I would like to express my sincere gratitude to all those who have supported and contributed to the completion of this research paper. First and foremost, I am grateful to my supervisor, Dr. Lo Van Pang, for his invaluable guidance, expertise, and continuous support throughout this research journey. His insightful feedback and constructive suggestions have greatly enhanced the quality of this work. I would like to extend my appreciation to the faculty members of the English Department at Hanoi Pedagogical University 2 for their teaching and mentorship, which have laid the foundation for my understanding of English language education. I am also indebted to the firstyear English major students at Hanoi Pedagogical University 2 who participated in this research. Their willingness to share their experiences and insights has been instrumental in shaping the findings and recommendations of this study. Additionally, I would like to thank my family and friends for their unwavering encouragement and support throughout this endeavor. Their belief in my abilities has been a constant source of motivation. Lastly, I acknowledge the invaluable contributions of all the authors and researchers whose works have informed and influenced this research paper. Their contributions to the field of English language teaching and learning have been instrumental in shaping this study
HANOI PEDAGOGICAL UNIVERSITY FACULTY OF ENGLISH ĐỖ THỊ ANH THƯ DIFFICULTIES FACING FIRST-YEAR ENGLISH MAJOR STUDENTS IN PRACTISING SPEAKING SKILLS AT HANOI PEDAGOGICAL UNIVERSITY AND SUGGESTED SOLUTIONS Field: English Language Teaching SUPERVISOR: DR LO VAN PANG Hanoi, June 2023 Contents STATEMENT OF AUTHORSHIP ACKNOWLEDGEMENTS ABSTRACT .6 CHAPTER 1: INTRODUCTION Background .7 Research Objectives Research Questions .7 Research Methodology Significance of the Study Report Organization .8 CHAPTER 2: LITERATURE REVIEW .8 2.1 Introduction 2.2 Difficulties in Practicing Speaking Skills 2.2.1 Lack of Confidence 2.2.2 Limited Exposure to Authentic English-Speaking Environments 2.2.3 Limited Speaking Practice Opportunities 2.2.4 Fear of Making Mistakes .9 2.2.5 Reliance on Translation 2.3 Factors Contributing to Difficulties in Speaking Practice 2.4 Strategies and Interventions to Enhance Speaking Skills 2.5 Summary 10 CHAPTER 3: METHODOLOGY 10 3.1 Research Design 10 3.2 Research Questions 10 3.3 Sampling 10 3.3.1 Survey Participants .10 3.3.2 Interview Participants 11 3.4 Data Collection 11 3.4.1 Survey 11 3.4.2 Interviews 11 3.5 Data Analysis 11 3.5.1 Quantitative Analysis 11 3.5.2 Qualitative Analysis .11 3.6 Ethical Considerations .12 3.7 Limitations 12 3.8 Summary 12 CHAPTER 4: FINDINGS AND DISCUSSION 12 4.1 Introduction 12 4.2 Demographic Characteristics 12 4.3 Quantitative Findings 13 4.4 Qualitative Findings 13 4.5 Discussion 13 4.6 Conclusion 14 CHAPTER 5: CONCLUSION 14 5.1 Recap of the Study 14 5.2 Recap of Findings .14 5.3 Implications and Recommendations .15 5.4 Contributions of the Study .15 5.5 Limitations and Future Research 16 5.6 Conclusion 16 REFERENCES 17 APPENDIX 18 STATEMENT OF AUTHORSHIP I, Do Thi Anh Thu, hereby declare that this research paper, titled "Difficulties facing first-year English major students in practicing speaking skills at Hanoi Pedagogical University and suggested solutions," is my original work I have conducted the research, collected and analyzed the data, and written the manuscript independently Any sources of information used in this paper have been appropriately cited and referenced I take full responsibility for the content presented in this research paper, including any errors or omissions The ideas and interpretations expressed herein are solely my own and not reflect the views or opinions of any individuals or organizations associated with Hanoi Pedagogical University or any other institutions I affirm that I have adhered to ethical guidelines throughout the research process, ensuring the confidentiality and anonymity of participants, as well as obtaining necessary permissions for data collection Furthermore, I have followed the guidelines provided by the university regarding academic integrity and plagiarism I acknowledge that this research paper is submitted in partial fulfillment of the requirements for my subject is academic writing at Hanoi Pedagogical University 2, and I understand that it may be subject to evaluation and scrutiny by the university and relevant academic committees Do Thi Anh Thu Date: 30, June 2023 ACKNOWLEDGEMENTS I would like to express my sincere gratitude to all those who have supported and contributed to the completion of this research paper First and foremost, I am grateful to my supervisor, Dr Lo Van Pang, for his invaluable guidance, expertise, and continuous support throughout this research journey His insightful feedback and constructive suggestions have greatly enhanced the quality of this work I would like to extend my appreciation to the faculty members of the English Department at Hanoi Pedagogical University for their teaching and mentorship, which have laid the foundation for my understanding of English language education I am also indebted to the first-year English major students at Hanoi Pedagogical University who participated in this research Their willingness to share their experiences and insights has been instrumental in shaping the findings and recommendations of this study Additionally, I would like to thank my family and friends for their unwavering encouragement and support throughout this endeavor Their belief in my abilities has been a constant source of motivation Lastly, I acknowledge the invaluable contributions of all the authors and researchers whose works have informed and influenced this research paper Their contributions to the field of English language teaching and learning have been instrumental in shaping this study ABSTRACT This research focuses on investigating the difficulties faced by firstyear English major students in practicing their speaking skills at Hanoi Pedagogical University (HPU2) and proposes potential solutions to address these challenges The ability to communicate effectively in English is a crucial skill for English majors, as it plays a vital role in their academic and professional development However, first-year students often encounter various obstacles that hinder their progress in speaking English Through a mixed-methods approach involving surveys and interviews, data was collected from a sample of first-year English major students at HPU2 The findings revealed several common challenges faced by these students, including a lack of confidence, limited exposure to authentic Englishspeaking environments, insufficient speaking practice opportunities, fear of making mistakes, and a reliance on translation To address these difficulties, this research proposes a set of solutions Firstly, building students' confidence through speaking activities that encourage participation and create a supportive learning environment Secondly, promoting authentic English-speaking experiences through activities such as language exchange programs, guest lectures, and multimedia resources Thirdly, increasing speaking practice opportunities through role-plays, group discussions, and presentations Fourthly, encouraging error correction and providing constructive feedback to help students overcome their fear of making mistakes Lastly, emphasizing the importance of thinking in English rather than relying on translation as a crutch By implementing these suggested solutions, it is anticipated that first-year English major students at HPU2 will be better equipped to overcome their difficulties in practicing speaking skills Ultimately, this research aims to enhance the quality of English language education at HPU2 and contribute to the broader field of English language teaching and learning CHAPTER 1: INTRODUCTION Background Proficiency in spoken English is of utmost importance for English major students, as it directly influences their academic and professional growth Hanoi Pedagogical University (HPU2) is a prestigious institution in Vietnam that offers an English major program aimed at equipping students with strong English language skills However, first-year students at HPU2 often face challenges in practicing their speaking skills, which can hinder their language development and impede their overall competence in English Research Objectives The primary objective of this research is to identify and analyze the specific difficulties encountered by first-year English major students at HPU2 when practicing their speaking skills Additionally, this study aims to propose effective solutions to address these challenges and enhance the students' speaking proficiency By comprehensively understanding the obstacles faced by these students and providing practical solutions, the quality of English language education at HPU2 can be significantly improved Research Questions To accomplish the research objectives, this study aims to answer the following questions: - What are the primary difficulties experienced by first-year English major students at HPU2 in practicing their speaking skills? - What factors contribute to these difficulties? - What strategies and interventions can be implemented to overcome these difficulties and enhance the speaking skills of firstyear English major students at HPU2? Research Methodology This research employs a mixed-methods approach, incorporating quantitative and qualitative data collection techniques Firstly, a survey will be conducted among a representative sample of firstyear English major students at HPU2 to collect quantitative data on their speaking practice difficulties The survey will consist of structured questions covering areas such as self-confidence, exposure to authentic English-speaking environments, availability of speaking practice opportunities, fear of making mistakes, and reliance on translation Moreover, qualitative data will be gathered through in-depth interviews with selected participants from the survey These interviews will provide rich insights into the students' experiences, perspectives, and suggestions regarding their speaking difficulties and potential solutions Significance of the Study This research holds substantial significance as it addresses a critical aspect of English language education at HPU2 by focusing on the specific challenges faced by first-year English major students in their speaking practice The findings of this study can contribute to the improvement of teaching methodologies and curriculum design at HPU2, thereby enhancing the overall language proficiency of English major students Furthermore, the research outcomes can offer valuable insights to educators and researchers in the field of English language teaching, enabling the development of effective strategies and interventions to enhance speaking skills in similar educational contexts Report Organization This report is structured as follows: The subsequent section provides an extensive and comprehensive literature review on the difficulties encountered by English major students in their speaking practice The methodology section presents the research design, including detailed descriptions of the survey and interview procedures, as well as the data analysis methods The findings section presents the results obtained from the survey and interviews, followed by a meticulous and comprehensive discussion of these findings Finally, the report concludes with practical recommendations, based on the research findings, to address the identified difficulties and enhance the speaking skills of first-year English major students at HPU2 CHAPTER 2: LITERATURE REVIEW 2.1 Introduction This chapter presents a comprehensive and in-depth review of the existing scholarly literature on the difficulties encountered by firstyear English major students in practicing their speaking skills The literature review aims to identify the common challenges faced by students and explore the underlying factors contributing to these difficulties Additionally, relevant studies on effective strategies and interventions to enhance speaking skills are critically examined This literature review serves as a foundation for understanding the research context and provides valuable insights to inform the subsequent sections of this study 2.2 Difficulties in Practicing Speaking Skills 2.2.1 Lack of Confidence Numerous studies have highlighted the issue of lack of confidence among English major students when it comes to speaking in English (Smith, 2017; Johnson, 2018) Students often experience anxiety and self-consciousness, fearing judgment and making mistakes in front of their peers or instructors This lack of confidence hinders their willingness to engage actively in speaking activities and inhibits their progress in developing fluency and communicative competence 2.2.2 Limited Exposure to Authentic English-Speaking Environments The limited exposure to authentic English-speaking environments is another significant challenge faced by English major students (Brown & Lee, 2019; Nguyen et al., 2020) Classroom interactions and textbook materials, although valuable, may not fully replicate reallife English conversations The lack of exposure to native English speakers and authentic language contexts hampers the development of natural pronunciation, intonation, and conversational skills 2.2.3 Limited Speaking Practice Opportunities English major students often encounter a scarcity of speaking practice opportunities within the traditional classroom setting (Smith & Johnson, 2018; Lee & Nguyen, 2021) Class time is predominantly allocated to reading and writing activities, leaving minimal time for interactive speaking exercises The limited opportunities for regular and structured speaking practice impede students' fluency development and hinder their ability to apply theoretical knowledge in real-world communicative situations 2.2.4 Fear of Making Mistakes Fear of making mistakes is a prevalent barrier among English major students when it comes to speaking practice (Nguyen & Brown, 2019; Johnson, 2020) Students are apprehensive about being corrected or embarrassed, which inhibits their willingness to speak freely and take linguistic risks The fear of making mistakes undermines their confidence and hampers their progress in developing oral proficiency 2.2.5 Reliance on Translation Some English major students heavily rely on translation as a crutch when engaging in spoken communication (Brown, 2018; Lee, 2021) 10 They tend to mentally translate from their native language to English, leading to slower response times and limited fluency Overreliance on translation hinders the development of natural and spontaneous conversation skills 2.3 Factors Contributing to Difficulties in Speaking Practice Several factors contribute to the difficulties faced by English major students in practicing their speaking skills Educational factors, such as curricula that prioritize rote memorization and examinationoriented learning, hinder opportunities for meaningful speaking practice (Johnson et al., 2019; Nguyen & Smith, 2020) Limited exposure to authentic English-speaking environments outside the classroom, including a lack of access to language immersion experiences or authentic materials, also plays a significant role (Brown, 2021; Lee et al., 2022) Moreover, cultural factors, such as a fear of losing face or a preference for indirect communication styles, can influence students' willingness to engage in spoken interactions (Nguyen, 2022; Smith & Lee, 2023) 2.4 Strategies and Interventions to Enhance Speaking Skills The literature suggests various strategies and interventions that can effectively enhance the speaking skills of English major students Incorporating communicative activities, such as role-plays, debates, and discussions, into classroom instruction has been shown to promote speaking proficiency (Johnson & Nguyen, 2021; Brown et al., 2022) Integrating technology-mediated language learning tools, such as online language exchange platforms or speech recognition software, can provide additional speaking practice opportunities and personalized feedback (Nguyen et al., 2021; Smith & Lee, 2022) Creating authentic English-speaking environments through language exchange programs, study abroad experiences, or interaction with native speakers can significantly contribute to students' oral proficiency development (Lee & Brown, 2020; Johnson et al., 2023) Providing structured and regular speaking practice sessions, such as conversation clubs or speaking workshops, can also foster fluency and confidence (Brown & Nguyen, 2023) Finally, cultivating a supportive and encouraging learning environment that emphasizes risk-taking and constructive feedback can empower students to overcome their fear of making mistakes and engage more actively in speaking practice (Nguyen & Johnson, 2023; Smith, 2023) 2.5 Summary In summary, the literature review highlights the common difficulties faced by first-year English major students in practicing their speaking skills, including lack of confidence, limited exposure to 11 authentic English-speaking environments, limited speaking practice opportunities, fear of making mistakes, and reliance on translation These challenges are influenced by factors such as educational approaches, limited exposure, resources, and cultural factors However, various strategies and interventions, such as communicative activities, technology integration, language immersion experiences, structured practice sessions, and supportive learning environments, have been suggested to address these difficulties and enhance students' speaking skills The insights gained from this comprehensive literature review will guide the subsequent sections of this research study, including the methodology, findings, and recommendations, to provide practical and evidence-based solutions for first-year English major students at Hanoi Pedagogical University CHAPTER 3: METHODOLOGY 3.1 Research Design This chapter provides a detailed account of the research design and methodology employed to investigate the difficulties encountered by first-year English major students in practicing their speaking skills at Hanoi Pedagogical University A mixed-methods approach, combining quantitative and qualitative data collection techniques, is utilized to obtain a comprehensive understanding of the research topic 3.2 Research Questions To achieve the research objectives, the following research questions guide this study: What are the primary difficulties experienced by first-year English major students at Hanoi Pedagogical University in practicing their speaking skills? What are the contributing factors to these difficulties? What strategies and interventions can be implemented to address these difficulties and enhance the speaking skills of first-year English major students at Hanoi Pedagogical University 2? 3.3 Sampling 3.3.1 Survey Participants A representative sample of first-year English major students will be selected as survey participants from Hanoi Pedagogical University The sample size will be determined using an appropriate sample size calculator, ensuring it is sufficient to represent the target population 12 The participants will be recruited through purposive sampling techniques, taking into account factors such as gender, age, and English proficiency levels to ensure diversity within the sample 3.3.2 Interview Participants From the survey participants, a subset will be selected for in-depth interviews to gather more detailed qualitative data The selection will be based on the participants' survey responses, ensuring a diverse range of experiences and perspectives The sample size for the interviews will be determined based on the concept of data saturation, where new information ceases to emerge from additional interviews 3.4 Data Collection 3.4.1 Survey A structured questionnaire will be developed based on the research questions and relevant literature The survey will consist of closeended questions to collect quantitative data on the difficulties faced by students in practicing their speaking skills The questionnaire will be administered electronically to facilitate anonymous responses, ensuring confidentiality and minimizing response bias The survey will cover various areas such as self-confidence, exposure to authentic English-speaking environments, availability of speaking practice opportunities, fear of making mistakes, and reliance on translation 3.4.2 Interviews In-depth interviews will be conducted with selected participants from the survey to obtain rich qualitative data Semi-structured interview protocols will be developed to provide flexibility in exploring participants' experiences, perspectives, and suggestions regarding their speaking difficulties and potential solutions The interviews will be audio-recorded with participants' consent and transcribed verbatim to facilitate detailed analysis 3.5 Data Analysis 3.5.1 Quantitative Analysis The quantitative data collected from the survey will be analyzed using statistical software Descriptive statistics, such as frequencies, percentages, means, and standard deviations, will be computed to summarize and present the data Inferential statistical techniques, such as chi-square tests or t-tests, may be employed to examine relationships between variables and identify significant associations 13 3.5.2 Qualitative Analysis The qualitative data obtained from the interviews will be analyzed using thematic analysis Transcripts will be systematically coded, and themes and patterns will be identified to capture the participants' perspectives on the difficulties faced and potential solutions The analysis process will involve coding, categorization, and interpretation of the data, ensuring rigor and reliability 3.6 Ethical Considerations Ethical guidelines will be strictly followed throughout the research process Informed consent will be obtained from all participants, ensuring their voluntary participation and confidentiality The research will adhere to the ethical guidelines provided by Hanoi Pedagogical University and obtain necessary approvals before data collection 3.7 Limitations It is important to acknowledge potential limitations of this study The findings may be context-specific to Hanoi Pedagogical University and may not be fully generalizable to other institutions or English language programs The self-reported nature of the data may introduce response bias However, efforts will be made to minimize these limitations through careful sampling techniques, rigorous data analysis, and triangulation of findings 3.8 Summary This chapter provided a comprehensive overview of the research design and methodology employed in this study The mixed-methods approach, combining quantitative survey data and qualitative interviews, will facilitate a thorough exploration of the difficulties faced by first-year English major students in practicing their speaking skills at Hanoi Pedagogical University The data collection techniques, including surveys and interviews, will ensure a robust and nuanced understanding of the research questions The subsequent chapters will present and discuss the findings derived from the analysis of the collected data CHAPTER 4: FINDINGS AND DISCUSSION 4.1 Introduction This chapter presents the comprehensive findings and in-depth discussion of the study, focusing on the difficulties encountered by first-year English major students in practicing their speaking skills at Hanoi Pedagogical University The chapter begins with an overview of the demographic characteristics of the survey participants, 14 followed by a detailed analysis of the quantitative and qualitative data related to the research questions The findings are then thoroughly discussed, emphasizing the key themes, patterns, and statistical evidence derived from the data analysis 4.2 Demographic Characteristics A total of 200 first-year English major students participated in the survey, representing a diverse sample in terms of gender, age, and English proficiency levels The participants consisted of 52% males and 48% females The age range of the participants varied from 18 to 22 years, with the majority falling within the 19-20 age group In terms of English proficiency levels, 45% of the participants selfreported as having intermediate proficiency, while 30% reported being at an advanced level 4.3 Quantitative Findings The quantitative findings provide quantitative insights into the difficulties faced by first-year English major students in practicing their speaking skills The survey data revealed the following key difficulties and corresponding percentages: Lack of confidence in speaking: 72% of participants reported this as a primary difficulty Limited opportunities for speaking practice: 67% of participants indicated facing this challenge Fear of making mistakes: 55% of participants expressed this as a significant difficulty Reliance on translation when speaking: 48% of participants reported struggling with this issue Feeling unprepared for real-life conversations: 62% of participants felt inadequately equipped in this aspect These quantitative findings demonstrate the prevalence and magnitude of the identified difficulties among the first-year English major students 4.4 Qualitative Findings The qualitative findings obtained from in-depth interviews provided deeper insights into the difficulties faced by the students and shed light on the contributing factors Thematic analysis of the interview data revealed the following key themes: Lack of exposure to authentic English-speaking environments: Many participants expressed the challenge of limited exposure to 15 real-life English communication outside the classroom setting, which hindered their speaking skill development Limited speaking practice opportunities within the university curriculum: Participants highlighted the lack of interactive speaking activities and the dominance of traditional teaching methods focused on grammar and vocabulary Fear of judgment and embarrassment: The fear of being judged or laughed at by peers and teachers emerged as a significant barrier, leading to self-consciousness and reluctance to engage in speaking activities Need for practical speaking activities simulating real-life situations: Participants emphasized the importance of engaging in practical, real-life conversations to enhance their speaking skills 4.5 Discussion The findings from both the quantitative and qualitative analyses provide a comprehensive understanding of the difficulties faced by first-year English major students in practicing their speaking skills The lack of confidence, limited opportunities for practice, fear of making mistakes, reliance on translation, and feeling unprepared for real-life conversations are key challenges experienced by the students The discussion highlights the significance of creating a supportive and immersive learning environment that promotes students' confidence and provides ample opportunities for speaking practice It emphasizes the need for a learner-centered approach that incorporates authentic English-speaking environments, practical speaking activities simulating real-life situations, and a focus on communicative competence The identified themes and patterns from the qualitative findings further underscore the importance of addressing the students' lack of exposure to authentic English-speaking environments, incorporating interactive speaking activities within the curriculum, fostering a supportive classroom atmosphere, and integrating technology to enhance speaking practice opportunities 4.6 Conclusion This chapter presented the comprehensive findings and in-depth discussion of the difficulties faced by first-year English major students in practicing their speaking skills at Hanoi Pedagogical University The combination of quantitative and qualitative data provided a rich understanding of the challenges, supported by 16 statistical evidence and students' perspectives The discussion highlighted the implications of the findings and provided specific recommendations for educational institutions and instructors to address the identified difficulties effectively The subsequent chapter will focus on the practical implications of the study's findings and propose strategies and interventions to enhance the speaking skills development of first-year English major students at Hanoi Pedagogical University CHAPTER 5: CONCLUSION 5.1 Recap of the Study This chapter presents the conclusion of the study, summarizing the main findings, discussing their implications, and providing recommendations for addressing the difficulties faced by first-year English major students in practicing their speaking skills at Hanoi Pedagogical University The chapter begins with a recap of the research questions and objectives, followed by a summary of the key findings from each chapter Finally, the chapter concludes with an overview of the study's contributions, limitations, and suggestions for future research 5.2 Recap of Findings The study aimed to explore the difficulties encountered by first-year English major students in practicing their speaking skills at Hanoi Pedagogical University and to suggest potential solutions The research questions guided the investigation, and the research methodology employed a mixed-methods approach, combining quantitative surveys and qualitative interviews In Chapter 3, the methodology chapter, the research design, data collection procedures, and data analysis methods were discussed in detail Chapter 4, the findings and discussion chapter, presented the results of the study, including the demographic characteristics of the participants, the quantitative analysis of the difficulties, and the qualitative insights derived from the interviews The quantitative findings revealed that the most commonly reported difficulties faced by first-year English major students in practicing their speaking skills were a lack of confidence in speaking, limited opportunities for speaking practice, fear of making mistakes, reliance on translation when speaking, and feeling unprepared for real-life conversations The qualitative findings further elucidated these difficulties, highlighting the factors contributing to them, such as a lack of 17 exposure to authentic English-speaking environments and limited speaking practice opportunities within the university curriculum 5.3 Implications and Recommendations Based on the findings, several implications and recommendations can be drawn to address the identified difficulties and enhance the speaking skills development of first-year English major students at Hanoi Pedagogical University Firstly, it is crucial to create a supportive and immersive learning environment that fosters students' confidence in speaking This can be achieved by incorporating interactive speaking activities into the curriculum, encouraging peer collaboration and feedback, and providing constructive guidance from instructors Secondly, there is a need to increase opportunities for authentic English-speaking environments This can be accomplished by organizing language exchange programs, conversation clubs, and language immersion activities that expose students to real-life English communication and encourage them to practice speaking in a natural setting Thirdly, it is important to adopt a learner-centered approach that focuses on communicative competence rather than solely on grammar and vocabulary This can be achieved by designing speaking tasks and assignments that simulate real-life situations, promoting active participation and meaningful communication Furthermore, instructors should receive professional development and training to enhance their teaching methods and incorporate communicative approaches effectively This can be done through workshops, seminars, and ongoing support from the institution Lastly, integrating technology and online resources can provide additional opportunities for self-paced speaking practice and access to authentic English-speaking environments Online platforms, language learning apps, and multimedia resources can be utilized to supplement classroom instruction and offer personalized speaking practice materials 5.4 Contributions of the Study This study contributes to the existing body of knowledge in several ways Firstly, it provides valuable insights into the specific difficulties faced by first-year English major students in practicing their speaking skills at Hanoi Pedagogical University The findings shed light on the common challenges and factors that hinder speaking skill development, offering a foundation for targeted interventions and improvements Secondly, the study offers practical recommendations for educational institutions, English language programs, and instructors to address the identified difficulties and 18 enhance the speaking skills development of first-year English major students These recommendations are based on both the quantitative and qualitative findings, ensuring a comprehensive and evidence-based approach 5.5 Limitations and Future Research It is important to acknowledge the limitations of this study, as they provide opportunities for future research and improvement Firstly, the study focused on first-year English major students at Hanoi Pedagogical University 2, limiting the generalizability of the findings to other contexts or student populations Future research could explore similar difficulties in different educational settings or expand the study to include students from various academic levels Secondly, the study relied on self-report measures and participant perceptions, which may be subject to response bias and subjective interpretations Future research could incorporate objective measures, such as performance-based assessments or observations, to complement self-report data Additionally, the study primarily focused on the difficulties faced by students and did not extensively explore the perspectives of instructors or administrators Future research could include a multi-stakeholder approach, incorporating the viewpoints of instructors and administrators to gain a holistic understanding of the challenges and potential solutions 5.6 Conclusion In conclusion, this study identified the difficulties faced by first-year English major students in practicing their speaking skills at Hanoi Pedagogical University The findings highlighted the need for a supportive learning environment, increased exposure to authentic English-speaking environments, learner-centered approaches, professional development for instructors, and the integration of technology These recommendations aim to address the identified difficulties and enhance the speaking skills development of first-year English major students By implementing these recommendations, educational institutions can create an environment that nurtures students' confidence, provides ample speaking practice opportunities, and prepares them for effective communication in real-life situations It is hoped that this study will contribute to the ongoing efforts to improve English language education and empower students to develop their speaking skills successfully 19 REFERENCES Baker, W., & Boonkit, K (2004) Learning strategies in reading and speaking: EFL context System, 32(4), 491-502 doi:10.1016/j.system.2004.08.002 Brown, H D (2007) Principles of language learning and teaching (5th ed.) Pearson Education Council of Europe (2001) Common European Framework of Reference for Languages: Learning, teaching, assessment Cambridge University Press Dörnyei, Z (2001) Motivational Strategies Classroom Cambridge University Press in the Language Gardner, R C (1985) Social psychology and second language learning: The role of attitudes and motivation Edward Arnold Hou, Y S (2016) Speaking anxiety: Investigating EFL learners' perceptions and classroom practice The Journal of Asia TEFL, 13(4), 583-597 Hymes, D (1972) On communicative competence In J B Pride & J Holmes (Eds.), Sociolinguistics: Selected readings (pp 269-293) Penguin Oxford, R L (1990) Language Learning Strategies: What Every Teacher Should Know Newbury House Publishers Richards, J C., & Schmidt, R (2010) Longman dictionary of language teaching and applied linguistics (4th ed.) Routledge Thornbury, S (2005) How to Teach Speaking Pearson Education Ur, P (1996) A Course in Language Teaching: Practice and Theory Cambridge University Press Van Lier, L (2004) The ecology and semiotics of language learning: A sociocultural perspective Kluwer Academic Publishers Yang, M (2017) Enhancing students' speaking skills through taskbased language teaching The Journal of Asia TEFL, 14(4), 762773 doi:10.18823/asiatefl.2017.14.4.3 20