(Luận văn đại học thương mại) literature review, supplies some theoretical background for the study it includes some aspects related to speaking skills, information gap

OVERVIEW OF THE STUDY

Rationale

Over the past few decades, English has emerged as the "Global Language," achieving dominance through its widespread use It serves as a lingua franca, facilitating communication between individuals who do not share a common language According to Karahan (2007), English holds a prestigious position as the leading foreign language in many countries, particularly in Spanish-speaking regions, since the end of World War II Although it is not an official language in Latin America, it is the most widely taught foreign language across all educational levels Consequently, mastering speaking skills in English has become increasingly vital for effective international communication.

Consequently, learning process requires a great emphasis on teaching the speaking skill since English is considered a global language and used for interpersonal communication.

Many learners aspire to achieve fluency and improve their speaking skills despite facing challenges that hinder effective communication It is essential for teachers to assist students in overcoming these obstacles by identifying barriers during oral production and recommending effective communicative activities and strategies This approach can significantly enhance students' motivation and awareness, enabling them to address oral communication issues more effectively in the language classroom.

Previous studies

Communicative Language Teaching (CLT) emerged in the 1960s and 1970s as a response to the Audio-lingual Method, focusing on learners' effective and appropriate use of language According to Brindley (1986: 11), the 1970s and 1980s marked a significant era for CLT, emphasizing the importance of communication in language learning.

Communicative Language Teaching (CLT) has significantly transformed language education through its widely accepted principles Numerous researchers have explored CLT, leading to diverse interpretations and definitions Despite the variety of perspectives, defining CLT satisfactorily remains a challenge According to Nunan (1989: 194), CLT conceptualizes language as a system for expressing meaning.

Effective oral communication activities engage learners in meaningful tasks that address their needs, incorporating both functional and linguistic objectives In this process, learners act as negotiators and integrators while teachers facilitate communication The use of task-based and authentic materials enhances communicative language use This definition of language teaching methods, as noted by Penny Cook (1989), reflects a specific perspective on language acquisition, shaped by social, cultural, economic, and political influences.

Effective negotiation of meaning between students and teachers is crucial for providing comprehensible input during tasks Engaging in risk-taking conversations fosters successful communication Williams highlighted the need for more direct instruction on language rules and error correction, while emphasizing learner autonomy Bock (2000) noted that Communicative Language Teaching (CLT) focuses on meaning, allowing learners to negotiate meaning through pair and group work in problem-solving tasks.

Communicative Language Teaching (CLT) emphasizes the use of authentic materials and functional tasks, alongside collaborative activities like group and pair work This approach highlights the importance of language as a tool for communication, focusing on practical usage in real-life contexts.

Characteristics of CLT were given by Richards and Rodgers( 2001) as follows:

Language serves as a system for expressing meaning and facilitating communication Its structure mirrors its functional and communicative purposes, with the essential units encompassing not just grammatical aspects but also categories of meaning demonstrated in discourse Therefore, the goal of language teaching is to cultivate "communicative competence" in learners, as highlighted by Richards and Rodgers (2001).

Communicative Language Teaching (CLT) focuses on achieving communicative competence, defined by Hymes (1972) as the knowledge required for effective communication in culturally relevant contexts A key feature of CLT is the use of authentic materials, which enhances learners' ability to engage in real-life language situations (Dublin, 1995; Larsen-Freeman, 1986; Long and Crooks, 1992; Nunan, 1990; Widdowson, 1996) This approach encourages students to respond to genuine communicative needs, helping them develop strategies to understand language as used by native speakers (Canale and Swain, 1980) In CLT, while teachers play a crucial role in setting up activities and providing instructions, they primarily adopt a learner-centered approach by listening and monitoring rather than dominating the conversation.

A comparative study on English teachers' perceptions of effective English Language Teaching (ELT) in the Kingdom of Saudi Arabia (KSA) revealed several key findings: classrooms should prioritize interactivity to enhance student engagement, modern teaching resources are essential for effective learning, many students entering Taif University exhibited poor English language proficiency, passing an English language proficiency test is necessary for academic progression, and the department should implement remedial courses to support weaker students.

(2006) revealed in his study Motivation among Learners of English in the Secondary

Schools along the Eastern Coast of the UAE emphasize the importance of motivating second and foreign language learners to achieve their educational goals Research indicates that UAE students exhibit a greater focus on instrumentality rather than integrativeness in their language learning Additionally, challenges related to English, particularly in vocabulary, structure, and spelling, are identified as the primary demotivating factors for these students, contrasting with findings from similar studies.

Zeinab Moradi Khazaei, Ahmad Moinzadeh & Saeed Ketabi (2012) in their study

Willingness to Communicate in Iranian Learners: The Effect of Class Size indicated that “Class size had a substantial effect on the students’ willingness to communicate.

Students were found to be more willing to communicate in small classes where they had more opportunity to practice oral skills and communicate.

Since the introduction of the "open door" policy in the 1980s and Vietnam's accession to the TPP in 2016, the country has undergone significant international integration This developmental journey has heightened competition among knowledge-based economies, necessitating a foundational skill set among the workforce Consequently, incorporating foreign languages into human resources has become essential for ensuring success in this integration process.

In alignment with the Party Central Committee's Resolution 8 from the XI Conference, which emphasizes radical innovation in education and training, Vietnamese educational managers are actively advancing foreign language (FL) teaching across all educational levels, from primary to higher education and vocational training Despite some initial successes, the overall effectiveness of FL education in Vietnam has not yet achieved significant results To improve the foreign language proficiency of Vietnamese students, the Ministry of Education and Training (MOET) launched the National Foreign Languages Project for the 2008-2020 period, aimed at enhancing English language teaching and learning nationwide.

On November 16, 2016, Minister of Education and Training Phung Xuan Nha announced the government's failure to achieve the goals of the NFL scheme for 2008-2020 This article examines the reasons behind this failure by analyzing the national high school graduation examination results from Ho Chi Minh City’s high schools Additionally, it includes findings from observations of three English classes at Đao Son Tay High School to provide firsthand evidence It is important to note that the NFL 2020 initiative for high school level is not addressed in this discussion.

To improve English language teaching and learning across all school levels in Vietnam, the Prime Minister has issued Decision No 1400/QĐ-TTg, titled "Teaching and Learning Foreign Languages in the National Education System, Period 2008 to 2020."

By 2020, the project aims for most Vietnamese youth graduating from vocational schools, colleges, and universities to independently use a foreign language This proficiency will enhance their confidence in communication and improve their opportunities for studying and working in a diverse, multicultural environment Ultimately, this initiative positions language skills as a key advantage for Vietnamese individuals, supporting the country's industrialization and modernization efforts.

In his 2015 paper, Nguyen emphasized the importance of the Common European Framework of Reference (CEFR) and a Language Proficiency Framework in enhancing project implementation, particularly in measuring and assessing foreign language proficiency for both teachers and students Educational managers anticipate that CEFR will guide the development of suitable curriculums, teaching practices, and evaluation methods Given its extensive resources and widespread adoption in European education systems, CEFR is expected to gain credibility in Vietnam's educational landscape.

Aims of the study

At American Links English Centre, teachers prioritize the development of effective strategies to enhance learners' speaking skills, recognizing the challenges involved in this task.

This chapter focuses on a literature review that explores various strategies and activities employed by teachers to address diverse learning needs It outlines essential concepts and definitions pertinent to the study, emphasizing the significance of the speaking skill and the primary objectives associated with its instruction.

Moreover it sheds light on the factors that cause speaking difficulties to learners.

Finally, it attempts to reveal some of the strategies and activities which may tackle the problems of learners in speaking skill.

Research subjects

This study looked at the level of speaking of 90 students and 10 teachers who were enrolled in different courses Among the participants, 35 of them were males and

The study involved 55 female students and 10 foreign teachers, aiming to analyze students' attitudes and opinions towards speaking English The methodology included a two-stage investigation: first, interviews were conducted to assess the implementation of English speaking skills in the classroom; second, questionnaires were distributed to identify the challenges students faced during speaking classes.

Data was gathered using questionnaires and interview questions directed at both students and teachers at the American Links English Centre, providing valuable insights for an in-depth investigation.

A questionnaire is a widely used research tool that efficiently gathers data with minimal time and effort It consists of various types of questions, including closed, open, and multiple-choice formats As defined by Nunan (1992:231), a questionnaire is a written instrument designed to collect data through open or closed questions and other prompts that elicit responses from participants This method enables researchers to obtain concise and precise information, including insights that may not be directly observable.

To enhance my understanding of teaching speaking, I conducted interviews with ten experienced English teachers at the center to gather diverse perspectives on their teaching methods My primary focus was on evaluating the suitability of their speaking instruction, prioritizing the teachers' insights over students' experiences I provided interview questions, recorded their responses, and later summarized their answers for statistical analysis This interview approach facilitated in-depth discussions, allowing teachers to express challenges and limitations they might hesitate to document in writing Additionally, the conversational nature of the interviews enabled me to explore related inquiries, ultimately saving time compared to traditional written questionnaires.

Scope of the study

To improve speaking skills, teachers can utilize various methods in oral activities within the classroom At the American Links English Centre, learners aim to achieve fluency and proficiency in English This study focuses on exploring effective teaching methods to enhance English speaking skills However, due to time limitations, the research was conducted with a limited number of teachers and learners at the American Links English Centre.

Research methodology

The study utilized both quantitative methods, through survey questionnaires, and qualitative methods, via interview questions, to gather comprehensive data from learners and teachers Two distinct types of questionnaires were developed and distributed, while interviews were conducted to enhance the accuracy and reliability of the findings This mixed-methods approach ensured the collection of dependable data, forming the foundation for subsequent recommendations.

Organization of the study

The study consists of four chapters as follows:

Chapter I, Overview of the study , deals with the rationale, previous study, aims, research questions, scope and research methodology.

Chapter II, Literature Review, supplies some theoretical background for the study It includes some aspects related to speaking skills, information gap activities.

Chapter III, Research Findings, outlines the study's methodology, providing essential background information about the research context, the subjects involved, and the data collection instruments utilized It also details the procedures followed for data collection and offers a comprehensive overview of the data analysis process.

Chapter IV, Recommendations and suggestions, gives a summary and a recommendation for further study.

LITERARURE REVIEW

Definition of speaking skill

Speaking is commonly defined as a verbal exchange between communicators, encompassing both receptive and productive skills This process involves the transfer of information through language, highlighting the collaborative nature of effective communication.

Oral communication is a complex process that can be learned through two primary aspects: accuracy and fluency (Murphy, 1991) Accuracy refers to the correct use of vocabulary and grammar, particularly in controlled activities, while fluency focuses on the ability to convey messages effectively, even with grammatical errors (Gower, Phillips, & Walters, 1995) It is essential for students to speak without interruption, as correcting them can disrupt their natural use of language, including incomplete sentences and common expressions (Gower et al., 1995).

According to Byrne (1976, p.8), speaking is an interactive process that requires both the speaker and listener to engage actively The speaker conveys a message using suitable language, while the listener interprets and understands that message This dynamic highlights the importance of both productive and receptive communication skills in effective speaking.

Scott (p.3, cited in Johnson & Morrow, 1981) emphasizes that speaking is a dynamic activity between two or more individuals, where all participants act as both hearers and speakers, responding quickly to each other's contributions This interaction allows each participant to achieve their communicative objectives while enhancing their ability to interpret spoken messages effectively.

According to Chastain (1998, pp 330-358), speaking is a productive skill and it involves many components Speaking is more than making the right sounds, choosing the right words or getting the constructions.

Speaking skills are essential for effective communication, enabling individuals to express themselves fluently, accurately, and understandably in any situation Mastering these skills is a common goal for learners, as it enhances their ability to engage and connect with others.

Bygate (1987:2) considers speaking as “a skill which deserves attention every bit as much as literary skills in both first and second language”.

The roles of speaking skill in a language

Developing English speaking skills is crucial for students, as it enhances their ability to communicate and engage in academic discussions To effectively assess speaking proficiency, performance instruments should be employed that allow students to showcase their conversational abilities in authentic, real-life contexts (Bachman and Palmer, 2010) Utilizing an analytic rating scale for scoring can improve the reliability of these assessments, offering valuable insights that contribute to both teaching and learning progress.

Difficulties in teaching speaking English skill

Developing speaking skills is often regarded as one of the most challenging tasks for students Consequently, various practical issues can arise during the teaching and learning of this essential skill According to Ur (1996: 121), educators may face four significant challenges when instructing students in speaking proficiency.

- Inhibition: There are some reasons that lead to students‟ inhibition in class.

They may include their worry about making mistakes, a fear of criticism or losing face or the shyness of the attention that their speech attracts.

Many students frequently express difficulty in finding words to say, even when they are not feeling inhibited This suggests a lack of motivation to communicate, driven primarily by a sense of obligation rather than genuine desire to express their thoughts.

In group work settings, participation levels can be uneven, with only one person able to speak at a time This dynamic often results in dominant individuals overshadowing others, leading to some learners contributing significantly while others remain silent or participate minimally.

In classrooms where students share the same mother tongue, they often revert to speaking in their native language, feeling less exposed and more comfortable This tendency can hinder the use of the target language, particularly in small group settings, making it challenging for teachers to engage less disciplined or motivated students in practicing the foreign language.

Methods of teaching speaking English skill

Effective approaches assist learners in overcoming challenges in oral communication and psychological barriers that hinder their speaking performance According to Hughes (2002), this ability involves skillfully navigating conversations to enhance communication effectiveness.

Selinker (1972) introduced the term "communication strategies" (CSs), describing them as the techniques learners use to convey meaning in spontaneous speech despite having a limited command of the target language Since its inception, the concept has sparked extensive debate, yet there remains a lack of agreement on its precise definition.

Language learners historically utilized communication strategies (CSs) to address their linguistic deficiencies and achieve specific communicative objectives, viewing this as a problem-solving approach in foreign language acquisition Existing literature on CSs often presents overlapping taxonomies, which can generally be categorized into two main types: avoidance or reduction strategies and achievement or compensatory strategies (e.g., Tarone, 1980; Faerch).

The primary objective of teaching speaking skills is to achieve communicative efficiency, enabling learners to express themselves clearly using their existing proficiency It is essential for learners to minimize misunderstandings caused by incorrect pronunciation, grammar, or vocabulary, while also adhering to the relevant social and cultural norms in various communication contexts.

To help students develop communicative efficiency in speaking, instructors can use a balanced activities approach that combines language input, structured output, and communicative output

Language input is essential for learners, as it includes teacher talk, listening activities, and reading materials, along with exposure to language outside the classroom This input provides the necessary resources for students to start producing language on their own.

Language input may be content oriented or form oriented

Content-oriented input emphasizes the delivery of information, ranging from straightforward weather reports to comprehensive academic lectures It also encompasses descriptions of various learning strategies along with practical examples of their implementation.

Form-oriented input emphasizes the effective use of language through teacher guidance or other resources, focusing on key areas such as vocabulary, pronunciation, and grammar (linguistic competence) It also addresses appropriate language use in various contexts (discourse competence) and outlines social aspects of communication, including speech rate, pause length, and turn-taking (sociolinguistic competence) Additionally, it provides explicit instruction on phrases for seeking clarification and repairing miscommunication (strategic competence).

In the presentation phase of a lesson, educators integrate both content-oriented and form-oriented input The level of target language input offered is influenced by students' listening skills and the context of the lesson For lower-level students or when a prompt grammar explanation is required, using English for clarification may be more suitable than using the target language.

Structured output emphasizes the importance of using the correct form in responses In this approach, students are provided with various response options; however, each option necessitates the application of the specific form or structure recently taught by the instructor.

Structured output exercises are essential for helping learners confidently produce newly introduced language items alongside previously learned concepts Instructors frequently utilize these exercises as a bridge between the presentation and practice phases of a lesson plan Additionally, textbook exercises often serve as effective structured output practice activities, reinforcing language acquisition.

In communicative output activities, learners focus on completing tasks like gathering information or planning travel, utilizing both newly presented language and their existing vocabulary and communication strategies The primary measure of success is the ability to convey the intended message, with accuracy being secondary unless it hinders comprehension.

In daily interactions, spoken communication occurs due to an information gap between participants Similarly, communicative output activities create a real information gap that students must address to complete their tasks In these scenarios, language serves as a means to an end, facilitating understanding rather than being the ultimate goal.

A balanced activities approach involves teachers incorporating diverse input and output activities, catering to learners of all proficiency levels, including beginners This variety not only enhances motivation but also significantly increases the effectiveness of language learning.

This chapter presents the practical aspect of the research, concentrating on data collection and analysis related to teaching methods that enhance speaking skills at the American Links English Centre It includes two questionnaires designed to investigate this topic Furthermore, the chapter highlights the conclusions and key findings, detailing the research instruments used, the profiles of the informants, and the methods of data analysis.

Strategies of teaching English speaking skill

According to Brown (2009), an effective speaking lesson consists of three key stages: preparation, execution, and reflection Prior to speaking, the speaker should outline the message's content, presentation style, and target audience During the speaking event, it is crucial to convey a clear message while considering tone, vocabulary, audience reactions, the environment, and nonverbal cues After speaking, the speaker should engage with the audience by accepting feedback, answering questions, clarifying misunderstandings, and evaluating the overall speaking process.

2.5.1 Strategies of teaching English speaking skill during pre stage

Pre-speaking is a crucial phase that occurs before students engage in verbal communication It encompasses their experiences, observations, and interactions both in and out of the classroom, significantly influencing their speech Engaging in pre-speaking activities fosters thought and reflection, allowing students to effectively plan and organize their ideas for speaking.

Pre-speaking activities play a crucial role in helping students generate and explore ideas for speaking topics The Profile course incorporates various engaging pre-speaking tasks, including the creation of thought webs and graphic organizers, reading relevant materials, listening to speakers, jotting down personal reflections, and reviewing essential vocabulary related to the topic These activities not only enhance students' understanding but also prepare them effectively for their speaking endeavors.

2.5.2 Strategies of teaching English speaking skill during while stage

Effective communication aims to achieve specific tasks, such as sharing messages, gathering information, or expressing opinions It thrives on an information gap where each participant holds unique insights To fulfill their communication goals, individuals often need to clarify meanings or confirm their understanding Instructors should design classroom speaking activities that foster communicative competence by integrating a clear purpose and an information gap, while also allowing diverse forms of expression By blending structured output activities, which focus on error correction and accuracy, with communicative output activities that encourage freer language practice, educators can enhance students' language skills effectively.

Two common kinds of structured output activities are information gap activities.

In information gap activities, students engage in tasks that mimic real communication by seeking out missing information An example from the Profile course involves Student A, an executive manager at a multinational household product company, and Student B, who must gather details to fill in a table This table includes the type of business, export destinations, the company's export origins, and information on both domestic and overseas sales.

Student A is tasked with meeting someone at the airport on behalf of Student B but discovers some incorrect information To clarify the details, Student A needs to call Student B to confirm the name of the person to meet, the flight number, arrival time, terminal location, the meeting point, and the attire of the individual.

Dialogue is a highly versatile technique for presenting and practicing phonological, lexical, and grammatical elements, as it inherently involves language interaction between individuals, meeting the communicative criterion In the initial stages, guided dialogues can feature blanked-out words or phrases that are easily predictable from the context As learners progress to higher levels, even complete responses from one participant may be omitted, enhancing the challenge and engagement.

Profile uses a dialogue at the most elementary level as in the following extract two students take in turns to be A and B and make a dialogue according to the given pattern.

B -answer the phone A-say who you are Ask to speak to C B-C is not there Ask if A has a message.

In a pre-speaking activity focused on telephoning skills, students learned essential expressions for both the caller and the receiver Key phrases introduced included "Could I speak to," "I'm calling about," "Would you like to leave a message," and "Hold the line, please." These expressions are crucial for effective communication during phone calls.

Communicative output activities enable students to utilize their language skills in realistic scenarios These collaborative tasks require students to work together to create plans, solve problems, or achieve specific objectives, fostering effective communication and teamwork.

The most common types of communicative output activity are role plays and discussions.

Role plays in education involve assigning students specific roles and immersing them in realistic scenarios they might face in real life This method significantly broadens the variety of language functions utilized, enhancing their communication skills Additionally, engaging in these role relationships allows students to practice and refine their sociolinguistic competence, preparing them for effective interaction in diverse social contexts.

They have to use language that is appropriate to the situation and to the characters.

Role-playing is an enjoyable activity for students, though those with lower self-confidence or proficiency may initially find it intimidating This flexible technique can be implemented in a structured manner during controlled stages, gradually transitioning to less guidance as students gain confidence and practice An excellent example of this is the role play from Profile, where students collaborate as members of a quality control team.

In this engaging classroom activity, students assume various roles such as team leader, inspector, and coordinator to collaboratively address issues related to breakages and losses The exercise begins with a clear introduction of the scenario, ensuring that students grasp the objectives of the role play Each participant receives a fact file detailing their specific role, which prepares them for the task ahead Prior to commencing the role play, students engage in brainstorming sessions to anticipate relevant vocabulary, grammar, and idiomatic expressions, enhancing their communication skills in a practical context.

Effective discussions, similar to role plays, require thorough preparation from students The Profile provides essential topical information and language structures, equipping students with the necessary content and vocabulary to engage meaningfully For instance, prior to debating the statement "In the long term, globalization will benefit everyone," students brainstorm potential arguments and relevant phrases to articulate their points effectively.

Group talk serves as an effective educational tool, especially during stages of freer production, where there is reduced teacher control and increased student engagement Techniques discussed can be initially developed in small groups before being shared with the entire class Students expressed strong support for group discussions while creating company rules, considering aspects such as salaries, working hours, holiday entitlements, sick leave, benefits, and dress codes Prior to these discussions, students review the forms used to express obligation and necessity, aiming to incorporate them into their conversations.

Most presentations are given for one of five reasons: to entertain, infửrm, inspire, convince, or persuade Once the purpose is determined, a talk should be organized around three main parts:

Introduction- which entices people to listen and previews what is to come.

The body of the article should focus on three to four key points that are straightforward and easy to comprehend To effectively convey these points, the speaker should utilize facts, figures, illustrations, specific examples, and comparisons for support.

RESEARCH FINDINGS

The research hypothesis

A study conducted at the American Links English Centre focused on first-year university students from Hanoi who were at the beginning level of speaking English These students aimed to enhance their speaking skills through daily practice in classes However, they faced challenges in achieving fluency, which motivated the research to identify effective teaching methods for improving English speaking proficiency.

Procedure of data collection

The study employed both quantitative and qualitative analyses to assess English speaking ability and attitudes Quantitative data were gathered through an English speaking ability test and an attitude questionnaire, while qualitative insights were obtained from semi-structured interviews with students and teachers.

Before distributing the questionnaire, I collaborated closely with friends to fill it out experimentally, receiving invaluable assistance from my colleagues for which I am extremely grateful This piloting process proved to be an effective research tool, enhancing researchers' confidence in the logical connections between the research aims and the questionnaire items Additionally, it allowed for the identification and removal of unrelated queries, enabling clearer descriptions of questions for research participants Consequently, I prepared ten ready-made questionnaires for conducting this research.

In a study involving 10 teachers, 6 were male and 4 were female During the interviews, those who completed the questionnaires participated willingly, assured of their anonymity to foster honest responses They were allotted sufficient time to fill out the questionnaires The collected data was then analyzed using Excel, where frequency and percentage calculations were performed Subsequently, various charts and graphs were created to visualize the findings, accompanied by detailed descriptions in Word documents.

Results and discussion

3.3.1 Reality of speaking English of learners at American Links English centre 3.3.1.1 Teachers’s viewpoint

The kinds of speaking forms that teachers used in teachers used in the classes

Pair work Individual speaking Discussion Others

Chart 1: Kinds of speaking forms that teachers used in the classes

Discussion is recognized as one of the most challenging yet rewarding teaching methods, with 45% of teachers preferring it in speaking classes due to its ability to stimulate critical thinking Individual speaking, favored by 25% of teachers, is also seen as a significant contributor to improving speaking skills Engaging with teachers and peers from diverse backgrounds enhances students' ability to communicate ideas and opinions effectively Additionally, pair work and other methods account for 20% and 10%, respectively, indicating that teachers value discussion highly, as it is likely interconnected with other teaching forms.

In addition to speaking form, the methods of teaching speaking English skill were used to improve student’s speaking English at American Links English centre

- Using body language when speaking English 20 %

- Combining all speaking forms during speaking classes 10%

- Assigning homework for students to prepare topics carefully before speaking classes

- Correcting mistakes for students during speaking class 25%

Table 1: Methods of teaching speaking English for learners at American Links

Table 1 illustrates the teaching methods employed to enhance English speaking skills at American Links English Centre The primary approach identified was assigning homework for students to prepare topics before speaking classes, accounting for 45% of the methods used Additionally, 30% of teachers combined various speaking forms during classes Other techniques included the use of body language (20%) and correcting students' mistakes (5%) Overall, the emphasis was on fostering fluency by encouraging students to discuss familiar subjects, allowing them to concentrate on their delivery rather than the intricacies of word choice.

3.3.1.2 Students’ viewpoint The amount of time that students spent on speaking English everyday

Chart 2: The number of hours students spend on speaking English everyday.

Chart 2 reveals that the majority of students dedicate two hours daily to speaking English, while 30% spend three hours on this activity Additionally, 14% of students engage in speaking English for thirty minutes each day, and only a minimal 1% do not practice speaking English at all In summary, students prioritize speaking English, with most committing at least two hours to improve their speaking skills.

With the time they spent on speaking English on a daily basis, the below chart shows the levels of importance of speaking English by discussion

Very important Important Normal Not important

Chart 3: The levels of importance of speaking English by discussion

English speaking is a crucial skill, as nearly one billion people globally use the language To achieve fluency and effectiveness, learners benefit significantly from being in environments surrounded by English speakers According to Chart 3, discussions play a vital role in every speaking lesson, with 50% of students supporting this method to boost their confidence, while only 14% believed it was unnecessary.

Besides the evaluation of the levels of importance of speaking English by discussion, students also showed the levels of satisfation of teaching methods

Methods Highly satisfied Satisfied No idea Dissatisfie d

Highly dissatisfied -Using body language when speaking English 50% 40% 0% 0% 0%

-Combining all speaking forms during speaking classes 40% 30% 20% 0% 0%

-Assigning homework for students to prepare topics carefully before speaking classes

-Correcting mistakes for students during speaking class 35% 30% 20% 10% 5%

Table 2: The level of satisfaction of students with teachers’ teaching methods

Table 2 illustrates student satisfaction levels regarding teachers' teaching methods, revealing a strong preference for body language and the integration of various speaking forms, which accounted for 50% and 40% satisfaction, respectively In contrast, methods such as assigning homework for topic preparation and correcting mistakes during class garnered lower satisfaction rates of 20% and 35%.

Most students recognize the essential role of English speaking skills in today's world, dedicating at least an hour each day to practice They favor using body language and integrating various forms of communication to improve their speaking abilities.

3.3.2 Challenges that both teachers and learners encountered 3.3.2.1 Teachers’ viewpoint

Based on the reality of teaching English speaking, teachers faced some below challenges

Table 3 : Challenges that teachers faced with when teaching speaking English

Table 3 highlights the primary challenges teachers face when teaching English speaking skills, with the most significant issue being the selection of speaking forms preferred by students, who favor a combination of various forms over the discussion format, which accounts for only 25% Other notable challenges include mother tongue interference and unsuitable classroom activities, each contributing to 20% of the difficulties Additionally, negative student attitudes, limited teaching time, and noisy classrooms each represent 10% and 15% of the challenges faced.

3.3.2.2 Students’ viewpoint Besides some challenges that teachers dealt with when teaching speaking, students also evaluated the pecentage of those difficulties

-Shortage of time for speaking lesson 20%

-The lack of individual performance of speaking English 30%

-The problems of classroom activities 10%

Table 4 : Difficulties encountered by students when speaking English

Table 4 reveals the challenges students encountered while speaking English, with a significant number attributing their difficulties to interference from their mother tongue A notable 40% of participants expressed concerns about making mistakes, leading to feelings of shyness during speaking activities Additionally, 30% highlighted a lack of opportunities for individual speaking performance as a critical issue Other challenges included limited time allocated for speaking lessons and difficulties with classroom activities.

Both learners and teachers face significant challenges in language acquisition, including mother tongue interference, limited time for speaking practice, varying teaching methodologies, and students' negative attitudes towards learning English.

3.3.3 Some suggested solutions to solve these problems 3.3.3.1 Teachers’ viewpoint

The levels of agreement of teaching methods were suggested as the table

No Methods Strongly agree Agree No idea Disagree Strongly disagree 1

Cooperation at work, appropriate communicative activities, authentic tasks and shared knowledge.

2 Including all students in every speaking activity 50% 45% 0% 0% 0%

3 Reducing talking time to increase speaking time of students

4 Diasnosing students’ difficulties in expressing themselves to overcome these problems.

5 Using body language when speaking English 50% 55% 0% 0% 0%

6 Combining all speaking forms during speaking class 65% 35% 0% 0% 0%

7 Correcting mistakes for students during speaking classes 25% 20% 30% 15% 10%

Assigning homework to prepare topics carefully before speaking class 25% 40% 10% 10% 10%

Table 5: The suggested teaching methods that teachers applied to improve the speaking English skill

Table 5 highlights effective teaching methods employed by educators to improve English speaking skills A significant 65% of teachers emphasized the importance of integrating various speaking forms during lessons Additionally, 60% recognized the value of collaborative work, relevant communicative activities, authentic tasks, and shared knowledge Teachers prioritized identifying students' challenges in self-expression, which also accounted for 65% Overall, the findings indicate that adapting teaching methods and prioritizing student support are key solutions for enhancing speaking proficiency.

Besides some suggested teaching methods, teachers also recommended some solutions for students to boost their speaking ability

-Giving the summary of the dialogues or the texts in their own words 40%

-Trying to relax whenever they speak

-Spending time together freely about daily activities after school 15%

Table 6: Recommendation of teachers for students to enhance their speaking English

Table 6 highlights effective strategies for teachers to enhance students' English speaking skills A significant 40% of teachers recommend that students summarize dialogues or texts in their own words, as this practice fosters fluency Additionally, 35% emphasize the importance of relaxation during speaking, allowing students to express themselves more freely and comfortably Other approaches, such as engaging in casual conversations about daily activities after school, accounted for 15%, while additional methods contributed 10%.

As a result, students should practice a lot to improve their speaking English.

In addition to some suggested teaching methods of teachers, the students also showed the level of agreement of the following ideas which helped students to improve English speaking skill

Ideas Strongly agree Agree No idea Disagree Strongly disagree

2 -Repeat after listening to radio 10% 15% 25% 30% 20%

3 -Answering the teacher’s questions by yourself 25% 20% 35% 15% 5%

6 -Being careful about the structures 20% 25% 40% 10% 5%

7 -Watching films or TV programs in English 45% 35% 10% 5% 5%

-Speaking English with my teachers and friends after class

Table 6: The levels of agreement of methods to improve the students’ speaking

Table 6 illustrates the methods used to improve students' English speaking proficiency, revealing that 65% of students practiced by conversing with teachers and friends Additionally, 45% engaged with English films and TV programs However, many students showed a lack of interest in error correction and understanding sentence structures Furthermore, only a small percentage of students, 20%, 20%, and 15%, respectively, reported practicing by repeating after listening to the radio or reading English texts aloud.

RECOMMENDATIONS AND SUGGESTIONS

Implications

Enhancing students' speaking skills presents a significant challenge for both educators and learners, as it is crucial for reducing grammatical errors and building confidence Teachers must recognize the importance of speaking skills in improving students' oral proficiency through engaging communicative activities Understanding each student's level of oral language proficiency is essential for providing appropriate scaffolding, as different speaking forms cater to varying levels of language learners While improving speaking skills may be difficult, fostering student confidence offers valuable benefits.

To foster language development, teachers should provide supportive and encouraging environments for students It is essential for learners to gradually expand their vocabulary through varied learning contexts Additionally, engaging in activities for at least 30 minutes daily and collaborating with classmates for preparation before presentations can significantly enhance their skills Finally, self-evaluation is crucial, as it allows students to identify their weaknesses and work towards improvement.

To effectively teach English speaking skills, teachers should collaborate to create a rich oral production environment through communicative activities and authentic tasks, encouraging progress for all students It's essential to involve every student in speaking activities to explore diverse participation methods Reducing teacher talk time will allow for increased student speaking opportunities, facilitating learner progress while enabling teachers to observe Diagnosing students' difficulties in self-expression is crucial for developing effective support strategies Encouraging the use of body language, combining various speaking forms, and assigning preparatory homework can enhance speaking skills Additionally, providing corrective feedback during speaking classes fosters practice, motivation, and self-confidence Ultimately, a supportive educational environment, coupled with students' readiness to improve, can lead to skilled communicators and the achievement of communicative goals.

Kinds of speaking forms that teachers used in the classes

Discussion is one of the most challenging yet rewarding teaching methods, with 45% of teachers preferring it for speaking classes due to its ability to stimulate critical thinking Individual speaking, favored by 25% of teachers, significantly enhances speaking skills through interaction with diverse peers Pair work and other methods accounted for 20% and 10% respectively, highlighting the importance of discussion as a foundational element that connects to these other teaching forms.

In addition to speaking form, the methods of teaching speaking English skill were used to improve student’s speaking English at American Links English centre

- Using body language when speaking English 20 %

- Combining all speaking forms during speaking classes 10%

- Assigning homework for students to prepare topics carefully before speaking classes

- Correcting mistakes for students during speaking class 25%

Table 1: Methods of teaching speaking English for learners at American Links

Table 1 outlines the teaching methods employed at American Links English Centre to enhance students' speaking skills The primary strategy identified by teachers was assigning homework for students to prepare topics prior to speaking classes, accounting for 45% of the methods used Additionally, 30% of the focus was on integrating various speaking forms during class Other techniques, such as utilizing body language and providing real-time corrections, were noted at 20% and 5%, respectively Overall, teachers emphasized the importance of topic preparation to promote fluent speaking, allowing students to concentrate on their delivery rather than the intricacies of language.

3.3.1.2 Students’ viewpoint The amount of time that students spent on speaking English everyday

The number of hours students spend on speaking English everyday

Chart 2 reveals that the majority of students dedicate two hours daily to speaking English, while 30% allocate three hours to this activity Additionally, 14% of students spend thirty minutes each day practicing their speaking skills, and only a minimal 1% do not engage in speaking English at all Overall, it is clear that students prioritize speaking English, with a minimum commitment of two hours aimed at improving their speaking abilities.

With the time they spent on speaking English on a daily basis, the below chart shows the levels of importance of speaking English by discussion

Very importantImportantNormalNot important

The levels of importance of speaking English by discussion

English speaking is increasingly vital, with nearly one billion speakers globally To achieve fluency and effectiveness, learners benefit from immersion in environments with native English speakers According to Chart 3, discussions significantly contribute to speaking lessons, with 50% of students recognizing their role in boosting confidence, while only 14% viewed them as non-essential.

Besides the evaluation of the levels of importance of speaking English by discussion, students also showed the levels of satisfation of teaching methods

Methods Highly satisfied Satisfied No idea Dissatisfie d

Highly dissatisfied -Using body language when speaking English 50% 40% 0% 0% 0%

-Combining all speaking forms during speaking classes 40% 30% 20% 0% 0%

-Assigning homework for students to prepare topics carefully before speaking classes

-Correcting mistakes for students during speaking class 35% 30% 20% 10% 5%

Table 2: The level of satisfaction of students with teachers’ teaching methods

Table 2 illustrates student satisfaction with teachers' teaching methods, revealing a strong preference for body language and the integration of various speaking forms, which garnered 50% and 40% satisfaction, respectively In contrast, methods such as assigning homework for topic preparation and correcting mistakes during class received lower satisfaction rates, at 20% and 35%, respectively.

Most students recognize the importance of speaking English in today's world, dedicating at least an hour each day to practice They favor using body language and integrating various forms of communication to improve their speaking skills effectively.

3.3.2 Challenges that both teachers and learners encountered 3.3.2.1 Teachers’ viewpoint

Based on the reality of teaching English speaking, teachers faced some below challenges

Table 3 : Challenges that teachers faced with when teaching speaking English

Table 3 highlights the primary challenges teachers face when teaching English speaking skills The most significant difficulty is selecting the appropriate form of speaking, with students favoring a combination of styles over traditional discussions, which accounted for 25% Following this, mother tongue interference and unsuitable classroom activities each posed challenges, representing 20% Additional obstacles included negative student attitudes (15%), limited teaching time (10%), noisy classroom environments (10%), and other inappropriate factors (20%).

3.3.2.2 Students’ viewpoint Besides some challenges that teachers dealt with when teaching speaking, students also evaluated the pecentage of those difficulties

-Shortage of time for speaking lesson 20%

-The lack of individual performance of speaking English 30%

-The problems of classroom activities 10%

Table 4 : Difficulties encountered by students when speaking English

Table 4 reveals the challenges students encountered while speaking English A significant number of participants reported that mother tongue interference significantly impacted their speaking skills Additionally, 40% of students expressed concerns about making mistakes, which contributed to feelings of shyness Another major issue identified was the lack of individual speaking opportunities, affecting 30% of the students Other challenges included insufficient time allocated for speaking lessons and issues related to classroom activities.

Both learners and teachers face several challenges in the language learning process, including mother tongue interference, limited time allocated for speaking lessons, varying teaching methods, and students' negative attitudes towards learning English.