INTRODUCTION
Background of the study
Internationalization in higher education has become a significant trend aimed at attracting a diverse student body and enhancing competition among institutions globally, regionally, and domestically (Wallitsch, 2014) As English solidifies its status as the dominant international language, it serves as the primary communication tool across various social contexts, including academic and professional environments (Chen, 2009) This widespread adoption of English presents numerous challenges in its teaching and learning, leading to a shift in focus from specific pedagogical methods to broader teaching principles (Jacobs & Renandya, 2016, p 4).
EFL teachers should prioritize developing procedural knowledge, which encompasses negotiation strategies, over propositional knowledge, which focuses on language norms and conventions This approach will equip students with effective strategies to navigate the complexities of globalization in language use.
The primary aim 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 oral language skills, particularly speaking and listening, serves as a vital indicator of students' success in academic, personal, and professional realms.
Emanuel (2011) found that college students spend over 75% of their academic communication time engaged in oral activities like listening and speaking, while reading and writing constitute less than 25% This highlights the importance for instructors to facilitate and promote the development of effective oral communication skills among their students.
Effective language teaching prioritizes communication, necessitating a balanced approach that incorporates meaning-focused input, meaning-focused output, language-focused learning, and fluency development (Nation, 2014) However, fluency development often receives inadequate attention within teaching frameworks, despite its critical role in language acquisition To enhance speaking fluency, it is essential to consider various factors that influence language skills, as fluency is a key objective in learning English as a second language Research indicates that factors such as temporal and lexical elements, along with speaker-related and external influences, significantly impact foreign language speaking success (Kopnická & Calgary, 2016) While EFL teachers and learners may believe that practice naturally improves production mechanisms, the exact processes remain unclear (Biancarosa et al., 2016) Ultimately, fluency is often seen as a natural outcome of immersive experiences, such as living abroad (Chambers, 1997).
Fluency is a key component of language proficiency, as noted by Chambers (1997) To achieve optimal fluency in English as a Foreign Language (EFL), it is essential for teachers to employ effective methods and well-structured instruction (Leonard, 2015; Segalowitz, Gatbonton, & Trofimovich, 2009; Kopnická & Calgary).
Language teachers must identify key factors that influence fluency to enhance oral proficiency effectively Additionally, L2 instructors should minimize their own speaking time and foster ample interaction among students through engaging learning activities and tasks.
Enhancing speaking fluency significantly boosts academic success and effective real-life conversations in the target language As noted by Bygate (2009), fluency is crucial as it directly correlates with communicative effectiveness.
Research indicates that for EFL learners, speaking proficiency in English and other foreign languages poses significant challenges Effective speaking requires the integration of multiple skills, making it a complex aspect of language acquisition (Young, 1990; Price, 1991; Horwitz, Horwitz, & Cope, 1991).
Speaking skills are influenced by various contextual factors, including the participants, their shared experiences, the physical environment, and the purpose of communication (Ztürk & Gürbüz, 2014) To enhance speaking abilities, learners must understand not only the mechanics of language, such as grammar, pronunciation, and vocabulary, but also the socio-linguistic aspects, which encompass when, why, and how to communicate effectively Additionally, the emotional state of the learner plays a crucial role in determining the success or failure of language acquisition (Oxford, 1990).
Learners encounter various factors that influence their speaking fluency (Heyun, 1999; Bahrani, 2011; Davies, 2014; Samuel, 2020; Marisca, Venansia & Norma, 2020) In EFL contexts such as Vietnam, students often have limited opportunities for fluency practice, as their exposure to the language is primarily confined to the classroom This situation is exacerbated by the scarcity of fluency exercises integrated into their learning environment.
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 dawn of the 21st century, efforts to improve the speaking fluency of EFL students in Vietnam have largely been ineffective Teaching English as a foreign language presents significant challenges, particularly in fostering speaking fluency among students In light of these difficulties, this thesis was conducted to address these pressing 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 undergoing industrialization and modernization to achieve the status of a modern industrialized nation by 2020, as outlined in the 11th National Party Congress in 2011 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) is vital for Vietnam's successful integration into the global community.
(2008), English has likely played the principal role in the foreign language teaching curriculum at Vietnamese higher education institutions for the last few decades
In 2014, the Vietnamese Ministry of Education and Training (MOET) implemented the Common European Framework of Reference (CEFR) as the benchmark for learning outcomes at the tertiary level Despite this initiative, the expected results, particularly in oral fluency, have not been achieved, as noted in various studies (Huyen & Ha, 2013; Tran, 2013; Tuan & Mai, 2015).
The lack of literature on factors affecting speaking fluency and teaching strategies in higher education in Vietnam presents significant challenges To effectively enhance oral fluency and communicative competence, it is essential to thoroughly understand these challenges and the various factors that influence students' English speaking abilities.
The significance of English in the workplace cannot be overstated, as various factors influencing language outcomes are critical in the language learning journey A considerable number of students are graduating from universities without the necessary English proficiency to meet real-world demands Despite English language education beginning in the third grade in Vietnam and extending through university, many Vietnamese students continue to face challenges in achieving communicative fluency in spoken English, impacting their academic and professional interactions.
Despite years of instruction using established syllabuses, language learners in 1983 were still able to communicate to some extent in a second language (L2) However, communication failures, particularly those related to loss of fluency (LOF), present a complex array of challenges.
This study aims to identify key factors affecting communication, specifically speaking fluency, to help students in Vietnam overcome challenges and enhance their speaking skills Given the importance of fluent English communication in various contexts, especially in academic settings, it is essential to assess the factors that influence speaking fluency among university students.
Purpose of the study
This research aims to explore the various factors affecting oral fluency, focusing on both affective and external challenges It examines the definition of oral fluency, the significance of language output fluency (LOF), the obstacles to achieving fluency, and strategies for enhancing it among English majors at Vietnamese universities The findings reveal insights from both teachers and students regarding oral fluency and its influencing factors within the Vietnamese university context The implications of this study can aid in improving the oral fluency of Vietnamese EFL learners, thereby boosting the confidence of both educators and students in the effective teaching and learning of speaking skills.
Research questions
Fluency is often a vague concept, making it challenging to define precisely (Brumfit, 1984) EFL students encounter obstacles when sharing knowledge, ideas, or feelings, as effective speaking involves not only conveying messages but also engaging in extended discussions This study aims to explore the factors that influence speaking abilities 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 investigate the perspectives of teachers and students regarding their practices and attitudes, acknowledging that traditional positivistic research methods are inadequate for such inquiries By focusing on qualitative, interpretive analysis, the research aims to capture context-embedded insights, while also incorporating a component of quantitative data, referred to as "quasi-statistics," derived from questionnaire responses.
Scope of the study
Second language acquisition theory highlights that oral fluency is influenced by various linguistic, cognitive, social, and affective factors, which pose challenges for Vietnamese EFL students in achieving fluency and accuracy in English This research specifically examines the affective factors, such as anxiety, motivation, and attitude, which are crucial for language learning and significantly impact learners' willingness to engage in fluency activities (Yang, 2014).
More than that, this research also examines external factors in second language acquisition The external factors include technology, instruction, exposure to English, task type, and environment-class size factors
This study examines the affective and external factors influencing the speaking fluency of EFL students, focusing solely on teachers' and students' perspectives regarding speaking skills The findings are limited to oral fluency within both formal and informal language learning contexts, emphasizing that speaking fluency is relevant not only in the classroom but also in broader social communication scenarios Formal contexts include structured learning environments like language classrooms, while informal contexts encompass everyday experiences such as watching movies, reading, or listening to the radio.
The study examines the perceptions and responses of key implementers, including teachers and students, regarding the factors affecting the Level of Fluency (LOF) in speaking skills at the university level It aims to uncover the challenges faced by both educators and learners in this context and how they address these issues Ultimately, the research seeks to provide valuable methodologies and pedagogical implications to enhance the teaching practices of English as a Foreign Language (EFL) instructors and improve the learning experience for EFL students.
The current study focuses on language learning for teachers and students, as well as language use and production among students, highlighting potential differences in outcomes and implications when viewed through the lens of administrators.
Third, the study focuses on English-major university students who have different goals and linguistic skills than non-English-major university students
Students predominantly learn in a second language (L2) environment, utilizing the L2 almost exclusively Additionally, the curriculum, materials, assessments, and teaching methods are distinct Consequently, the results of this study cannot be applied to other students at the same university who are not majoring in English.
The study also emphasizes the viewpoints of university educators, who are seen as active contributors and creators of educational knowledge This research specifically explores the domain of teacher effectiveness.
The study is conducted at universities in Central Vietnam, where students must pass an entrance exam for admission Consequently, while the findings may be relevant to similar institutions, they should not be generalized to universities outside of Vietnam.
Significance of the study
Previous research on L2 fluency has largely overlooked teachers' perspectives on speaking fluency, particularly in the context of Vietnamese L2 learners Despite fluency being a fundamental skill that many L2 learners aim to achieve, empirical studies have mostly neglected the insights of EFL teaching staff This research aims to fill this gap, contributing significantly to both the theoretical and practical dimensions of language studies.
This research explores the fluency in oral speaking among Vietnamese EFL students in tertiary 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 components affecting students' communication fluency in Vietnam.
Higher education represents a crucial phase in formal learning, especially in English as a Foreign Language (EFL) courses where English is formally taught This study identifies key factors affecting language learning outcomes (LOF) for L2 learners, helping students recognize elements that influence their speaking fluency and enabling them to prepare effectively Furthermore, the findings provide empirical evidence on the impact of various factors on learners' spoken English abilities Ultimately, this research underscores the significance of enhancing English speaking fluency within 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 aims to identify key variables affecting the EFL learning process and diagnose factors influencing spoken English fluency in Vietnam By providing insights into elements that impact students' speaking abilities, the study offers valuable information for both teachers and learners to enhance their competencies The findings are intended to improve teaching practices for speaking skills, address barriers to fluency, and encourage adaptation to new methodologies Additionally, the research highlights the importance of teacher development programs that provide ongoing opportunities for educators to stay informed about the latest research, resources, and strategies 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, which describes it as the capacity to speak or write a foreign language effortlessly However, research perspectives suggest that language proficiency should be understood within the context of various societal literacies and their connections to power dynamics (Montero-Sieburth, 2014) Additionally, the Association of Teachers of English to Speakers of Other Languages (TESOL) emphasizes that language proficiency encompasses the ability to communicate information, ideas, and concepts across different content areas.
Language fluency is often perceived within communities of practice as the contextualized use of language, contrasting with the traditional view of language proficiency that focuses on grammar and pronunciation However, there is a concern that the term "fluency" is frequently employed without a clear definition or lacks a solid theoretical basis.
Besides, in this research, the terms "oral fluency" and "speaking fluency" are used interchangeably to refer to different aspects of language
Perspectives are about individual ways in which people consider a situation per se while being impacted by personal experiences or considerations (Nkwe &
According to Pajares (1992), all educators possess beliefs about their work, students, subject matter, and responsibilities, which significantly influence their teaching practices These beliefs often outweigh knowledge in shaping how tasks and problems are approached, serving as stronger predictors of behavior 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 methodologies (Rokeach, 1968, cited in Nkwe).
Teachers' beliefs significantly influence their knowledge, attitudes, and methods of teaching and learning, evolving with their experiences over time This evolution affects how they understand the purpose and practices of second language speaking, ultimately shaping the perception and interpretation of their teaching approaches.
Research highlights the significance of teacher perspectives and beliefs in shaping instructional decisions and practices (Borg, 2003, 2013; Borg & Burns, 2009; Tsui, 2003) Notably, engaging in teacher research can have a "powerful transformative" effect on language teachers' development (Borg, 2013, p 6) Additionally, substantial data indicates that participation in teacher research can exert "at least a moderate impact" on their teaching effectiveness (Borg, 2013, p 126).
Researching the individual perspectives of higher education in Vietnam is essential to understand how Vietnamese teachers perceive and address the influence of Language of Fluency (LOF) factors in their teaching practices This study emphasizes the significance of language teachers' beliefs, knowledge, and practices regarding LOF, offering valuable insights and practical guidance for education stakeholders aiming to enhance oral fluency in higher education Additionally, examining students' perspectives and attitudes toward LOF is crucial for adapting educational paradigms and fostering collaboration among academic staff to develop effective speaking skills resources The qualitative data gathered provides a comprehensive understanding of the intricate perspectives and attitudes related to LOF, which can significantly influence the teaching and learning practices of both EFL teachers and students Ultimately, incorporating insights from both teachers and students offers a holistic view of role boundaries, contributing to an improved teaching and learning experience.
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, along with the significance of the study and an overview of the thesis structure.
The second chapter explores the literature on oral fluency among language learners and teachers across various educational settings, highlighting the factors that influence learners' levels of oral fluency (LOF) It examines both speaker-related and external factors that impact LOF The chapter concludes by discussing 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 factors affecting LOF in academic and social contexts.
The third chapter details the research methodology, encompassing the research paradigm and design, participant selection, data collection procedures, and the instruments used It also addresses the data analysis methods, ensuring reliability and validity, along with ethical considerations The chapter concludes with a concise summary of the key points discussed.
Chapter four reveals the outcomes of the quantitative and qualitative data analysis, focusing on the factors that influence oral fluency It discusses the perspectives of both students and teachers regarding these influencing factors, organized into two distinct sections.
Chapter five concludes the study by summarizing its key research contributions and findings, while also addressing the limitations encountered It explores the implications of the research 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 research was conducted at universities in Vietnam, focusing on English-major students The study highlights the commonality of English being a compulsory subject from grades 1 to 12 in Vietnam and other Asian countries However, it emphasizes the importance of recognizing the unique contexts and differences that exist in various educational settings, suggesting that approaches effective in one context may not be suitable in another.
English is considered a vital foreign language in Vietnam, largely due to the country's open-door policy established in 1986 and the rise of English as a global language in the early 1990s As a result, English has become a mandatory subject in the school curriculum, spanning from primary education to higher education Despite the emergence of other foreign languages like Chinese, Korean, and French, English remains the most significant foreign language in K-12 education and tertiary institutions In response to this increasing demand, the Ministry of Education and Training (MOET) has implemented frameworks for a pilot program that mandates English instruction starting from Grade 3 in primary schools.
Vietnam's diverse cultural landscape significantly influences speaking fluency in English, shaped by socio-economic, historical, and political factors within its higher education system (Truong, 2016) In universities, English is taught both as a discipline and a subject, essential for students pursuing bachelor's, master's, or doctoral degrees in the language.
In Vietnam's higher education system, English is a mandatory subject, with tertiary students displaying greater motivation to learn the language compared to their secondary and high school counterparts (Hoang, 2010) Proficiency in English opens up excellent job opportunities domestically and abroad for students The rise of a comprehensive computer-based learning environment, fueled by Vietnam's expanding social, economic, and political connections and rapid communication technology advancements (Dang, 2011a), has further encouraged Vietnamese students to enhance their English language skills This drive for improvement leads to more effective interactions with individuals from other countries, addressing diverse needs in an increasingly interconnected world.
Many students approach English studies solely due to curriculum requirements, lacking awareness of its practical importance This often leads to low language competency among university undergraduates at the start of their language courses Instead of viewing English as an immediate necessity, they see it as a potentially beneficial asset for their future careers.
From the standpoint of second language acquisition, the learning environment should be considered while learning a language after learning the mother tongue
Vietnamese students studying English in formal classroom settings face unique challenges due to the social context of their learning Unlike informal language acquisition in natural environments, English is rarely used outside the classroom in EFL contexts, leading to a "poor-acquisition setting." In these situations, students rely heavily on language teachers, textbooks, and learning aids, which limits their exposure to real-world English Consequently, this lack of practical experience often hinders their development of oral competency and fluency.
The challenges faced by students in real-life learning materials can hinder their language development, particularly in speaking fluency Without effective resources, learners may struggle to enhance their grammar and vocabulary, which are essential for language acquisition Consequently, these obstacles can impede their overall progress in mastering the language.
The exam-oriented education system significantly hinders effective communicative teaching and learning, presenting notable challenges for both language teachers and students In this context, language knowledge becomes a means to achieve grades rather than a tool for genuine understanding Consequently, students are often relegated to passive learners, merely attending classes, listening to lectures, completing assignments, and striving to pass final exams For many Vietnamese students, English is seen primarily as an academic task rather than an opportunity for deeper engagement, limiting their intrinsic motivation to study beyond the minimum required for passing language assessments.
In contrast to Western education, Vietnamese and other Asian students often face challenges in developing communicative competence, highlighting a significant gap in their educational experience This observation aligns with the principles of progressive education, which advocate for a teaching philosophy centered on enhancing communication skills and fostering interactive learning environments.
Learning through practical experience, engaging with the contemporary world, collaborating with peers and individuals outside the classroom, and utilizing education to enhance the lives of others are essential components of effective learning (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 plan, outlined in Decision No 1400, emphasizes a practical approach to improving English language proficiency, aiming to enhance competitiveness with other nations both regionally and globally.
In 2014, the Ministry of Education and Training (MOET) launched a foreign language program aimed at promoting the use of English as the medium of instruction (EMI) in Vietnamese higher education institutions This initiative seeks to enhance English language teaching and learning in response to globalization and internationalization trends However, the implementation of EMI faces challenges and is set to be evaluated at select colleges before broader application Additionally, Nguyen et al (2016) explored the institutional autonomy of Vietnamese higher education, highlighting that many autonomous universities struggle with essential conditions for effective EMI implementation, including lecturers' English proficiency, adequate resources, teacher training, and supportive learning environments.
Globalization has led to significant changes in English language instruction in Vietnam, impacting English and foreign language policies (Ngo, 2015) This transformation has resulted in notable alterations in English language teaching procedures, teaching materials, the curriculum, and the competency of Vietnamese English Language Teaching (ELT) teachers (P Le & Ngan, 2016).
Vietnam's English teaching methodology has integrated a communicative approach, albeit a weaker version of Communicative Language Teaching (CLT), which significantly impacts academic examinations Despite its potential, this approach is not fully utilized, with a predominant focus on English grammar, writing, and reading skills to better prepare students for tests (Le, 2011).
Research by Pham (2014) and Bui (2016), along with insights from Erlenawati (2005), indicates that the focus on written English over spoken English can lead to challenges in verbal communication.
Theoretical background
This study examines the perspectives of teachers and students regarding their current situations and conditions It highlights the absence of a specific theory guiding research on Learning Outcomes Framework (LOF) As outlined in the thesis, it is essential to clarify definitions of LOF and related concepts to comprehend the factors that influence educational outcomes.
LOF, or Levels of Fluency, encompasses multiple definitions and distinctions in speaking fluency, leading to confusion among those seeking to understand oral fluency (Préfontaine, 2010) Préfontaine advocates for viewing fluency as a multi-dimensional construct, highlighting its complexity and the need for a comprehensive approach to its study.
The definition of Language Oral Fluency (LOF) is influenced by various theoretical frameworks, leading to differing conceptualizations and definitions within the research community To establish a solid theoretical foundation for this study, it is essential to examine the construct of Fluency This dissertation adapts Segalowitz's (2010) model, which identifies three key aspects of L2 Fluency: L2 utterance fluency, L2 cognitive fluency, and L2 perceived fluency Segalowitz's significant contributions to the study of Fluency, particularly regarding LOF, highlight the complexity of measuring each of these components individually.
Research on Second Language Acquisition (SLA) highlights the importance of affective, cognitive, and social factors in learning a second language (L2) This study will utilize Gardner's socio-educational model and Krashen's Monitor Theory to assess the elements that impact the development of speaking fluency among Vietnamese students in higher education.
Gardner's (1985) socio-educational model highlights the role of affective factors in second language learning, emphasizing individual differences that impact language acquisition In contrast, Krashen's Monitor Theory, particularly the input hypothesis, provides insight into the processes underlying second language acquisition This article will explore the concept of oral fluency and examine the key factors influencing speaking fluency through the lenses of Segalowitz's (2010) 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 ability to construct coherent sentences using appropriate semantic and syntactic resources, and the capacity to express relevant ideas across diverse contexts Additionally, it involves creativity and imagination in language application Importantly, this understanding of fluency is not solely tied to the speed of speech; rather, it emphasizes the complexity and quality of spoken sentences Furthermore, fluency can fluctuate based on varying contexts and situations, suggesting a nuanced perspective that may overlap with broader definitions of global oral proficiency.
Lennon (1990, 2000) offers an alternative perspective on Fluency, associating it with two key concepts The broad definition equates Fluency with global oral proficiency, suggesting that a fluent speaker possesses a strong command of a foreign or second language This aligns with Chambers' (1997) description of spoken production, where effective language use is characteristic of someone speaking a foreign language Lennon consistently views Fluency as synonymous with oral proficiency, reflecting the traits of competent language speakers He notes that in Communicative Language Teaching (CLT), Fluency is assessed based on how well learners utilize their knowledge to fulfill linguistic and communicative goals, echoing Fillmore's (1979) second aspect of Fluency.
Fluency, in its narrow definition, focuses on a single aspect of oral proficiency, aligning with oral examination criteria that evaluate students on correctness, idiomaticness, relevance, appropriateness, pronunciation, and lexical range (Lennon, 1990, p.389) It emphasizes the ease and smoothness of speech delivery However, this study explores the broader concept of Fluency, encompassing more than just these individual components.
Segalowitz (2004, 2010, 2016) offers a comprehensive perspective on second language (L2) speaking fluency, emphasizing both cognitive 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 His reviews primarily focus on the various aspects of fluency, highlighting its importance in language acquisition and communication.
L2 utterance fluency, cognitive fluency, and perceived fluency play crucial roles in the development of second language proficiency The pragmatic and sociolinguistic aspects of communication significantly influence L2 fluency growth According to Segalowitz (2010), the social context of communication is a fundamental factor that impacts both fluency and comprehension in language learning.
Cognitive fluency is identified as the most intricate process, as it relies on the mobilization and temporal integration of mental processes to generate speech (Goldman-Eisler, 1968).
Fluency attainment is influenced by various dependent variables, including age, aptitude, ethnolinguistic identity, intelligence, learning style, and personality (Segalowitz & Segalowitz, 2016) Significant factors affecting speakers' fluency include temporal and lexical speech stream elements such as speech rate, pauses, repetitions, and self-corrections, as well as speaker-related factors like exposure, practice, interaction, proficiency, immersion experience, age, gender, and motivation (Kopnická, 2016) Additionally, external factors such as task type and the environment—whether in a lab or a natural setting—also play a crucial role in fluency development Wood (2006) emphasized the importance of temporal variables, including the amount and rate of speech, repair phenomena, pause phenomena, and the length of fluent speech runs.
In a foreign working environment, fluency in a foreign language is essential for effective communication Language teachers often support the notion that improving speaking fluency is crucial for better understanding, as highlighted by Herder and Sholdt Nation (2014) defines fluency as leveraging existing knowledge, emphasizing its importance in the output process for EFL and ESL learners, which facilitates successful communication However, as Kirk (2014) notes, while many educators recognize the necessity of fluency, they also perceive it as a complex issue to address in the classroom Additionally, Van Patten's discussion on "Tea with BVP" underscores that fluency is context-dependent, further complicating its teaching and assessment.
Remarkably, he describes it as the intersection of speaking and listening, and the context determines accuracy and the role of each
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 are the primary obstacles in communication among language speakers, surpassing linguistic factors His study highlighted that foreign-language speakers often lack awareness of the critical attitudes and styles embedded in their culture, which leads to a failure in adequately teaching language learners essential socio-cultural skills.
Communicative Language Teaching (CLT) is widely regarded as the most effective method for fostering communicative competence in second language (L2) learners While many educators advocate for CLT as the primary approach to English language instruction, critics argue that its implementation may be challenging in various contexts, especially in Asian countries.
Previous studies
In recent years, L2 oral fluency (LOF) has received a lot of attention and research (Ascione, 1993; Kormos & Dénes, 2004; N Segalowitz & Freed, 2004; Wood, 2006;
Segalowitz, 2010; Parish, 2011; Préfontaine, 2013; Yahaya & Kheirzadeh, 2015;
Research indicates that both speaker-related and external factors significantly influence speaking fluency (Kopnická & Calgary, 2016; Milli Marie Antonia, n.d.) Most studies emphasize the factors affecting language output fluency (LOF) in second language acquisition (Préfontaine & Kormos, J., 2015; Huensch & Tracy-Ventura, 2017), as well as the enhancement of language fluency during overseas studies (Hall & Burgess, 2000).
Savicki, Arre, & Binder, 2013; Son, 2013; Kim et al., 2015; Leonard, 2015; Leonard &
Research on the factors influencing L2 oral fluency (LOF) among higher education students in Vietnam remains limited, despite differing perspectives between students and teachers on this topic Specifically, there is a notable gap in studies focusing on the LOF of English as a Foreign Language (EFL) students in Vietnam and the elements affecting their speaking fluency This deficiency in research is concerning, as oral language competence is a crucial aspect of Western education.
Empirical research highlights the significance of specific methods for presenting information and ideas, particularly focusing on the construct of oral fluency, which encompasses utterance, cognitive, and perceived fluency (Préfontaine, 2010; Kahng, 2014).
The factors influencing the listener's perception of foreign accents include affective factors and speaker-external elements, as highlighted by Segalowitz (2016) and Kopnická & Calgary (2016) While the roles of these aspects have been reviewed, research has primarily focused on native speakers' perceptions, as demonstrated in studies by Derwing et al (2004), Freed et al (2004), Ginther et al (2010), and Pinget et al.
Research on language teachers' perspectives, particularly in the context of English as a Foreign Language (EFL), is limited This article aims to explore the relationship between the language fluency of Vietnamese students and the perspectives of their EFL teachers We advocate for a theoretical framework that considers both teachers' and students' viewpoints to better understand this dynamic.
EFL teachers should focus on effective teaching methods and strategies to enhance speaking fluency by understanding the key factors that influence it To support their English learning, EFL learners, particularly Vietnamese students, should leverage technology to boost motivation, as achieving speaking fluency can be challenging It is essential to identify reasons behind the difficulties in attaining English-speaking fluency and to propose practical approaches that can foster improvement By addressing these factors, students' oral fluency can be significantly enhanced.
Fluency in a second language (L2) is influenced by an individual's personality and speaking style, raising questions about the validity of fluency assessments as indicators of L2 competency In their study, "Second Language Fluency: Speaking Style or Proficiency," De Jong et al (2015) examined L2 utterance fluency—one of the three components of fluency identified by Segalowitz (2010)—using a sample of 24 native English speakers and 24 native Turkish speakers The research aimed to determine whether corrected measures of fluency provide a more accurate reflection of L2 cognitive fluency and its relation to 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.
A study by Anderson-Hsieh and Venkatagiri (1994) examined the relationship between language competence and fluency among Chinese EFL speakers Their research revealed that the pause rate was significantly higher—three times greater—in the intermediate proficiency group compared to the highly proficient group These findings suggest that higher proficiency levels are associated with enhanced fluency in language speakers.
Baker-Smemoe et al (2014) investigated the relationship between overall second language (L2) proficiency and measures of utterance fluency across various L2s Their research aimed to assess the potential of using utterance fluency measures as a means to estimate L2 proficiency effectively.
A study involving 86 native English speakers who learned L2 French, German, Japanese, Arabic, or Russian assessed various aspects of speech fluency, including speech rate, hesitations, pauses, runs, and false starts Analyzing excerpts from 126 ACTFL Oral Proficiency Interviews, the findings indicated a positive correlation between certain L2 utterance fluency measures and overall L2 proficiency across all languages This suggests that specific fluency metrics could be effectively utilized to predict language proficiency, especially at advanced levels.
Academic experts and researchers have explored various methods to measure L2 perceived fluency, considering diverse perspectives from listeners, including teachers (Riggenbach, 1991; Freed, 2000; Kormos & Denes, 2004).
Research indicates that different groups of speakers, including natives and non-natives, may evaluate speech samples based on varying criteria This variability in assessment can result in fluency being perceived as a judgment made by the listener rather than an inherent quality of the speaker.
According to second language acquisition, Gardner's socio-educational model has been used in a number of motivational studies (Gardner & MacIntyre, 1993;
Oxford & Shearin, 1994; Oxford, 1996; Gardner, 2004, 2010; Dửrnyei, 2005; Deci &
Ryan, 2012) There are a number of studies (Dửrnyei, 2001; Brown, 2001; Irie, 2003;
Bernaus, Masgoret, Gardner, & Reyes, 2004; Rothstein, Sutton, & Borenstein, 2005;
Gardner, 2009; Yashima, 2009) that illustrate how students' motivation affects their ability to learn a second language In addition, a large number of studies (Yang, 2014;
Research by Ahmadi & Mohamadi (2017) and Muhammad (2019) highlights a significant link between learners' attitudes and their speaking proficiency, especially in terms of fluency Key affective factors, including attitudes, orientations, motivation, and anxiety, play a crucial role in enhancing foreign language acquisition.
In the Vietnamese educational context, English is primarily taught as a foreign language within classroom settings However, Hoang (2010) notes that Vietnamese learners often struggle to become proficient English speakers due to limited opportunities for practical use English serves as a crucial medium for international communication and professional advancement, highlighting the need for more immersive learning experiences for students in Vietnam.
The Gaps in the Literature
In the previous sections, the researcher provided an overview of current research into the teaching approaches related to oral fluency(e.g., Gavran, 2013; Kustati, 2013;
Research has highlighted the significant role of affective factors—such as motivation, attitude, and anxiety—in second language learning, particularly regarding their impact on oral fluency Studies by Yang (2014), Huang (2016), and Albino (2017) emphasize how these emotional elements can influence learners' speaking abilities Further investigations by Horwitz et al (1986), Heyun (1999), Bailey et al (2003), Rand (2007), Loukriz (2013), Dore (2015), and Nzanana (2016) provide valuable insights into the complex relationship between affective factors and language proficiency.
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;
In recent years, Vietnamese higher education has seen a gradual transition towards communicative language teaching, largely influenced by the insights of Karpovich, Sheredekina, Krepkaia, and Voronova (2021), which emphasize the importance of speaking performance in language education.
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 topic warrants further investigation.
To date, there has been a lack of research on the factors affecting oral fluency among Vietnamese students in the English as a Foreign Language (EFL) context This study aims to fill this significant gap Previous research has primarily focused on second language (L2) development in study abroad settings or the impact of repeated practice on fluency However, in an EFL environment, where achieving native-like fluency may not be realistic, it is crucial to explore additional factors that contribute to students' speaking development and influence their oral fluency.
Limited research has been conducted on the connection between internal and external factors affecting oral fluency in Vietnam Most studies on fluency have primarily concentrated on the acquisition of language formulas in study abroad environments (Wood, 2010) or the impact of repetitive practice on fluency development (Arevart & Nation).
In an EFL setting, achieving native-like fluency may not be realistic; however, it is crucial to consider the key factors that influence students' oral fluency in English Understanding these factors opens up important opportunities for exploring the development of oral fluency.
Despite the advancements in technology for English language learning and its proven role in enhancing oral fluency, research specifically focusing on the use of technology by EFL learners in Vietnam to support fluency development remains limited.
Summary
This chapter provides an overview of oral English instruction at Vietnamese universities, highlighting key factors affecting Language Oral Fluency (LOF) in Vietnam and similar educational contexts It introduces a theoretical framework grounded in Gardner's socio-educational model and Krashen's monitor theory, examining both internal and external influences on LOF, along with insights from teachers and students.
Previous studies by both foreign and Vietnamese scholars have identified research gaps regarding the factors influencing learners in the Vietnamese educational context This study aims to fill this gap by exploring the English as a Foreign Language (EFL) speaking fluency skills of Vietnamese students It investigates various factors that affect students' speaking fluency, including behavior, attitude, motivation, anxiety, task types, instruction, environment, exposure, and technology Additionally, this research significantly contributes to the existing literature by addressing these gaps in understanding.