The 8th graders’ perspectives on english speaking problems in EFL classroom a study at the asian high school – cao thang campus (1)

i CERTIFICATE OF ORIGINALITY I certify my authorship of the Bachelor’s Thesis submitted today entitled: “THE 8TH GRADERS’ PERSPECTIVES ON ENGLISH SPEAKING PROBLEMS IN EFL CLASSROOM: A STUDY AT THE ASIAN HIGH SCHOOL – CAO THANG CAMPUS” In terms of the statement of requirements for Thesis in Bachelor’s programs issued by The Saigon International University Ho Chi Minh City LE TRAN HANH PHUC ii RETENTION AND USE OF THE THESIS I hereby state that I, LE TRAN HANH PHUC, being a candidate for the degree of Bachelor (English Language) accept the requirements of the University relating to the retention and use of Bachelor’s Thesis deposited in the Library In terms of these conditions, I agree that the original of my Bachelor’s Thesis deposited in the Library should be accessible for purposes of study and research, in accordance with the normal conditions established by the Librarian for the care, loan, and reproduction for theses Ho Chi Minh City LE TRAN HANH PHUC iii ACKNOWLEDGEMENTS I would first like to express my deepest gratitude to Mr Nguyen Thanh Tuan, my supervisor, for his patience, guidance, insightful advice, and constant encouragement through the whole research process Without his enthusiastic support and guidance, this thesis would never have been completed Additionally, the task of writing this thesis is much easier by the support of my lecturers at The Saigon International University (SIU) for their useful lessons from which I could learn a lot of for the accomplishment of the study It is equally important to send my sincere gratitude the Management of SIU for giving me the best help to complete this paper Besides SIU, I am grateful to the managers and teachers at Asian High School (AHS) for allowing me to conduct my study In addition, I would also like to send my heartfelt thanks to of the 8th graders at Asian High School who provided me a great deal of valuable information for analysis of this study Last but not least, I extend my special thanks to my beloved family and my friends for their love, belief, inspiration, care, support, and continuous encouragements during the time I conducted this study There are many more acknowledgements I wish to make Unfortunately, it is impossible to mention all of them, but they are all in my heart I truly hope this thesis can place some value to the 8th graders and teachers of English especially in developing speaking skill iv INSTRUCTOR’S COMMENTS Mark : ……………………………………… Signed: ……………………………………… v ABSTRACT Speaking is considered one of the most significant macro skills in the process of language acquisition In ELF classrooms, however, this skill is likely to be ignored, which may cause ELF learners confusion and problems when learning it The present study aimed to explore English speaking problems perceived by the 8th graders at Asian High School (AHS) and suggest some solutions to the investigated problems The quantitative study was conducted with the participation of 80 students who are in grade In addition, the quantitative data collected from the questionnaire were processed by SPSS (19.0) The findings showed that most of students “agreed” that they faced some speaking problems Specifically, the most dominant problems included vocabulary limitation, motivation, mispronunciation, uninteresting topics, the curriculum limitation, class size and layout of tables and chairs Besides, possible solutions are proposed to tackle such challenges in helping teachers and students in order to teach and learn English speaking skill more effectively Finally, it is recommended that further research should assess the speaking problems by means of observation and interview, investigate the speaking strategies that the students have unconsciously used to deal with the speaking problems, explore the differences in terms of speaking problems and strategies used between proficient speakers and non-proficient speakers, and elaborately examine the links between the specific speaking problems and the specific speaking strategies (240 words) Keywords: English speaking skill, problems, suggested solutions, Vietnamese EFL context vi TABLE OF CONTENTS CERTIFICATE OF ORIGINALITY………………………………………… i RETENTION AND USE OF THE THESIS………………………………… ii ACKNOWLEDGEMENTS iii INSTRUCTOR'S COMMENTS……………………………………….…… iv ABSTRACT v TABLE OF CONTENTS vi LIST OF TABLES ixi LIST OF FIGURES xi LIST OF ABBREVIATIONS xix CHAPTER INTRODUCTION 1.1 Rationale for the study 1.2 Aims and objective of the study 1.3 Research questions 1.4 Scope of the study 1.5 Significance of the study 1.6 Definition of the key terms 1.7 Organization of the thesis CHAPTER LITERATURE REVIEW 2.1 Nature of speaking skill 2.1.1 Definition of speaking skill 2.1.2 The importance of speaking skill in English language learning 2.2 Speaking competence of English as a foreign language 2.3 Characteristics of English speaking 2.4 Factors that make learning speaking difficult 2.4.1 Lack of motivation 2.4.2 Lack of confidence 2.4.3 Lack of vocabulary 10 2.4.4 Teaching curriculum 11 2.4.5 Learning environment 11 2.4.6 Teaching method 12 2.5 Some solutions to solve possible problems 13 2.5.1 Possible solutions to lack of confidence 13 vii 2.5.2 Possible solutions to lack of motivation 13 2.5.3 Solutions to problems related to teaching methods 14 2.5.4 Solutions to problems related to in-class learning environment 15 2.6 Previous studies 15 2.7 Conceptual Framework 17 2.8 Chapter Summary 18 CHAPTER 3: METHODOLOGY 19 3.1 Research questions 19 3.2 Research Design 19 3.3 Research setting 20 3.4 Sample and Sampling Procedures 20 3.5 Research Instruments 21 3.6 Data Collection and Analysis Procedure 22 3.7 Validity and Reliability 23 3.8 Ethical Issues 24 3.9 Summary 24 CHAPTER 4: ANALYSIS, DISCUSSION AND RESULT 25 4.1 Time that students have spent on speaking after school 25 4.2 Research question 26 4.2.1 Problems related to the Speaker 26 4.2.2 Problems related to the Teaching methods 28 4.2.3 Problems related to the Curriculum/ Syllabus 30 4.2.4 Problems related to the In- class Learning Environment 31 4.3 Research Question 33 4.3.1 Solutions to problems related to the speakers 33 4.3.2 Solutions to Problems Related to the Teaching Methods 34 4.3.3 Solutions to Problems Related to the Curriculum/ Syllabus 35 4.3.4 Solutions to Problems Related to the In-class learning environment 35 4.4 Summary 36 CHAPTER 5: CONCLUSION AND RECOMMENDATIONS 37 5.1 Conclusion 37 5.2 Recommendations for Further Research 37 REFERENCES 39 APPENDIXES 44 viii APPENDIX A: QUESTIONNAIRE (ENGLISH VERSION) 44 APPENDIX B: QUESTIONNAIRE (VIETNAMESE VERSION) 46 ix LIST OF TABLES Table 3.1 Reliability Statistics on the Items Regarding Speaking Difficulties 24 Table 4.1 Results of Problems Related to the Speaker (n=80) 27 Table 4.2 Results of Problems Related to the Teaching Methods (n=80) 29 Table 4.3 Results of Problems Related to the Curriculum/Syllabus (n=80) 30 Table 4.4 Results of Problems Related to the In-class Learning Environment(n=80) 32 x LIST OF FIGURES Figure 2.1 Conceptual Framework of the study……… …………………………….18 Figure 3.1 Data Collection and Analysis Procedures 22 Figure 4.1 Time Spent on Speaking after School 25 33 class sizes were large, and the layout of tables and chairs was not suitable, students were prevented from joining interactive speaking activities Nevertheless, the findings did not corroborate ideas of Vo, Pham, and Ho (2018) who found that external factors regarding limits of native teachers and pessimistic idea about the focus of speaking classes were identified the dominate reasons for speaking challenges 4.3 Research Question What are the useful suggestions as solutions to the speaking problems found in the study? From the factors the negatively affect students’ speaking performances and improvement found in the present study The thesis author suggests some solutions for teachers and students based on the review literature and her own experiences in the hope that students could sidestep their current speaking problems 4.3.1 Solutions to Problems related to the speakers The present study found that students had speaking problems resulted from lack of vocabulary, mispronunciation and speaking anxiety According to Gilakjanil and Sabouri (2016), teachers are expected to provide background knowledge and linguistic knowledge to their students about the speaking topics Therefore, it is suggested that students should equip themselves with vocabulary in different fields of knowledge through reading and listening practices using different kinds of topics By using different resources and ways to practice English, students could enhance their contextual and language knowledge in terms of vocabulary and linguistic features In addition, Kubo (2009) suggests that teaching pronunciation and intonation to students when learning language is an important solution in order to help students build confidence in communicative skills The reason is that once students are good at 34 pronouncing words, they may not be apprehensive of speaking in front of their friends It is recommended that teachers should help students to be aware of the rules of pronunciation in order to help them pronounce words intelligibly Moreover, it is better for students to listening practices not beyond their English levels in order to imitate the pronunciation as well as the intonation of the native speakers Last but not least, Chinmoy (2007) suggests that in order to help students to be more confident in speaking that teachers should convince them to look upon shyness and not to be afraid of making mistakes According to Htwe (2007), teachers should develop a strategy to improve students’ confidence such as creating an environment for students to speak English more Another suggestion is that teachers should create a learning environment which makes all students comfortable to speak When students are provided with everything they need about the topics in order to produce some speaking, they will be willing to share their ideas confidently Regarding the time spending on speaking after class, students should take more time to practice speaking Besides, teachers should give students more assignments on speaking after class and strictly check and assess how well they complete their work 4.3.2 Solutions to Problems Related to the Teaching Methods The present study found that students had speaking problems resulted from that the teachers chose uninteresting topics It is true that students have to cope with many boring and unfamiliar topics that make them struggle According to Bachman and Palmer (1990), the topics for discussion must be authentic and interesting enough to catch the student’s interests to speak One of the useful ways to promote oral communication is to provide students with opportunities to participate in the speaking activities with interesting topics Thus, it is suggested that teachers’ teaching methods should be flexible is choosing speaking topics to engage 35 students to get involved in the speaking activities Furthermore, speaking activities should be provided based on the student’s needs In addition, teachers should create good atmosphere at the beginning of class for the students, especially young students, because they will not be willing to communicate if they don’t feel comfortable 4.3.3 Solutions to Problems Related to the Curriculum/ Syllabus That the curriculum has limited the students’ speaking practices in class was identified as the main factor leading students to the failure in learning English speaking Moreover, infrequent assessment on speaking competence also negatively affected students’ speaking improvement According to Gan (2012) indicates that one of causes inhibiting learners from being proficient in speaking English is that communicative skills are not much focus in the curriculum Thus, it is suggested that more speaking tasks should be designed in order to arouse students’ interest These tasks not only test the students’ speaking but also encourage them to unconsciously use various types of speaking strategies so as to obtain the maximum benefits in doing their activities Importantly, the curriculum should be designed in an synthesized way among the four English skills in which speaking can be integrated with other skills, i.e before listening, reading, or writing, it can be speaking What is more, time allotted for speaking lessons should be expanded more to allow all students to have opportunities to speak 4.3.4 Solutions to Problems Related to the In-class learning environment The learning environment constraints were also the contributing factors that negatively affected language learners such as class sizes and classroom arrangement perceived by students in this study As suggested by Nguyen (2015), for large classes, teachers should have the rules of the classroom, organize the tables to be appropriate for the teaching and learning purpose, and assign some student to be the leaders in group 36 discussions Vo, Pham, and Ho (2018) stated that class’s design with the rows of desks affected teachers to organize communicative lessons Thus, teachers should actively arrange tables and chairs to allow students to work in groups or to take part in class seminars 4.4 Summary This chapter has been divided into two main sections The first section (4.1) has provided the analysis of quantitative data with the aim of answering the research question Moreover, in this section, the discussion of the findings was done in order to make comparison with the results found in the previous studies presented in Chapter In the second section (4.2), some solutions to the speaking problems were suggested to teachers and students 37 CHAPTER FIVE CONCLUSION AND RECOMMENDATIONS This chapter presents the conclusion of the main findings of the thesis Moreover, some limitations of the present study are provided Finally, the chapter ends with some recommendations for further research 5.1 Conclusion The investigation was carried out with an attempt to figure out current barriers in speaking skill that the 8th graders at AHS, Cao Thang Campus have encountered and to suggest solutions to the explored problems The results have shown that the 8th graders did not encounter many problems while learning speaking in the classrooms Nevertheless, according to the data presented in chapter 4, the speaker was identified as the main cause of difficulty in speaking skill, namely limited vocabulary, anxiety about being criticized and losing face when speaking in front of the class, and mispronunciation In addition, the top five most common difficulties perceived by the students were about uninteresting topic, teaching curriculum that limits leaners’ speaking practice in class, students’ speaking competence, class size, and the arrangement of tables and chairs From the investigated problems, the author suggested some possible solutions based on the related literature and her own experience in the hope that teachers and students can employ them to sidestep the problems when teaching and learning speaking skill 5.2 Recommendations for Further Research It would be interesting to assess the speaking problems by means of observation and interview It would also be worthwhile to investigate the speaking strategies that the students have unconsciously used to deal with the speaking problems Moreover, further research in this field would be great help in investigating the differences in terms of 38 speaking problems and strategies used between proficient speakers and non-proficient speakers Finally, further work needs to elaborately examine the links between the specific speaking problems and the specific 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 10 minutes  25 minutes  hour  more than hour PART 2: English speaking problems perceived by the 8th graders in EFL classrooms Please indicate your opinion after each statement by putting (X) in the box which best expresses your perspective Problems related to the students = strongly disagree; = disagree; = Neutral; = agree; = strongly agree I find English speaking difficult because… I cannot express my ideas because my vocabulary is limited I not know English speaking strategies I am unmotivated to speak English with my classmates I am afraid of being criticized and losing face when speaking in front of the class I mispronounce many words 45 Problems related to teaching methods = strongly disagree; = disagree; = neutral; = agree; = strongly agree When learning speaking skills, I find that… Teachers not focus on teaching speaking skill Speaking topics introduced by teachers are uninteresting Teachers ignore student’s speaking mistakes Teachers use more Vietnamese than English in the classrooms 5 Problems related to curriculum/syllabus = strongly disagree; = disagree; = neutral; = agree; = strongly agree When learning speaking skills, I find that… Teaching curriculum limits learners’ English 10 speaking practice in class The textbooks not provide enough English 11 speaking activities Students’ speaking competence is not regularly 12 assessed 13 Speaking is separately taught from other skills Problems related to in-class learning environment = strongly disagree; = disagree; = neutral; = agree; = strongly agree I find that … 14 The number of native teachers is limited Speaking classes are only for good students, not 15 weak students 16 The speaking class size is quite large The arrangement of tables and chairs in class 17 prevents students from joining interactive speaking activities THANK YOU FOR YOUR COOPERATION! 46 APPENDIX B QUESTIONNAIRE (VIETNAMESE VERSION) Các bạn học sinh thân mến, Tơi thực nghiên cứu có tên: “Nhận định học sinh lớp khó khăn học nói lớp học tiếng Anh ngoại ngữ”, phần quan trọng khóa luận tốt nghiệp chun ngành Ngơn ngữ Anh tơi Đóng góp bạn giúp ích nhiều vào thành công cho nghiên cứu tơi Khơng có câu trả lời hay sai cho bảng câu hỏi Thông tin cá nhân bạn giữ bí mật ẩn danh Xin vui lịng dành chút thời gian để hồn thành bảng câu hỏi cách đánh dấu (x) vào thích hợp Phần 1: Thông tin cá nhân Xin đánh dấu (X) vào ô tương ứng với câu trả lời bạn: 1) Giới tính:  nam  nữ 2) Độ tuổi:  từ 11 đến 15 tuổi  15 tuổi 3) Mỗi ngày bạn dành thời gian để nói tiếng Anh sau học?  10 phút  25 phút   Phần 2: Nhận định học sinh lớp khó khăn học nói lớp học tiếng Anh ngoại ngữ: Vui lòng cho ý kiến bạn cách đánh dấu (x) vào ô thể nhận định bạn Khó khăn liên quan đến thân người nói: = không đồng ý; = không đồng ý; 3= không xác định; = đồng ý; 5= đồng ý Tơi nhận thấy nói tiếng Anh khó vì… Tôi diễn tả ý tưởng vốn từ bị hạn chế Tôi chiến lược để nói tiếng Anh tốt Tơi khơng có động lực để nói tiếng Anh với bạn lớp Tơi sợ bị phê bình mặt nói tiếng Anh trước lớp Tơi phát âm sai nhiều từ 47 Những khó khăn liên quan đến phương pháp giảng dạy: = không đồng ý; = không đồng ý; 3= không xác định; = đồng ý; 5= đồng ý Khi học nói tiếng Anh, tơi nhận thấy… Giáo viên trọng dạy kỹ nói Các chủ đề nói tiếng Anh mà giáo viên đưa không hấp dẫn Giáo viên bỏ qua lỗi sai mà học sinh mắc phải nói tiếng Anh Giáo viên sử dụng tiếng Việt nhiều tiếng Anh lớp Khó khăn liên quan đến chương trình đào tạo/phân phối chương trình: = không đồng ý; = không đồng ý; 3= không xác định; = đồng ý; 5= đồng ý Khi học nói tiếng Anh, tơi nhận thấy… Chương trình giảng dạy cịn hạn chế người học 10 thực hành kỹ nói tiếng Anh lớp Sách giáo khoa thường thiếu hoạt động nói 11 tiếng Anh Khả nói tiếng Anh học sinh không 12 đánh giá cách thường xuyên Kỹ nói dạy tách biệt với kỹ 13 khác Khó khăn liên quan đến môi trường lớp học = không đồng ý; = không đồng ý; 3= không xác định; = đồng ý; 5= đồng ý Tôi nhận thấy rằng… 14 Số lượng giáo viên xứ cịn hạn chế Lớp học nói tiếng Anh dành cho học sinh 15 giỏi, dành cho học sinh yếu 16 Lớp học nói đơng Việc bố trí bàn ghế lớp học cản trở học sinh 17 tham gia hoạt động tương tác nói Cảm ơn giúp đỡ bạn! ... conducted a study with the aim of allowing AHS students at Cao Thang Campus to share what English speaking problems they have faced while learning speaking in the classroom 3 With the above aims,... School (AHS) 1.2 Aims and objectives of the study Based on the aforementioned reasons and the reality of teaching and learning English speaking at The Asian High School (hereafter AHS), the author... ABBREVIATIONS AHS: The Asian High School ELF: English as a Foreign Language MOET: Ministry of Education and Training SIU: The Saigon International University CHAPTER INTRODUCTION 1.1 Rationale for the study