Difficulties in online speaking lessons encountered by first year english majored students at hung vuong university

HUNG VUONG UNIVERSITY DEPARTMENT OF FOREIGN LANGUAGES KHONG THANH HIEN DIFFICULTIES IN ONLINE SPEAKING LESSONS ENCOUNTERED BY FIRST YEAR ENGLISH MAJORED STUDENTS AT HUNG VUONG UNIVERSITY B.A GRADUATION PAPER Field: English Methodology Supervisor: Dr HOANG THI VAN YEN ACKNOWLEDGEMENTS As a student of the Faculty of Foreign Languages at Hung Vuong University, I would like to thank the school for fully supporting me in all aspects of my dissertation process First of all, I would like to express my deepest thanks to my supervisor Dr Hoang Thi Van Yen, for pieces of useful advice and guidance during the thesis process, she contributed numerous interesting ideas and substantial helpful corrections for my graduation paper Without her guidance and persistent assistance, this dissertation would not have been possible Besides, I am very grateful to all the teachers at the Faculty of Foreign Languages, at Hung Vuong University who have provided me with useful knowledge throughout the years, which has helped me built up a firm foundation and gave me immense ideas for the fulfillment of this dissertation Next, I am also grateful to my friends from K16 English Pedagogy at Hung Vuong University, who have accompanied me throughout the years study period and encouraged me throughout this research process Also, I would like to give my heartfelt thanks to the first year English major students at Hung Vuong University, who enthusiastically participated in my thesis and shared with me interesting stories during the interviews Last but not least, I am extremely grateful to my beloved family for taking care of me and encouraging me to complete the thesis in the best way ABSTRACT Speaking skill is considered as one of the most important skills for English as a Foreign Language (EFL) learners in daily communicative activities However, it is a demanding skill for many EFL learners, especially those living in contexts where they have few opportunities to practise speaking in various contexts With the outbreak of the Covid-19 pandamic, online learning has become a popular learning platform for many university students Nevertheless, this can cause some difficulties for students when learning speaking skill as they have less direct contact with teachers and peers Given the importance of speaking skill and the difficulties that it may pose for first-year EFL learners, it is necessary to achieve a deeper insights into this topic in order to provide students with appropriate suppport in virtual classes Therefore, this study aims to explore difficulties met by first year English major students at Hung Vuong University when learning speaking skill online and their attempts to improve this skill Based on the results of this study, the researchers found that students expressed their attitude towards learning speaking skills online in the Covid-19 pandemic when they had to cope with various problems of technical issues and other difficulties related to speaking skill such as mispronunciation, lack of spoken vocabulary, lack of grammar and lack of confidence as well Thus, students attempted to overcome those problems by finding a good wireless network, fixing problems with gadgets and platforms used during online classes Besides, they also applied other solutions such as finding friends to practice with, thinking in English, building confidence, expanding their vocabulary, and improving pronunciation Based on the findings, the study made some suggestions to support teachers and students in learning speaking skill online TABLES OF CONTENTS Acknowledgements Abstract Table of contents PART 1: INTRODUCTION…………………………………………………… 1.1 Rationale…………………………………………………………………….1 1.2 Research questions………………………………………………………… 1.3 The significance of the study……………………………………………… 1.4 Scope of the study………………………………………………………… 1.5 Organization of the study……………………………………………………3 PART 2: CONTENT…………………………………………………………… CHAPTER 1: LITERATURE REVIEW……………………………………… 1.1 Definitions of speaking skill……………………………………………… 1.2 The importance of speaking skill……………………………………………7 1.3 Factors affecting speaking skill…………………………………………….10 1.3.1 Listening comprehension……………………………………………… 10 1.3.2 Grammatical accuracy……………………………………………………11 1.3.3 Pronunciation…………………………………………………………….12 1.3.4 Vocabulary……………………………………………………………….13 1.3.5 Feedback during activities……………………………………………….15 1.3.6 Organization of ideas…………………………………………………….15 1.4 English speaking problems encountered by English as a Foreign Language (EFL) students………………………………………………………………… 15 1.4.1 Previous research in the world………………………………………… 16 1.4.1.1 Vocabulary and grammar………………………………………………16 1.4.1.2 Pronunciation………………………………………………………… 17 1.4.1.3 Listening comprehension………………………………………………18 1.4.1.4 Lack of ideas………………………………………………………… 18 1.4.1.5 Lack of speaking curriculum………………………………………… 19 1.4.1.6 Lack of confidence ……………………………………………………20 1.4.1.7 Mode of learning………………………………………………………20 1.4.2 Previous research in Vietnam………………………………………… 21 CHAPTER 2: RESEARCH METHODOLOGY………………………… … 24 2.1 The context of study……………………………………………………….24 2.1.1 Hung Vuong University…………………………………………… … 24 2.1.2 Participants of the study…………………………………………… … 24 2.2 Data collection instruments…………………………………………… …25 2.2.1 Questionnaire……………………………………………………….… 26 2.2.1.1 Reasons for using questionnaires…………………………………… 26 2.2.1.2 Description of survey questionnaires…………………………………27 2.2.2 Interview……………………………………………………………… 27 2.2.2.1 Reasons for using interview……………………………………… 27 2.2.2.3 Description of interview……………………………………………… 28 CHAPTER 3: FINDINGS AND DISCUSSION……………………………… 30 3.1 Data collected from questionnaires……………………………………… 30 3.2 Data collected from interview…………………………………………… 33 3.2.1 Data collected from student‟s interview……………………………… 34 3.2.1.1 Students‟ speaking difficulties……………………………………… 34 3.2.1.2 Students‟ efforts to improve speaking skill…………………………… 38 3.2.2 Data collected from teacher‟s interview……………………………… 40 3.2.2.1 Students‟ speaking difficulties…………………………………………40 3.2.2.2 Teachers‟ efforts to help students with speaking…………………… 43 3.3 Discussion………………………………………………………………… 47 PART 3: CONCLUSION………………………………………………………50 4.1 A summary of the findings……………………………………………… 50 4.2 Implications for teaching and learning English speaking skill…………….51 4.2.1 Some suggestions lectures……………………………………………… 51 4.2.2 Some suggestions for university management and policy makers………53 4.2.3 Some suggestions for students………………………………………… 53 4.3 Limitations of the study……………………………………………………59 4.4 Suggestions for further studies…………………………………………… 60 REFERENCES APPENDICES PART 1: INTRODUCTION 1.1 Rationale Nowadays, English has become a global language rather than the language of only the English-Speaking countries as the UK and the US, which facilitates international communication English has been considered as one of the most important languages to master in the world in general and in Viet Nam in particular For English as a Foreign Language (EFL) learners, speaking is a significant skill to be developed in order to achieve effective communication Mastering speaking skills will enable students to communicate with English native speakers and those coming from different parts of the world However, English speaking skill poses quite many problems for non-English speaking students Zhang (2009) argued that speaking remains the most difficult skill to acquire for the majority of English learners, and they are still incompetent in communicating orally in English Many EFL students usually find it difficult to speak English confidently Although many students have good knowledge of vocabulary and grammar rules, their communication skill is still limited Many students are afraid to speak English in English classes, especially high school students Therefore, when they go to the college, speaking skill still remain as an obstacle for them, which is a concern for many teachers who teach English speaking at university level With the ongoing global COVID-19 pandemic which began in early 2020 forcing the suspension of face to face classes at every level of education in most countries around the world, English language teachers are having to find alternative modes of teaching and interacting with their learners Technological advancements in recent years meant that teachers have more options, and online lessons delivered through video-conference software are now a real possibility and a diversity of applications and platforms are employed, including Google Classroom, WhatsApp, Zoom Meeting This learning mode refers to the ways of online communication without the real-time participation between students and instructors, and learning materials and learning resources are delivered via Learning Management System (LMS) platform with many supportive tools such as e-mails, discussion boards, blogs, wikis, or video/audio recordings However, this new teaching method can cause some difficulties for first year university students who are more familiar with traditional class than virtual ones They also may find it more difficult to learn such demanding skill in an environment that is supposed to have less direct contact with teachers and students from they can find support from However, there is limited scholarly attention to the problems facing first year students when having to attend speaking classes online Given the significance of English speaking skill and the challenges it can pose to first year EFL students, it is necessary to gain an understanding of this topic to provide them with appropriate support and enhance their communicative skills Therefore, the researcher aims to conduct a research project entitled: “Difficulties in online speaking lessons encountered by first year English majored students at Hung Vuong University” This study aims to find out the difficulties that English language students meet when attending online English speaking lessons and how they managed to overcome their problems 1.2 Research questions In order to fulfill the research aim, this study seeks to find out the answers to the following questions: 1.2.1 What difficulties the first year English major students at Hung Vuong University meet when learning speaking skill online? 1.2.2 What have they done in an attempt to improve their English speaking skill? 1.3 The significance of the study This study was conducted in a small scale, with groups of K19 English major students at Faculty of Foreign Languages, Hung Vuong University, the researcher hopes that the findings will provide an insight into the real situation of learning English speaking online of this cohort of students This understanding will help lecturers of English speaking skills offer suitable support to help their students improve their oral communication ability in online learning mode The study also benefit students as participation in interviews with the researcher gives them an opportunity to reflect on their learning process and learn useful tips to improve speaking skill from their peers The findings of this study also inform both university and faculty in issuing rules and regulations that support students better when having to study communicative skills online 1.4 Scope of the study While English speaking skill plays a significant role in EFL students‟ communicative ability, the difficulties facing these students when learning speaking online has not been fully understood yet The aim of this study to explore the problems met by those students in virtual speaking classes and their attempts to improve this skill The scope of this study is limited to recruiting 58 first year English-major students (K19) at Faculty of Foreign Languages where the researcher is studying These students are supposed to have additional difficulties when learning this skill as they did not engage in English language oral communication at lower education level and were not familiar with virtual classes 1.5 Organization of the study The research consists of three parts: PART 1: INTRODUCTION This part presents the overview of the study, including the statement of the problem, research questions, significance of the study, the scope of the research as well as organization of the thesis PART 2: CONTENT Chapter 1: Literature Review This chapter review relevant studies and related concepts of the research These include the definitions of speaking skill, the importance of speaking, and factors affecting EFL‟s speaking skill Chapter 2: Research Methodology This chapter will give a detail account of the research methodology, including research context, research participants, the procedures and tools involved in data collection instruments, data analysis Chapter 3: Findings and Discussion In this chapter, the researcher focuses on giving some major findings of the study about the speaking difficulties that English Language Students have and what they attempted to tackle their problems as well as discussion related to the findings PART 3: CONCLUSION This chapter gives a summary of the study, including a brief rationale of the study, the conduct of the study, what the study found and presented implications based on the findings Limitations of the study and suggestions for future studies are also given in this chapter 53 4.2.2 Suggestions for university management and policy makers The findings of this study have a number of important implications for university management teams and policy makers In most universities, centres of teaching and learning are responsible for supporting faculty members‟ teaching for more effective student learning and a high quality of education This study shows that many problems students faced in accessing online learning Students were working from home; some international students had returned to their home countries Many students lacked access to a computer, the internet or adequate bandwidth to support synchronous video conferencing Therefore, in the context of Hung Vuong University, it is imperative to make sure all students would have access to online learning and be able to participate as courses moved online Moreover, to help students overcome their difficulties when learning speaking online, Hung Vuong university should increase their support for creating accessible materials They should ensure that documents can be easily shared and printed; share documents and materials that are compatible with assistive technologies; adopt inclusive writing, respectful and sensitive to students from different backgrounds; provide descriptions in hyperlinks and images for students with visual impairments and using screen readers; format text in easily readable colours and fonts 4.2.3 Some suggestions for students The findings of this study have a number of important implications for EFL students This study shows that students' ability to speak English is also less flexible and severely limited Currently, technology has evolved and online learning has become more popular than ever, especially learning English online using apps through smart phones As suggested by the findings of this study, it is recommended that using apps to learn English speaking skill is very helpful in 54 assisting students to make students feel more interesting with the subject, more flexible in acquiring knowledge and practice In order to serve the increasing demand for online English learning of students, many application developers have launched effective English learning apps on mobile phones, especially those for learning pronunciation and vocabulary, listening, grammar, conversation to improve students' English speaking skill Here are some useful English learning apps to help students improve their speaking skill:  Elsa speak: Description: Elsa will help you find out if your pronunciation is correct When practicing speaking, the software will use bright colors or enlarge the font size to highlight the sounds that learners need to pay attention to clearly pronounce You will hear and parody The application will record your voice App uses speech recognition software (Speech recognition) to detect errors in pronunciation The result will help users know how much they pronounce correctly The exercises are divided into different topics Users will practice not only the pronunciation but also the stress of the word The app also offers listening exercises First of all, you will hear the pronunciation of the word, then choose the correct answer The words given to choose quite similar are only distinguished by a few transcriptions or accents This makes you listen very carefully before making your choice The software has a feature to remind learners to practice every day You can choose the most suitable time frame for Elsa to remind you to practice In addition, the application also supports tracking the user's learning progress Speaking exercises are divided by levels and different topics Users can also look up words, listen to audio and parody so that the App will grade pronunciation Advantages: 55 Feature: Learning the stress of the word makes your pronunciation more accurate In English, there are identical pronunciation words that can only be distinguished by accents Review reminder feature helps keep learning going The process tracking feature helps learners to keep track of their progress Experience: Learners can try the App for free for days This gives you the opportunity to learn about the application before deciding to pay Listening exercises force learners to pay attention to the pronunciation and word stress From there formed reflexive attention to these issues when speaking Disadvantages: Experience: Elsa Speak focuses on pronunciation practice Speaking skill not only have pronunciation, but also practice intonation, swallowing and linking sound And you need other tools to practice listening so much that you can speak well  Speak – Practice Your English Description: Application that allows you to chat with virtual characters Virtual characters are people from different business professions and ages First of all, you will need to choose a character to talk to After that, the software will provide you with the prepared conversations Each conversation is on a different topic The pronunciation of virtual characters in the App is clear, slow, natural intonation The function of hiding the speech of the character helps you to practice listening You will need to follow along and record the transcript Software for scoring pronunciation and announcing results You will know where you are right and what is not right 56 Learners can share their talk with characters in the application to other channels such as facebook, messenger, gmail You need to finish the conversation in the previous topic before you can open the rest Advantages: Interface: The software uses lovely cartoon images Diverse characters with different shaping The application provides free lessons that allow you to learn unlimited Experience: Virtual characters in software with natural phonics create a "real" feeling for learners Disadvantages: Experience: After setting See translation into your native language you will take more time to access speaking practice conversation  Cambly Description: Cambly is also built on a community of learning English and other languages A special feature is that Cambly helps connect learners and Tutor teachers You can access the software, search for the teacher (tutor) you want to study with You will then be able to schedule a study with them To be able to study with a tutor, you will need to pay for them Chat live video with the teacher of your choice, who will suggest pronunciation or point out errors in communication so that you can correct This will help you improve your speaking skill in a better way Advantages: Feature: “Reservations” helps you keep track of the study slots booked with the tutor “Lessons” offers lessons for users to choose freely Each lesson can be taught by one or more different teachers 57 Experience: Information of full tutor, clear It is this clear factor that can help you choose the right teacher for you Disadvantages: Experience: The software allows learners to use it for 10 minutes every day for free Unlimited learning will cost you Since online learning has become popular with students in universities, how to learn English online effectively, especially learning online speaking skill is always one of the top concern of the students Therefore, there are some tips for students to learn English speaking skill online more effectively as below: Improve English Speaking skill through Online English Materials for ESL Students VOA English is a website where we can listen the newest news in English, America, Australia and many areas They have many fields such as: Economy, Agriculture, Science, Chemistry, and Biology, etc All of the news are updated day by day They also have many kind of Voice (India-English, AustraliaEnglish, America-English…) I am sure that if we listen every day, our Speaking Skill will be good Improve English Speaking skill through music Poetry and music are elements of each human society Songs are authentic and easily accessible example of spoken English The rhymes in songs provide listeners with repetition of similar sounds Students often choose to listen to songs time and again, indirectly exposing them to these sounds Words in song fit the music, helping learners associate the number of syllables, stress in these words with memorable rhythms The relaxed atmosphere songs create can expose students to this difficult pronunciation area without their realizing songs 58 contain endless examples of weak syllable, simple sentence structures…helping to convince learners of the way English is pronounced, how to make a sentence… Songs can attract students and draw them in English period Songs and rhymes also support for phonetic development- an important element to succeed in speaking skill “Poems, rhymes, chants and songs could be used to give a feeling for the rhyme of the spoken language Practicing English speaking through reciting rhymes and poems is mostly funny and very effective Improve English Speaking skill through Mass media Mass media is an indispensable part in our life today In fact, it is very useful for the English non-major Freshmen to study English speaking For example, every day, spend a little time reading newspaper or magazines to enrich English vocabulary or collect the correct structure Listening English news on television is also a good method to learn speaking In fact, it is grad to understand much information through these news, especially to the English major Freshmen However, it really boosts students‟ listening skill Mass media consists of main means of mass communication such as newspaper, television & radio, books, magazine, adverts, cinema, videos, internet (personal website pages, logs….) which occupies a central and pivotal role in our lives We can learn a ton of vocabulary and the sentence structures as well from this Importantly, these information are very up-to date and denote the fact of each events happened every day in detail The four basic skills in English will be better when studying from mass media Improve English Speaking skill through books, magazines, newspapers There are some reference books which can help students to have more knowledge about English speaking It will be very useful and interesting if students have chances to read some English newspaper to get information and 59 practice speaking skill When having difficulties in learning and understanding the meaning of the text, or the meaning of the new words, students can ask each other, even ask the teacher for help Reading newspaper and magazines written in English will improve student‟s reading and speaking In general, learning a foreign language is not really complicated Thus, the students should have enthusiasm towards it and take part in activities frequently and actively In the class, students should be confident when speaking and paying attention on lessons Outside the class, they should spend more time to practice topics by themselves or with their friends and native speakers to promote vocabulary and pronunciation If you are not motivated to learn English, you will become frustrated and give up Thus, you should set achievable goals Moreover, the teacher should spend more time for students on practicing speaking in class and activities outside class That is an important way of improving students‟ speaking skill and attracting more attention Students usually feel interested in participating outside class activities with the considerable improvement 4.3 Limitations of the study In spite of researcher‟s considerable efforts, certain limitations are unavoidable due to time constraints and some other factors: Firstly, research is limited to first year English classes at Hung Vuong University Therefore, this study is limited in context, which limits the objectivity of the study Secondly, due to the limited time, the researcher could not conduct more observations of the class, which could not reflect the whole picture of learning online speaking skill 60 Despite these shortcomings, with serious work, justified data collection and analysis as well as thorough selection of participants and methodology, the validity and reliability of the results can be achieved However, the limitations of this study should be taken into their consideration in further studies 4.4 Suggestions for further studies Since affected factors are inevitable part in the learning process of second language learners of all ages, it offers other researchers large room to conduct further studies relating to this research topic For the future researchers, it is suggested that the same topic of the study can be developed in terms of broader scope of subjects, research method as well as more various instruments Researchers can use survey questionnaires, interviews, discussions and classroom observations that are also important to make conclusions more accurate and persuasive Besides, other researchers can also investigate as many difficulties as possible of a large group of people Because the writer of this study mainly focuses on some difficulties first year English major students encountered when learning speaking skill online Therefore, other researchers can shift this topic to other areas By expanding and varying sampling participants such as sophomore, junior and senior, these researchers can have better results 61 REFERENCES Al Hosni, S (2014) Speaking difficulties encountered by young EFL learners International Journal on Studies in English Language and Literature, 2(6), 22– 30 Al-Abri, K., 2008 Teachers‟ evaluation of EFL textbooks used in the Omani basic education Schools (Unpublished master‟s thesis) ELT Curriculum and Methodology- College Education of Sultan Qaboos University Ambu, B & Saidi, B., 1997 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Cambridge University Press Eckard, R., & Kearny, M (1981) Teaching Conversational Skills in ESL Washington: Center of Applied Linguistics 62 Gan, Z., 2012 Understanding L2 Speaking Problems: Implications for ESL Curriculum Development in Teacher Training Institution in Hong Kong Australian Journal of Teacher Education 37(1): 43-59 Harmer, J (1991) The Practice of English Language Teaching The 3th Edition Longman: London and New York Harmer, J 2001 The Practice of English Language Teaching Harlow: Longman Hedge, T (2000) Teaching and Learning in the Language Classroom Oxford: Oxford University Press Hornby, A S (1995) Oxford Advanced Learner Dictionary New York: Oxford University Press Kenworthy, J (1987) Teaching English Pronunciation New York: Long man Le, T M., 2011 An investigation into factors that hinder the participation of university students in English speaking lessons University of Languages and International Studies: Vietnam Latha, B M (2012) Teaching English as a Second Language: Factors Affecting Learning Speaking Skills International Journal of Engineering Research & Technology (IJERT), 1(7), 1-6 Lukitasari, N (2003) Students’ Strategies in Overcoming Speaking Problems in Speaking Class University of Muhammadiyah Malang Littlewood, W (2007) Communicative Language Teaching Cambridge: Cambridge University Press McDonough, J., & Shaw, C (1993) Materials and Method in ELT; A Teacher’s Guide UK: Blackwell Publishing Ltd, p 134 Ngo, P T., 2011 A study on the difficulties in learning speaking English of the first year students at the Faculty of Information Technology, Thai Nguyen University MA Thesis Nguyen, T H., & Tran, M N (2015) Factors of teaching students‟ speaking difficulties at Le Then Hien high school Asian Journal of Educational Research, 3(2), 8-23 Rabab‟ah, G., 2005 Communication problems facing Arab learners of English Journal of Language and Learning 3(1): 180-197 63 Rivers, W M (1968) Teaching foreign language skills Chicago: University of Chicago Press Tuan, N H., & Mai, T N (2015) Factors Affecting Students‟ Speaking Performance at LE Thanh Hien High School Asian Journal of Educational Research, 3(2), 8-23 Thornbury, S (2005) London:Longman How to Teach Speaking Harmer, J (Ed) Ur, P (2000) A Course in Language Teaching: Practice and Theory Cambridge: Cambridge University Press Urrutia León, W., & Vega Cely, E (2010) Encouraging Teenagers to Improve Speaking Skills through Games in a Colombian Public School, PROFILE, 12(1), 11-31 Bogotá, Colombia 64 LIST OF APPENDICES APPENDICE I: QUESTIONNAIRES My name is Khong Thanh Hien, a student in the Linguistics Department, Hung Vuong University I am conducting research titled “Difficulties in online speaking lessons encountered by first year English majored students at Hung Vuong University” The purpose of this research is to find out speaking difficulties met by English language students at Hung Vuong University when having to attend online English speaking lessons, then point out several solutions to help students solve speaking problems and improve their speaking ability 1.What is your full name? What is your class? 3.Where did you attend secondary & high school? How many years have you learnt English? A Less than years B 5-7 years C 7-10 years D More than 10 years What you think about English speaking skill? A Very Difficult 65 B Difficult C Neutral D Easy How many hours you spend practicing English speaking skill a day? A Less than hour B 1-2 hours C hours C More than hours How you practice English speaking skill? A Practice alone B Practice in pairs C Practice in group D Other …………………… When learning English speaking online, you find it difficult because…… A I not have many ideas to talk about B I not have good grammar C.I don‟t have enough vocabulary D I was afraid of making mistakes E Other…………………… What have you done to improve your speaking skill? A Ignore difficulties B Practice speaking alone C Practice with friends D Ask the teacher for help 10 Please provide your mobile phone so that I can contact you for interview? 66 Thank you for help! APPENDICE II: INTERVIEW QUESTIONS FOR LECTURERS The interview questions are designed for English Lectures in Faculty of Foreign Languages at Hung Vuong University: Question 1: What you think about some difficulties that K19 students meet when they take part in online speaking lessons? Question 2: Why you think students meet those difficulties? Question 3: What did you to help students overcome these difficulties? Question 4: What you think students should to overcome their difficulties? 67 APPENDICE III: INTERVIEW QUESTIONS FOR STUDENTS The interview questions are designed for students of class K19 English major students: Question 1: Can you introduce a little bit about yourself and educational background? Question 2: Do you find it difficult when learning English speaking online? Question 3: Can you list some difficulties that you meet when taking part in speaking activities during the online lesson? Question 4: Why you think you have those difficulties? Question 5: How did you deal with those difficulties when learning speaking online?