(Luận văn) factors affecting english speaking skill of the first year english majors and the ways how to improve at hai phong university of management and technology

BỘ GIÁO DỤC VÀ ĐÀO TẠO TRƯỜNG ĐẠI HỌC QUẢN LÝ VÀ CƠNG NGHỆ HẢI PHỊNG - lu an n va to p ie gh tn KHÓA LUẬN TỐT NGHIỆP d oa nl w NGÀNH : NGÔN NGỮ ANH ll u nf va an lu m oi Sinh viên : Ngô Thị Khánh Huyền z at nh z m co l gm @ an Lu n va HẢI PHÒNG – 2021 ac th si BỘ GIÁO DỤC VÀ ĐÀO TẠO TRƯỜNG ĐẠI HỌC QUẢN LÝ VÀ CƠNG NGHỆ HẢI PHỊNG - FACTORS AFFECTING ENGLISH SPEAKING SKILL lu OF THE FIRST YEAR ENGLISH MAJORS AND THE WAYS HOW TO IMPROVE AT HAI PHONG UNIVERSITY OF MANAGEMENT AND TECHNOLOGY an n va p ie gh tn to nl w d oa KHÓA LUẬN TỐT NGHIỆP ĐẠI HỌC HỆ CHÍNH QUY ll u nf va an lu NGÀNH: NGÔN NGỮ ANH oi m z at nh Sinh viên Giảng viên hướng dẫn : Ngô Thị Khánh Huyền : Nguyễn Thị Thu Huyền z m co l gm @ an Lu n va HẢI PHÒNG – 2021 ac th si BỘ GIÁO DỤC VÀ ĐÀO TẠO TRƯỜNG ĐẠI HỌC QUẢN LÝ VÀ CƠNG NGHỆ HẢI PHỊNG NHIỆM VỤ ĐỀ TÀI TỐT NGHIỆP lu an n va p ie gh tn to Mã SV: 1512753038 w Sinh viên: Ngô Thị Khánh Huyền : NA1901A Ngành : Ngôn Ngữ Anh d oa nl Lớp an lu u nf va Tên đề tài: Factors affecting English speaking skill of the first year English majors and the ways how to improve at Hai Phong University of Management and ll oi m Technology z at nh z m co l gm @ an Lu n va ac th si NHIỆM VỤ ĐỀ TÀI Nội dung yêu cầu cần giải nhiệm vụ đề tài tốt nghiệp ………………………………………………………………………………… ………………………………………………………………………………… ………………………………………………………………………………… ………………………………………………………………………………… ………………………………………………………………………………… lu ………………………………………………………………………………… an n va tn to Các tài liệu, số liệu cần thiết ie gh ………………………………………………………………………………… p ………………………………………………………………………………… nl w ………………………………………………………………………………… d oa ………………………………………………………………………………… an lu ………………………………………………………………………………… ll u nf va ………………………………………………………………………………… oi m Địa điểm thực tập tốt nghiệp z at nh ………………………………………………………………………………… z m co l gm @ an Lu n va ac th si CÁN BỘ HƯỚNG DẪN ĐỀ TÀI TỐT NGHIỆP Họ tên : Nguyễn Thị Thu Huyền Học hàm, học vị : Thạc Sĩ Cơ quan công tác : Trường Đại học Quản lý Cơng nghệ Hải Phịng Nội dung hướng dẫn: Factors affecting English speaking skill of the first year English majors and the ways how to improve at Hai Phong University of Management and Technology lu an n va tn to Đề tài tốt nghiệp giao ngày 11 tháng 10 năm 2021 p ie gh Yêu cầu phải hoàn thành xong trước ngày 31 tháng 12 năm 2021 w Đã giao nhiệm vụ ĐTTN oa nl Đã nhận nhiệm vụ ĐTTN Giảng viên hướng dẫn d Sinh viên ll u nf va an lu oi m z at nh Hải Phòng, ngày … tháng … năm 2021 z XÁC NHẬN CỦA KHOA m co l gm @ an Lu n va ac th si CỘNG HÒA XÃ HỘI CHỦ NGHĨA VIỆT NAM Độc lập - Tự - Hạnh phúc PHIẾU NHẬN XÉT CỦA GIẢNG VIÊN HƯỚNG DẪN TỐT NGHIỆP Họ tên giảng viên: Đơn vị công tác: Họ tên sinh viên: Nội dung hướng dẫn: Chuyên ngành: lu an n va p ie gh tn to Tinh thần thái độ sinh viên quá trình làm đề tài tốt nghiệp Đánh giá chất lượng đồ án/khóa luận (so với nội dung yêu cầu đã đề nhiệm vụ Đ.T T.N các mặt lý luận, thực tiễn, tính tốn số liệu…) Ý kiến giảng viên hướng dẫn tốt nghiệp d oa nl w va an lu Không bảo vệ Điểm hướng dẫn ll u nf Được bảo vệ oi m Hải Phòng, ngày … tháng … năm Giảng viên hướng dẫn z at nh (Ký ghi rõ họ tên) z m co l gm @ an Lu n va ac th QC20-B18 si CỘNG HÒA XÃ HỘI CHỦ NGHĨA VIỆT NAM Độc lập - Tự - Hạnh phúc PHIẾU NHẬN XÉT CỦA GIẢNG VIÊN CHẤM PHẢN BIỆN Họ tên giảng viên: Đơn vị công tác: Họ tên sinh viên: Chuyên ngành: Đề tài tốt nghiệp: lu Phần nhận xét giáo viên chấm phản biện an va n tn to ie gh p nl w Những mặt hạn chế oa d lu va an u nf ll m oi Ý kiến giảng viên chấm phản biện z at nh Được bảo vệ Không bảo vệ Điểm hướng dẫn z Hải Phòng, ngày … tháng … năm Giảng viên chấm phản biện gm @ (Ký ghi rõ tến) m co l an Lu n va ac th QC20-B19 si ACKNOWLEDGEMENTS In the process of doing my research paper, I have received a lot of experience, guidance and encouragement from my teachers and friends To begin with, I would like to express my deepest gratitude to my supervisor Ms Nguyen Thi Thu Huyen, the lecturer of foreign language faculty, Haiphong University of Management and Technology, for her whole-hearted guidance and support Without her valuable recommendations and advice, I could not finish this thesis successfully lu My sincere thanks are also sent to all the teachers of English faculty at an n va Haiphong University of Management and Technology for their precious and useful lessons during my four-year study which have been then the foundation to p ie gh tn of this research paper d oa nl w ll u nf va an lu oi m z at nh z m co l gm @ an Lu n va ac th si TABLE OF CONTENTS ACKNOWLEDGEMENTS PART I: INTRODUCTION 1 Rationale of the study The aim of the study 3 The scope of the study The method of the study Design of the study lu PART II: DEVELOPMENT an n va CHAPTER ONE: THEORETICAL BACKGROUND The definition of Speaking to gh tn 1.1 Types of Speaking p ie 1.2 Functions of Speaking w 1.3 Component of Speaking oa nl Teaching Speaking d 2.1 Principles of Teaching Speaking an lu 2.2 Teacher’s Problem in Teaching Speaking 10 u nf va 2.3 The Importance of Teaching Speaking 12 ll Problems in Speaking 13 m oi 3.1 The common errors that students make when speaking in English 13 z at nh 3.2 Other factors affecting the speaking skill in English 16 CHAPTER TWO: RESEARCH METHOD 21 z gm @ Survey Research 21 The participants 21 l m co Data collection and analysis 22 an Lu n va ac th si CHAPTER THREE: SUGGEST THE WAYS HOW TO IMPROVE SPEAKING SKILL FOR THE FIRST YEAR ENGLISH MAJORS AT HAI PHONG UNIVERSITY OF MANAGEMENT AND TECHNOLOGY 31 Goal, target and attitude 31 Improve learning methods 32 Work in pairs or groups 33 Learn to speak through the internet 33 Self-Talking English 35 Join the English club 35 lu Join the online forum on practicing speaking English 36 an n va Join in English workshops 37 tn to Teaching methods to improve speaking skill 38 PART III: CONCLUSION 40 gh p ie Research Summary 40 w Limitation of the study 40 oa nl Suggestions for the further study 41 d REFERENCES 42 lu ll u nf va an APPENDIX 44 oi m z at nh z m co l gm @ an Lu n va ac th si The things we best in life are the things we enjoy doing If students aren't having fun learning English, they are not studying the right way They can be a serious student who has fun at the same time Students should make up their own rewards program to give themselves incentives to stay on task Improve learning methods a, Practicing speaking with others as much as possible, try to practice in standard talk situations Students should join an English club or an organization that will help them practice speaking English more b, Practice talking alone Students can come up with a specific topic and practice on their own, then ask more questions and answers lu c, Students should increase their vocabulary to be able to talk about a an n va variety of topics Spend more time and patience to improve vocabulary, a good d, Change intonation of voice Listening to native speakers speak English, gh tn to vocabulary background will be very useful in many contexts p ie students should keep in mind the way they speak and the intonation of the w conversation Listen to understand what is friendly or unfriendly, bored or oa nl interested, kind or cruel Listen to how their intonation affects the message they d are conveying, then try to change intonation when speaking lu va an e, Students should put extra emphasis on the important parts being talked about English is a rhythmic language, which means that in any sentence, some u nf ll words are emphasized to show the importance of the message m oi f, To improve English speaking skill, students should find a friend to z at nh practice learning English with, helping each other to improve They will be more motivated and not bored z gm @ g, Students should train grammar skills, record it when speaking and try l to find grammatical errors Learn from mistakes and try again m co h, Record while speaking, check volume and speed When students speak should keep in mind in conversations is to stop when asked n va 32 an Lu too fast, it will be difficult for others to understand One difficult thing students ac th si Work in pairs or groups For learning to speak English, working in pairs or groups is also considered an effective way of learning The practice of group discussion in parallel with skill development will be really helpful and improve students' English communication ability If each student participating in the group follows the rules set by the group with the common goal of growing together, they will all achieve their learning goals The benefits of learning to speak English in pairs or in groups: a, Raising awareness and self-discipline for students Working in pairs or groups allows each member to participate actively lu and responsibly Reading comprehension and preparing materials before each an n va lesson according to a certain time limit will create great effects for reviewing old tn to knowledge and absorbing new knowledge, which is very important for learning to speak English When they are in a group and are responsible for completing gh p ie assignments with other members, students will be really serious about learning w about the topic, brainstorming ideas and discussing to find the best arrangement oa nl for each assigned topic d b, Create opportunities for members to share ideas, solve problems and va an lu help each other Once paired as a pair or a group, members can freely share ideas and u nf ll advice to each other They can also solve any problem that is difficult to m oi alone Moreover, when explaining a concept to another member, it is also z at nh deepening that knowledge into one's own memory Explaining clearly and fluently in front of a group of people also trains each student to speak in front of z m co a, Learn to speak through online websites l Learn to speak through the internet gm @ a crowd and increases their confidence an Lu Nowadays, the internet has a huge influence on our lives For the first year English major, the Internet can help them learn to speak English n va 33 ac th si effectively At any time, students can learn directly through online websites that teach English, especially speaking skills It is very convenient for them to learn new words, pronunciation, presentation skills through interesting topics Through the internet, students can download many materials related to English speaking practice to improve their skills b, Learn to speak through English songs The Internet includes a huge of English resources Students can learn from English songs, English music, even English poems Students can learn from English lyrics by downloading the lyrics to their phones or computers and listening to the song several times, then reading the lyrics carefully and trying to lu repeat them on their own They can find in the lyrics some simple sentence an n va structure, even more special structure That will help students improve both their c, Learn to speak through English movies gh tn to speaking and grammar skills p ie Sometimes, students can find some English movies to watch and learn w from these movies They will be relaxed but still be able to learn These movies oa nl have interesting sounds, pictures and information so students won't get bored d On the contrary, they really pay attention to the details and lines in the movie, lu va an thereby learning to speak English naturally It is clear that when students learn according to their interests, their speaking will improve faster and their u nf ll vocabulary will also increase very quickly One advice is that students should m oi follow the character's lines, study their intonation, it will help students to z at nh improve their speaking skills a lot d, Learn to speak through English video z gm @ TV show and video allow students to tap into the visual essentials of face- l to-face communication A good way to learn to speak is to watch TV shows that m co involve a group of people having a discussion Notice things, such as how an Lu speakers indicate that they want to say next or are about to end what they are n va 34 ac th si saying Recognizing these 'turnaround' signals will make it easier to engage in English conversations Self-Talking English Self-talk English is considered to be one of the most effective ways that a lot of students have been doing during their university studies to practice English It is a common problem that the number of students in each class is quite large, so there may not be enough time for each student to have a chance to practice their speaking skills Therefore, students can only practice at home but finding a partner to practice with is another problem In this case, self-talk seems effective and easy to Besides, for some students who are shy or lack lu confidence, this strategy is totally recommended as they can then push an n va themselves to speak without fear of making mistakes or being embarrassed Talk tn to about anything and everything Do it in the privacy of their own home If students can't this at first, they should try reading out loud until they feel gh p ie comfortable hearing their own voice in English Interestingly, a statistic has w shown that 93% of professors use self-talk when learning a second language and oa nl this strategy has received many positive feedbacks from professors The practice d step of this method is very simple as you are free to say whatever you like to lu va an yourself When learners practice speaking on their own, it can help them achieve great fluency and memorization u nf ll Join the English club oi m a, Definition z at nh English Club is a gathering of people with the same passion and interest in English Each English club has its own goals and directions Here, members z gm @ can organize appropriate programs of activities, towards the common purpose of n va 35 an Lu b, Benefits of joining an English club m co reasonable for each participating member l the club The time will be agreed by the members themselves to ensure ac th si The English club was created as one of the very effective English learning solutions Help members have the opportunity to practice English communication in order to improve each person's listening and speaking ability Members will become more confident when they practice at English clubs, which leads to positive friends and relationships Since then, members not only improve their speaking ability but also give them confidence when communicating in English Feel free to come up with creative ideas to help improve everyone's English ability Here, members will experience using English together to play lu games, play plays, debates, presentations, and interviews, helping them to make an n va the most of your knowledge but not under great pressure tn to Some clubs have foreign lecturers participating to guide them on pronunciation and grammar in detail, directly correcting mistakes for each gh p ie person w Join the online forum on practicing speaking English oa nl Students often learn English speaking by listening to music, watching d movies or available English-taught programs But sometimes they feel that this lu va an learning is too passive and have many difficulties if they want to find study materials So students should try to participate in English speaking forums, the u nf ll interaction between members, a rich repository of documents and many useful m oi tips will definitely help them conquer this global language z at nh Benefits of joining an English speaking forum: a, Free for all users z gm @ This is the best advantage of English forums Your participation here is l completely free and free, does not require any fees Here, learners can download m co loads of useful materials, participate in free discussions and ask questions to an Lu anyone b, Easy and convenient n va 36 ac th si All users just need a computer or phone connected to the internet can participate Just a few simple steps to register and you can become a member of the English forum with many benifits in learning English c, Plentiful material If students need to find useful material, the archives shared by members on English speaking forums are a treasure for them These are all documents shared by predecessors, so they are often highly appreciated for their quality and effectiveness for users Especially, the structure of the forums is often very reasonable and diverse, making it easy for users to find suitable documents for each specific topic lu d, Friendly learning environment at English speaking forums an n va Although just a virtual environment, English speaking forums are tn to gathering places for people with the same goal of wanting to learn to speak English better Therefore, the members here are usually quite friendly and gh p ie enthusiastic They exchange with each other like close friends, the interaction in w the forum is no less than learning English online This is very beneficial in oa nl practicing English communication for students d Join English workshops lu va an English Workshop is a series of activities in meetings and seminars of people with similar interests in the field of English The purpose of the English u nf ll workshop is to exchange, share and learn skills, experience and knowledge m oi about English A workshop is conducted when there are two components that z at nh are speakers and participants Speakers will share, provide knowledge and useful information to guests English workshops are held for the purpose of z gm @ discussing and clarifying interesting topics that everyone is interested in l At Hai Phong University of Management and Technology, English m co workshops are organized by English department on interesting topics that are an Lu always of particular interest and attention from students Not only helping students relieve stress after class, English workshops also give students a lot of n va 37 ac th si useful knowledge that they need to apply in their studies as well as in the future With good speakers and always stirring the atmosphere of the workshop, valuable content is easily conveyed to the students Students not only acquire knowledge for themselves, but also can ask questions to clarify problems and improve the difficulties they are facing in learning English Therefore, first year students at Hai Phong University of Management and Technology should actively participate in the department's English workshops as well as off-campus workshops This will give them not only knowledge about learning English but also valuable lessons that they cannot find in books, helping them to improve and enhance every aspect of themselves lu Teaching methods to improve speaking skill an n va Speaking is one of the most important skills students can master both for tn to social and studying success Students use this skill through every English class to make requests, ask questions, receive new information and interact with gh p ie friends w However, teachers must be mindful that speaking involves more than oa nl simply using words to articulate what we are thinking, and there is more at play d than simply asking students to say the words that they know So teachers have a lu va an particularly important role in raising the level of each student a, Select appropriate and effective textbook u nf ll Teaching textbook is an important part that directly affects the teaching m oi process of each teacher Teachers should choose the right textbook and bring z at nh high performance in each lesson A good textbook not only makes it easier for teachers to work, but also helps students easily absorb lessons and apply z gm @ knowledge to the fullest l b, Encourage conversation m co Every speaking lesson gives students a new opportunity to practice an Lu language Some of students might need a little guidance from their teacher to engage in conversations, so teachers should spark interactions whenever they n va 38 ac th si can Ask questions, rephrase the student’s answers and give prompts that encourage conversations to continue c, Remind students to speak loudly and articulate clearly Ask students to feel the muscles used for speech while they are talk-ing and monitor their volume and articulation Remind them that clear and loudenough speech is essential for holding the attention of the group, communicating their information and opinions effectively d, Explain the subtleties of tone Remind students how tone of voice, which includes pitch, volume, speed, and rhythm can change the meaning of what they say Often, it is not what they lu say, it is how they say, it that can lead to misunderstanding of motives and an n va attitudes Teacher should ask students to be mindful of tone when they are trying e, Create a fun and exciting atmosphere for each class gh tn to to get a message across, and adjust their volume and pitch accordingly p ie No one can easily absorb knowledge in a stressful study environment, w especially English speaking skills Therefore, the role of the teacher is to create oa nl a pleasant atmosphere and encourage the students to interact naturally in the d class Teachers can also let students come up with a suitable topic, then have lu va an them practice in pairs or in groups This process not only helps students feel more comfortable in class, but also helps each other correct mistakes and u nf ll complete assignments together oi m z at nh z m co l gm @ an Lu n va 39 ac th si PART III: CONCLUSION Research Summary As a student at Hai Phong University of Technology and Management, from having many difficulties in speaking skills, along with a deep awareness of the importance of learning to speak; The researcher decided to carry out the study in the hope of finding out some factors that influence students' speaking skills during speaking as well as suggesting some ways to improve their speaking skills lu The study consists of three main parts Part I is the introduction of the an n va study It introduces readers to background information on why this thesis was completed, how it was conducted, and what it was done for Part II is the to gh tn development of the thesis consisting of three chapters The first chapter provides p ie the reader with an overview of the theoretical underpinnings on which this study w is based oa nl The next chapter presents the research method through survey d questionnaires The last chapter is a number of recommendations and lu an suggestions to improve English speaking skills at Hai Phong University of u nf va Technology and Management ll Limitation of the study m oi Although the study has certain strong points such as collection methods, z at nh survey questionnaires for students, due to limited time, lack of sources, the researcher’s ability and other unexpected factors, it is obvious that the study has z gm @ got a number of short-comings First of all, due to the limited of time, experience to some extent, the l which can make the obtained results more reliable m co researcher could not conduct other methods such as classroom observation an Lu n va 40 ac th si Secondly, due to the limitation of scope of the study, the researcher only focus on the first-year students in Faculty of Foreign Language which account for a small number of students in foreign languages department Haiphong Management and Technology University Therefore, the result of the study can’t be generalized Besides, the researcher could not cover all the aspects of difficulties In addition, the techniques suggested in this research are selected from different reliable but limited sources In spite of the mentioned limitations, I hope that this exploratory research will contribute to the better situation of teaching and learning English speaking lu skill in in foreign languages department at Haiphong Management and an n va Technology University Because of the limitation, this study could not cover all of aspects of the gh tn to Suggestions for the further study p ie study Besides, the study only focuses on difficulties and solutions for only first- w year students at Haiphong Management and Technology University in order to oa nl help them improve their speaking skill Moreover, for the further studies, to get d better results, the researcher should invite more participants and the data lu va an collection method Together with using survey questionnaires and interviews, observation is also necessary to get more persuasive conclusions u nf ll All in all, although the study cannot avoid to the limitation, the research m oi has been completed under the guiding of the supervisor and self-effort Any z at nh comments and criticism will be highly appreciated for better further study z m co l gm @ an Lu n va 41 ac th si REFERENCES Austin J Freeley and David L Steinberg, Argumentation and Debate: Critical Thinking for Reasoned Decision Making, (Boston: Lynn Uhl, 2009) Baker, J., & Westrup, H (2000) The English language teacher’s handbook: How to teach large classes with few resources London: Continuum Baker, J., & Westrup, H (2003) Essential Speaking Skills: A Handbook for English Language Teachers London: Continuum Bautisa, K (2011) Six most common errors in English as a second language (ESL) lu an Brown, H Douglas 2001 Teaching by Principles San Francisco: Addison n va Wesley Longman, Inc to tn Celce-Murcia, M., Brinton, D.M., & Goodwin, J.M (1996).Teaching ie gh pronunciation: A reference for teachers of English to speakers of other p languages Cambridge: Cambridge University Press nl w Chaney, A L., & Burk, T L (1998) Teaching Oral Communication in d oa Grades K-8 Boston: Allyn and Bacon an lu Claesen, A (1984) Talking to learn A methodology book for English va language learning in secondary schools In Ayot H.O (Ed) Nairobi: Macmillan oi m University Press ll u nf Dulay, H., Burt, M and Krashen, S (1982) Language Two Oxford: Oxford z at nh 10 Elizabeth F Barkley, K Patricia Cross & Claire Howell Major (2004) Collaborative Learning Techniques: A Handbook for College Faculty Jossey- z Bass Publishing @ gm 11 Gredler, M.E (1997) Learning and instruction: Theory in practice (4th Ed.) m co l Upper Sandle River 12 Harmer, Jeremy 2007 The Practice of English Language Teaching an Lu England: Pearson Education Limited n va 42 ac th si 13 Jon M Ericson The Debater; Guide Third Edition, (Carbondale: Southern Illinois University Press, 2003) 14 Kayi, Hayriye 2006 Teaching Speaking: Activities to Promote Speaking in a Second Language The Internet TESL Journal http://itesjl.org Accessed on 5th of December 2019 15 Krashen, S.D., & Terrel, T.D (1988) The natural approach: Language acquisition in the classroom Newyork: Prentice Hall International 16 Lado, Robert 1977 Language Testing London: Longman 17 Longman Dictionary of Language Teaching & Applied Linguistics (Richards, J Platt, &, H Platt, 1998) lu 18 Nguyen, T.T.T (2007) Difficulties for Vietnamese when pronouncing an n va English final consonants Högskolan Dalarna, Engelska C Uppsats tn to 19 Paulette Dale and James C Wolf, Speech Communication Made Simple, (New York: Miami-Dade Community College Second Edition, 2000) gh p ie 20 Quianthy, R L (1990) Communication is life: Essential college sophomore Association oa nl w speaking and listening competencies Annandale, VA: National Communication d 21 Richards, J 2008 Teaching Listening and Speaking from Theory to lu va an Practice Cambridge: Cambridge University Press 22 T R Kansakar (1998) A Course in English Phonetics Published by Orient ll u nf Longman m oi 23 Tarone, E (2005) “Speaking in a second language” - Handbook of research z at nh in second language teaching and learning Lawrence Erlbaum association: Inc, published z gm @ 24 Thornbury, S 2005 How to Teach Speaking London: Longman l 25 Treiman, R (1989) The internal structure of the syllable In G Carlson and m co M Tanenhaus (Eds.), Linguistic structure in language processing Norwell, MA: an Lu Kluwer Academic n va 43 ac th si APPENDIX Research on English speaking skills of first year English major, Hai Phong University of Technology and Management Survey questionnaire was used in this study Please put a tick the box or write the required answer You can use English or Vietnamese in your answer Question 1: What you think about speaking lesson? lu an ☐ Boring n va ☐ Very interesting to gh tn ☐ Difficult p ie ☐ Other: ………………………………………………………………………… Question 2: How much time you spend on studying speaking daily? ☐ An hour a day d oa nl w ☐ 30 minutes a day ☐ More than hours a day u nf va an lu ☐ hours a day ll Question 3: How often you have problems in your speaking skill? oi z at nh ☐ Sometimes m ☐ Rarely z ☐ Usually @ l gm ☐ Always m co Question 4: How you feel when communicating with foreigners? ☐ Much confident an Lu ☐ A bit confident n va 44 ac th si ☐ Embarrassed ☐ Other: ………………………………………………………………………… Question 5: What difficulties you often face up with in speaking lesson? ☐ Fear of error ☐ Lack of motivation ☐ Illogical idea expression ☐ Ineffective learning method ☐ Lack of practicing environment ☐ Unsystematic textbook lu ☐ Other: ……………………………………………………………………… an n va Question 6: What are the problems facing you in speaking lesson? tn to ☐ Vocabulary ie gh ☐ Grammar p ☐ Pronunciation (stress, ending sounds, mispronunciation…) nl w ☐ Intonation d oa ☐ Speaking topics an lu ☐ Others: ……………………………………………………………………… u nf va Question 7: Do you have a good exposure to English in school as well as out-of- ll school English class via various sources such as foreign TV programs, movies, m oi cartoons, the internet, English music or interacting with English-speaking ☐ Always z at nh people? z m co an Lu ☐ Never l ☐ Hardly ever gm ☐ Sometimes @ ☐ Usually n va Question 8: What activities are you interested in extra speaking? 45 ac th si ☐ Listening to English songs ☐ Watching English movies ☐ Listening to English News ☐ Joining English speaking clubs Question 9: What activity you often to prepare for the speaking lesson? ☐ Prepare vocabulary/ grammar/ knowledge of the topic presented ☐ Plan something what you will say in your mind ☐ Take note the main ideas related to the topic ☐ Discuss in pairs or in groups with partners lu ☐ Other activities: ……………………………………………………………… an n va p ie gh tn to d oa nl w ll u nf va an lu oi m z at nh z m co l gm @ an Lu n va 46 ac th si

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