectives.

Students often overlook the significance of oral fluency during speaking tasks, indicating that the type of task negatively affects their fluency There is a slight inclination among students to recognize the importance of focusing on oral fluency while engaging in speaking activities.

The analysis of the interview results revealed that teachers' views on the elements of Learning Outcomes Framework (LOF) played a crucial role in helping students in higher education understand the significance and influencing factors of LOF This lack of comprehension was identified as a primary reason for the challenges students faced in their English speaking skills.

A recent study involving university EFL teachers and students in central Vietnam highlighted the critical role of Learning Opportunities Framework (LOF) in enhancing English as a Foreign Language (EFL) education Participants emphasized that LOF significantly boosts EFL learners' speaking proficiency, particularly within the context of communicative language teaching Furthermore, the research indicates that LOF plays a vital role in language development, especially when learners successfully navigate challenges such as affective and external factors.

Limitations of the study

The studies conducted thus far have notable limitations, primarily concerning the small sample size, which included 115 students and 45 teachers for the questionnaire, along with 12 participants from each group for interviews Although this limited sample does not necessarily invalidate the findings, a larger participant pool would enhance the validity of the results regarding oral fluency development Additionally, the empirical method utilized in the research proved restrictive, focusing mainly on the questionnaire survey and semi-structured interviews for data collection To address these shortcomings, future research should aim to gather more extensive samples and explore alternative methodologies to better understand the factors influencing the language oral fluency (LOF) of students in Vietnam.

Implications and contributions of the study

The current research highlights the significance of Language Output Fluency (LOF) as a crucial aspect of speaking competence for English learners in Vietnam It emphasizes the need for these learners to improve their oral communication skills across academic, personal, and social contexts The findings indicate that Vietnamese students should consider various LOF factors to address challenges in English oral communication and enhance their fluency Notably, affective and external factors play a vital role in influencing LOF This research serves as a valuable resource for teachers and educators, offering a framework that identifies key LOF factors relevant to the Vietnamese context, which can guide both teaching practices and future studies in this area.

This research is crucial for enhancing students' English speaking fluency during the teaching and learning process By identifying the factors that influence their speaking abilities, students can better prepare and develop awareness of the elements affecting their fluency This newfound understanding will empower them to improve and grow their speaking competency effectively.

Participants in this study recognized the importance of speaking fluency, yet their classroom practices were significantly shaped by instructional factors To enhance second language learning and specifically speaking skills, instructors should develop curricula and rubrics that consider the instructional strategies of Language-Oriented Framework (LOF) Additionally, providing clear instructions and adequate guidance for oral fluency tasks can create more opportunities for students to enhance their speaking abilities These strategies are likely to influence teaching methods positively, as indicated by both teacher interviews and existing literature, ultimately fostering students' oral fluency development.

The current study reveals that Vietnamese EFL learners effectively utilize technological resources, traditional materials, and face-to-face support to enhance their English language acquisition and promote learner autonomy This awareness underscores the significance of technology in optimizing learning, particularly as internationalization and higher education gain prominence The findings indicate that technology can significantly improve students' oral fluency, encouraging them to take charge of their own learning Additionally, language teachers can leverage technology to support language skills, allowing students to practice outside the classroom, especially in contexts where English is a foreign language This approach aligns with Krashen's hypothesis, suggesting that increased exposure to online resources enhances language input, ultimately benefiting students' communication abilities.

Recommendations for Future Research

Future research should explore how age and peer interaction influence fluency development, building on the findings presented here Gaining insights from both students and teachers regarding various fluency factors, including peer interaction in and outside the classroom, is essential Additionally, understanding the impact of learners' age on oral fluency will provide a more comprehensive perspective on these contributing factors.

Vietnamese EFL learners often struggle with speaking and listening skills due to the absence of a target language environment, resulting in these abilities lagging behind their reading and writing skills To enhance oral fluency among EFL learners in Vietnamese universities, it is recommended that additional factors influencing speaking skills be explored beyond the current empirical study.

Oral fluency is a key indicator of English proficiency for ESL/EFL students, yet the integration of technology in fluency education is a relatively recent concept Consequently, there is a lack of empirical and longitudinal studies examining the effects of intensive technological fluency instruction It is proposed that technology-based activities can be effectively incorporated into speaking lessons using the traditional presentation-practice-production approach Collaboration between instructors and researchers could facilitate the analysis of how technological education influences learners' oral fluency Additionally, future research should explore the challenges teachers encounter when implementing this training to maximize the effectiveness of technological instruction in the Vietnamese context.

Future research should prioritize identifying tentative factors that influence the testing context and impact students' ability to communicate fluently and effectively, rather than solely focusing on general learner outcomes Oral fluency is a crucial component of the speaking skills scoring guide and is evaluated in every speaking assessment Students may recognize issues that impede their oral fluency during tests and should be equipped to achieve adequate fluency levels.

Conclusions

This chapter summarizes the study's design, the instruments used, and the findings from both quantitative and qualitative data analysis It addresses the study's limitations while highlighting its contribution to empirical evidence regarding explicit instruction in task-based learning Additionally, the chapter offers recommendations for future research on the impact of peer interaction on students' speaking performance and oral fluency.

This study corroborated earlier findings regarding the factors affecting learners' oral fluency from both teachers' and students' viewpoints It highlighted the significance of oral fluency in the context of teaching and learning The research identified eight key challenges students face concerning oral fluency, ranked from most to least critical: attitude, motivation, anxiety, exposure to English, task types, instructional methods, class size, and technology Notably, motivation emerged as the predominant affective factor influencing these challenges, followed by anxiety and attitude Additionally, external factors such as instructional methods and technology were also significant Overall, the results align with previous research, underscoring the various influences on students' oral fluency.

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