An investigation into efl learners speaking problems and speaking strategies at college of foreign economic relations (cofer) in ho chi minh city

MINISTRY OF EDUCATION AND TRAINING HO CHI MINH CITY OPEN UNIVERSITY - PHAN THỊ MIÊN THẢO AN INVESTIGATION INTO EFL LEARNERS’ SPEAKING PROBLEMS AND SPEAKING STRATEGIES AT COLLEGE OF FOREIGN ECONOMIC RELATIONS (COFER) IN HO CHI MINH CITY ATHESIS SUBMITTED IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF MASTER OF ARTS IN TESOL Tai Lieu Chat Luong Ho Chi Minh City, Year 2018 MINISTRY OF EDUCATION AND TRAINING HO CHI MINH CITY OPEN UNIVERSITY - PHAN THỊ MIÊN THẢO AN INVESTIGATION INTO EFL LEARNERS’ SPEAKING PROBLEMS AND SPEAKING STRATEGIES AT COLLEGE OF FOREIGN ECONOMIC RELATIONS (COFER) IN HO CHI MINH CITY ATHESIS SUBMITTED IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF MASTER OF ARTS IN TESOL Ho Chi Minh City, Year 2018 STATEMENT OF AUTHORSHIP I certify that this thesis entitled “AN INVESTIGATION INTO EFL LEARNERS’ SPEAKING PROBLEMS AND SPEAKING STRATEGIES AT COLLEGE OF FOREIGN ECONOMIC RELATIONS (COFER) IN HO CHI MINH CITY” is my own work Except where reference is made in the text of the thesis, this thesis does not contain material published elsewhere or extracted from a thesis by which I have qualified for or been awarded another degree or diploma No other person’s work has been used without due acknowledgment in the main text of the thesis This thesis has not been submitted for the award of any degree or diploma in any other tertiary institution Ho Chi Minh City, 2018 PHAN THI MIEN THAO ACKNOWLEDGEMENTS I would like to express my sincere appreciation to people who have constantly supported and helped me to accomplish this thesis My first debt of gratitude must go to my supervisor, Dr Nguyen Dinh Thu for his whole-hearted instructions, for invaluable experience he has shared with me, his tremendous patience in giving me substantial feedback, and for all stimulating conversations he has made with me at the very early stage of the development of this work Next, I am thankful for all the participants for their enthusiastic cooperation in the research Specially, I would like to extend my heart-felt gratitude to my loving family My two lovely daughters have been always besides me and given me their unconditional love which has been my greatest inspiration and driving force during my work Briefly, I am grateful to all the people without them my thesis would certainly not have existed ABSTRACT The increasing demand for good communicative skill in a globalized society activates English speaking learning around the world Specific to the Vietnamese context, after many years of being much exposed to English, most of the students still find it difficult to communicate effectively in real-life situations since they have not yet possessed effective learning strategies in their speaking learning and they have almost always encountered with a plenty of problems Purposely, this study aimed at discovering speaking learning strategies employed by the EFL third-year students at College of Foreign Economic Relations (COFER) as well as their certain speaking problems Theoretically, Oxford’s (1990) and Dörnyei and Scott’s (1995) were used as a basic framework to carry out the study Methodologically, the study was carried out at the Faculty of Foreign Languages at COFER with the participation of 82 students Mixed-methods design was used for collecting data, involving the two research instruments of the questionnaire and the interview While quantitative data obtained from the questionnaire were analyzed by SPSS 20.0, interview results were thematically analyzed The findings of the study indicated that an overwhelming majority of the participants frequently encountered with some negative factors and speaking problems in association with linguistic problems, affective problems, or even insufficient time Pertinent to the used speaking learning strategies, the findings implied that a majority of the EFL third-year students usually utilized both direct and indirect strategies The most frequently used strategies consisted of structuring or planning of ideas and language input, [2] using dictionary for vocabulary learning, [3] compensating for linguistic limitations by code-switching, nonverbal forms, synonyms, [4] paying attention, [5] deeply breathing, and [6] asking for clarification However, activating prior knowledge, self-training language input (e.g listening comprehension, pronunciation), self-evaluating speaking performance were less frequently used among many students Based on the research findings, the paper wrapped up with some pedagogical implications for teachers and learners, and a recommendation for further study in the line of research on speaking learning strategies and oral development TABLE OF CONTENTS ACKNOWLEDGEMENTS Chapter : INTRODUCTION 1.1 Background to the study 1.2 Statement of the problem 1.3 Objectives of the study 1.4 Research questions 1.5 Significance of the study 1.6 Organization of the thesis chapters Chapter : LITERATURE REVIEW Speaking skill 2.1 2.1.1 Definition of speaking skill 2.1.2 Importance of Speaking Skill 2.1.3 Aspect of speaking skill 2.1.3.1 Fluency 2.1.3.2 Accuracy 2.1.3.3 Appropriacy 2.2 Problem and factors affecting speaking performance 2.3 Speaking strategies 10 2.3.1 Definition 11 2.3.2 Classifications 12 2.3.3 Conceptual framework 17 Previous studies 19 2.4 2.4.1 Overview of some previous studies 19 2.4.2 Research gaps from the previous studies 23 Summary 24 2.5 Chapter : METHODOLOGY 24 3.1 Research setting 24 3.2 Research design 25 3.3 Overall research approach 26 3.3.1 Research design 26 Research instruments 27 3.3.2 3.3.2.1 Student questionnaire 28 3.4 Analytical framework 31 3.5 Summary 33 Chapter : DATA ANALYSIS 33 4.1 Questionnaire reliability analysis 34 4.2 Thematic analysis 35 4.3 Chapter summary 63 Chapter : DISCUSSION OF FINDINGS 63 5.1 The speaking problems faced the EFL third-year students at COFER 64 5.2 The speaking strategies used by the EFL third-year students at COFER 66 5.3 Chapter summary 72 Chapter : CONCLUSIONS AND IMPLICATIONS 74 6.1 Summary of key findings 74 6.2 Justification of research methodology 75 6.2.1 Strengths 75 6.2.2 Limitations 75 6.3 Recommendations 76 6.3.1 For students 76 6.3.2 For teachers 77 6.3.3 For further study 77 6.4 Chapter summary 78 REFERENCES 78 APPENDIX A.1 83 APPENDIX A.2 86 APPENDIX B.1 89 APPENDIX B.2 90 APPENDIX C 90 APPENDIX D 91 Chapter : INTRODUCTION 1.1 Background to the study Life today is extremely different from what it used to be The increasing demand for good communicative skill in a globalized society activates English speaking learning around the world English is spoken all over the world, that is, one can communicate easily with both native speakers of English and non-native ones if she/he is proficient in English By virtue of this, being competent in oral communication is a strong desire of all English learners And speaking is a fundamental skill that learners need to master in order to communicate effectively Phan (2014) shows that English is considered a “passport” to integrate with the world So, the EFL learners in general and the students at College of Foreign Economic Relations (COFER) in particular are also aware of the importance of English speaking learning According to Brown and Yule (1983), in process of language learning, speaking is highly evaluated to be important, yet the most difficult of the four skills However, many language learners, even after several years of studying English, still find it very difficult to speak effectively Brown (2001) believes that colloquial language, reduced forms, performance variables, redundancy clusters, rate of delivery, stress, rhythm and intonation are among the characteristics of speaking that contribute to the difficulty of this skill Moreover, in order for language learners to manage oral communication, they need to produce connected speech, have interaction ability, speak in different contexts, develop a balance between accuracy and fluency, and talk about unfamiliar issues based on their knowledge (Lindsay & Knight, 2006) Especially, one of possible reasons for speaking incompetency among EFL learners is that students have not yet handled their speaking learning strategies effectively It is also inferred that learners can improve communicative proficiency by developing an ability to use specific speaking strategies that enable them to compensate for their target language deficiency (e.g Richards & Renandya, 2002; Mahripah, 2014) Language learning strategies have been the heart of foreign language education, attracting an ample of language theorists in the last few decades The aspects of learning strategies have been extensively concerned to get deep insight More recently, the focus of the research studies has been specified to each language skill, and speaking as an illustration In this domain of speaking skill, many studies have been conducted on the theoretical bases of Oxford’s (1990) Strategy Inventory for Language Learning (SILL) O’Malley and Chamot (1990) assert that speaking strategies benefit language learners “in negotiating meaning where either linguistic structures or sociolinguistic rules are not shared between a second language learner and a speaker of the target language” (p 43) The primary goal for any language learners is that they are able to use the target language for their oral communication, and finally become a competent speaker Accordingly, Hedge (2000) convinces that a competent speaker is the person who can use speaking strategies effectively to compensate for speaking problems and to maintain his stream of verbal messages Alternatively stating, knowing and utilizing speaking learning strategies is of utmost importance to the students for their oral language development In brief, speaking strategies are essential because they sufficiently provide foreign language learners with valuable tools to communicate in the target language in diverse contextual situations and help them to survive from a multiplicity of speaking problems Put it different, speaking learning strategies become vital to develop the students’ language ability in order for them to be more self-sufficient and active their own learning process 1.2 Statement of the problem In reality, there have been more and more communication courses in Vietnam held to respond to leaners’ need of improving English communicative competence However, many Vietnamese learners have still found it difficult to speak English fluently and accurately After many years of being exposed to English in secondary and high schools, and even at tertiary level (e.g., college), many of them still cannot Anderson, N J (2003) Metacognitive reading strategies increase L2 performance The Language Teacher, 27, 20-22 Bachman, L., & Palmer, A S (1996) Language Testing in Practice Oxford: Oxford University Press Bölükbaş, F (2013) The Effect of Language Learning Strategies on Learning Vocabulary in Teaching Turkish as a Foreign Language H U Journal of Education, 28(3), 5568 Brown, G & Yule, G (1983) Teaching Spoken Language Cambridge: Cambridge University Press Brown, H D (1994) Teaching by principles: an interactive approach to language pedagogy Englewood Cliffs, NJ: Prentice Hall Regents Brown, J D (1997) Designing surveys for language programs Retrieved on May 17, 2018 from http://files.eric.ed.gov/fulltext/ED415700.pdf Byrne, D (1984) Teaching Oral English Great Britain: Oxford University Press Canale, M., & Swain, M (1980) Theoretical bases of communicative approaches to second language teaching and testing Applied Linguistics, 1, 1-47 Carnegie, D (1977) The quick and easy way to effective speaking New York: Association Press Cohen, A.D., Weaver, S.J., & Li, T (1996) The impact of strategies-based instruction on speaking a foreign language (CARLA Working Papers #4) Cohen, A D (1998) Strategies in learning and using a second language London and New York: Longman Creswell, J W., & Plano Clark, V L (2011) Designing and conducting mixed methods research (2nd ed.) Thousand Oaks, CA: Sage Creswell, J W (2012) Educational research: Planning, conducting, and evaluating quantitative (4th ed.) Boston, MA: Pearson Education 79 Dawes, L (2008) The essential speaking and listening: Talk for learning at Key Stage London, England: Routledge Dörnyei, Z., & Scott, M L (1995) Communication Strategies: An empirical analysis with retrospection In J S Turley & K Lusby (Eds.), Selected papers from the proceedings of the 21st Annual Symposium of the Deseret Language and Linguistics Society (pp 155-168) Provo: Brigham Young University Press Dörnyei, Z (2007) Research methods in applied linguistics Oxford, UK: Oxford University Press Eskandari, P., Behjat, F., & Kargar, A S (2015) An Investigation of Speaking Strategies Employed by Iranian EFL Students Journal of Academic and Applied Studies, 5(8), 23-55 Etikan, I., Musa, S A., & Alkassim, N S (2016) Comparison of convenience sampling and purposive sampling American Journal of Theoretical and Applied Statistics, 5(1), 14 Gani, S A., Fajrina, D., & Hanifa, R (2015) Students’ Learning Strategies for Developing Speaking Ability Studies in English Language and Education, 2(1), 16-28 Harmer, J (1991) The Practice of English language teaching London: Longman Harmer, J (2001) The Practice of English language teaching London: Longman Harmer, J (2007) The practice of English language teaching (4th ed.) Harlow: Pearson Education Limited Hedge, T (2000) Teaching and Learning in the Language Classroom Cambridge: Cambridge University Press Hendriani, S (2013) Developing a model of learning strategy of speaking English at college International Review of Social Sciences and Humanities, 6(1), 104-112 Hismonoglu, M (2000) Language Learning Strategies in Foreign Language Learning and Teaching The Internet TESL Journal, 6(8) 80 Hughes, R (2002) Teaching and Researching Speaking New York: Pearson Education Hymes, D H (1972) On Communicative Competence Baltimore: Penguin Education Leong, L-M & Ahmadi, S M (2017) An Analysis of Factors Influencing Learners’ English Speaking Skill International Journal of Research in Language Education, 34-41 Lopéz, M M (2011) Speaking strategies used by BA ELT students in public universities in Mexico Mextesol Journal, 35(1), 1-22 Mackey, A., & Gass, S M (2005) Second Language Research: Methodology and Design Mahwah, NJ: Lawrence Erlbaum Mahripah, S (2014) Exploring Factors Affecting EFL Learners’ Speaking Performance: from Theories into Practices Proceedings of the 3rd UAD TEFL International Conference 2014 “Materials Development in Asia and Beyond: Directions, Issues, and Challenges.” English Education Department, Universitas Ahmad Dahlan, Yogyakarta, Indonesia Mazouzi, S (2013) Analysis of Some Factors Affecting Learners’ Oral Performance A Case Study: 3rd Year Pupils of Menaa’s Middle Schools (Unpublished master’s thesis) People’s Democratic Republic of Algeria: University of Biskra Nakatani, Y (2005).The effects of awareness raising training on oral communication strategy use The Modern Language Journal, 89(1), 76-91 Nation, I S P., & Newton, J (2009) Teaching ESL/EFL Listening and Speaking ESL & Applied Linguistics Professional Series Routledge Taylor & Francis Group Nguyen, T N & Ho, T L (2013) A comparison on the use of language learning strategies by male and female Vietnamese tertiary students of non-English majors Language in India, 13(4), 185-210 Nguyen H T & Tran, N M (2015) Factors affecting students’ speaking performance at Le Thanh Hien high school Asian Journal of Educational Research, 3(2), 8-23 81 Nunan, D (1991) Language Teaching Methodology: A Textbook for Teacher Upper Saddle River, NJ Prentice Hall O’Malley, J M., & Chamot, A U (1990) Learning strategies in second language acquisition Cambridge university press Oxford, R L (1990) Language learning strategies: What every teacher should know New York: Newbury House Phan, N D A (2014) A study of the application of Cooperative Language Learning in teaching English speaking skill at the University of Information Technology (Unpublished master’s thesis) Vietnam: Ho Chi Minh City Open University Rababa’h, G (2005) Communication problems facing Arab learners of English Journal of Language and Learning, 3(1), ISSN 1740-4983Richards, J C (2002) Methodology in Language Teaching Cambridge: Cambridge University Press Richards, J C and W A Renandya (2002) Methodology in Language Teaching: An Anthology of Current Practice Cambridge: Cambridge University Richards, J C., & Schmidt, R (2002) Longman dictionary of language teaching and applied linguistics London, UK: Longman: Pearson Education Spratt, M., Pulverne, A & William, M (2nd edition, 2011) Teaching knowledge test Cambridge: Cambridge University Press Ur, P (1996) A course in language teaching Cambridge: Cambridge University Press 82 APPENDIX A.1 STUDENT QUESTIONNAIRE (ENGLISH VERSION) Part I: Speaking problems and factors impacting speaking performance Strongly disagree Disagree What problems and factors impact your speaking learning? Uncertain Agree Strongly agree I have no much time for my learning investment I face difficulty in pronouncing words accurately I have problems with listening comprehension I not possess my clear speaking learning goal 5 I not have effective learning methods and strategies There is a shortage of speaking practice environment I lack my self-confidence in my English capacity I not possess sufficient vocabulary and grammar knowledge I lack topical knowledge on the given speaking topic 10 My thoughts and language usage of L2 are impeded by my L1 Part II: The frequency of employing Speaking Learning Strategies never How often you employ Speaking Learning Strategies? rarely 83 sometimes usually always Memory Strategies 11 I think about what information is most important to the listeners so I can focus on it 12 I imagine or draw a picture or situation that I want to talk about to help orient my speaking 13 I learn new words by grouping them in association with their meanings and speak them in some situational contexts 14 I try to link my background knowledge to what I am going to say Cognitive Strategies 15 I structure or take notes of some ideas before speaking 16 I use the dictionary to prepare some needed vocabulary for my speaking activity 17 I practice some formal exercises by myself to improve my pronunciation and listening ability, which relates to speaking ability 18 I repeat silently to myself when someone is speaking English Compensation Strategies 19 When I cannot think of a word during a conversation in English, I use Vietnamese 20 I use known words and phrases (i.e synonyms) when I not know how to say something 21 When I cannot think of a word during a conversation in English, I use gestures to express it 84 22 During communication, I use either contextual or linguistic clues to understand what is being uttered by others Metacognitive Strategies 23 Before speaking, I set up a clear speaking goal to speed up my motivation 24 I pay attention when someone is speaking English 25 I evaluate how well the task has been done Affective Strategies 26 I try to relax or breathe deeply to reduce anxiety before speaking English 27 Before speaking, I tell myself that I can finish the speaking task 28 I share my feeling with my friends to increase my selfconfidence Social Strategies 29 I ask my speaking partner to repeat a word or phrase if I not hear it clearly 30 If I not know how to say something, I ask a more proficient speaker how to say it 31 During speaking, I become aware of others’ thoughts and feelings to modify my utterances 85 APPENDIX A.2 STUDENT QUESTIONNAIRE (VIETNAMESE VERSION) Phần I: Những vấn đề yếu tố ảnh hưởng đến lực nói tiếng Anh Hồn tồn khơng đồng ý Không đồng ý Những vấn đề hay yếu tố ảnh hưởng đến việc nói tiếng Anh bạn mà bạn thường gặp phải? Không chắn Đồng ý Hồn tồn đồng ý Tơi khơng có thời gian để đầu tư cho việc học Tôi gặp phải vấn đề phát âm Tơi gặp phải khó khăn kỹ nghe Tơi khơng có mục tiêu học tập rõ ràng 5 Tơi khơng có chiến lược phương pháp học tập hiệu quả, Tôi thiếu mơi trường thực tế để nói tiếng Anh Tôi thiếu tự tin vào khả nói Tơi khơng có đủ lượng từ vựng kiến thức ngữ pháp Tôi thiếu kiến thức chủ đề nói 10 Suy nghĩ việc sử dụng tiếng Anh bị ảnh hưởng nhiều hay dùng ngôn ngữ tiếng Việt Phần II: Mức độ sử dụng chiến lược học kỹ nói 86 không Bạn sử dụng chiến lược học kỹ nói nào? thường thường ln ln Chiến lược trí nhớ 11 Tơi nghĩ thông tin quan trọng người nghe, để tơi tập trung vào chúng 12 Tôi tưởng tượng vẽ hình ảnh tình mà định hướng tơi nói 13 Tơi học từ vựng cách nhóm chúng theo nghĩa đặt chúng vào ngữ cảnh khác 14 Tôi cố gắng liên kết kiến thức có sẵn với tơi nói Chiến lược nhận thức 15 Tôi tổ chức ghi số ý tưởng trước nói 16 Tơi sử dụng từ điển để chuẩn bị số từ vựng cần thiết cho hoạt động nói 17 Tôi luyện tập số tập để cải thiện việc phát âm khả nghe 18 Tôi lặp lại người khác nói đầu Chiến lược đền bù 19 Khi nhớ từ tiếng Anh đó, tơi chuyển sang tiếng Việt 20 Tơi sử dụng từ biết từ đồng nghĩa để nói tơi khơng biết diễn đạt từ 87 21 Khi không nhớ từ tiếng Anh nói, tơi sử dụng cử để diễn đạt 22 Trong giao tiếp, sử dụng gợi ý ngữ cảnh ngơn ngữ để hiểu người khác nói Chiến lược siêu nhận thức 23 Tơi tập trung nghe người khác nói 24 Trước nói, tơi đặt mục tiêu rõ ràng để động viên 25 Tơi tự điểu chỉnh q trình nói tiếng Anh để tránh mắc lỗi mà mắc trước đó, đánh giá hồn thành hoạt động nói Chiến lược cảm xúc 26 Tôi cố gắng thoải mái hít thở thật sâu để giảm lo lắng trước nói tiếng Anh 27 Trước nói tiếng Anh, tơi tự nói với tơi hồn thành tốt nói 28 Tơi chia sẻ cảm xúc với bạn tơi để cải thiện tự tin Chiến lược giao tiếp xã hội 29 Tơi hỏi người nói lặp lại từ (cụm từ) nghe không rõ 30 Nếu cách nói, tơi hỏi bạn tơi giúp đỡ mà người phải nói tiếng Anh thành thạo 31 Trong nói, tơi ý đến suy nghĩ cảm xúc người khác để điều chỉnh lời nói 88 APPENDIX B.1 INTERVIEW QUESTIONS (ENGLISH VERSION) Question 1: Can you name some problems or factors directly affecting your speaking learning? Question 2: Do you frequently use memory strategies for your speaking learning? If yes, specify your situation If no, why? Question 3: Are you frequently in favor of cognitive strategies for your speaking learning? Specify your response Question 4: When you encounter with communication breakdown, you often employ compensation strategies? If yes, how? If no, why? Question 5: Do you often exploit metacognitive strategies before, while and after speaking? If yes, specify your situation If no, explain Question 6: Do you frequently incur affective problems in your oral productions? If yes, name them In fact, what affective strategies you apply to manage your psychological states in speaking learning? Question 7: Do you often ask for clarification or cooperate with peers to accomplish speaking tasks? In yes, specify your case If no, explain 89 APPENDIX B.2 INTERVIEW QUESTIONS (VIETNAMESE VERSION) Câu hỏi 1: Em nêu số vấn đề yếu tố tác động trực tiếp đến việc học nói tiếng Anh em khơng? Câu hỏi 2: Em có thường sử dụng nhóm chiến lược trí nhớ (memory strategies) cho việc học nói tiếng Anh em khơng? Nếu có, vui lịng mơ tả thực tế Nếu không, sao? Câu hỏi 3: Em có thường xuyên khai thác chiến lược nhận thức (cognitive strategies) cho việc học nói tiếng Anh khơng? Vui lịng làm rõ câu trả lời Câu hỏi 4: Khi gặp phải khó khăn giao tiếp, em có hay sử dụng chiến lược đền bù (compensation strategies) khơng? Nếu có, nào? Nếu khơng, sao? Câu hỏi 5: Em có hay sử dụng chiến lược siêu nhận thức (metacognitive strategies) trước, sau nói khơng? Nếu có, em cụ thể tình sử dụng em Nếu khơng, giải thích Câu hỏi 6: Em có thường xuyên gặp phải vấn đề tâm lý, cảm xúc nói tiếng Anh khơng? Trong thực tế, em thường áp dụng chiến lược tâm lý (affective strategies) để giải yếu tố tâm lý này? Câu hỏi 7: Em có thường xuyên hỏi để hiểu rõ vấn đề hay hợp tác bạn để hồn thành tập nói tiếng Anh khơng? Nếu có, vui lịng cho ví dụ minh họa Nếu khơng, giải thích lý APPENDIX C CONSENT FORM (ENGLISH VERSION) 90 Dear Mr / Mrs / Ms.………………………………., Dean of the Faculty of Foreign Languages of College of Foreign Economic Relations, I am Phan Thi Mien Thao, a postgraduate candidate of TESOL Intake (2014-2017), Ho Chi Minh City Open University I am carrying out a research study as a part of my Master’s Degree in TESOL In this study, I explore the EFL third-year students’ use of speaking learning strategy in terms of types and frequencies and their speaking problems The current study that I am conducting requires the participation of the EFL third-year students at your faculty I would like to ask for your permission to carry out the research on this student group If you agree to let these students participate in my students, they will fulfill a 31-item questionnaire and five of them will join in semi-structured interviews You must be assured that the students’ responses will be CONFIDENTIAL and their names will not be used in the report of the results The students’ participation in the survey is VOLUNTARY If you agree to permit the students to take part in the study, the consent form is signed by you The people who will have an access to the data will only be the researcher and my thesis supervisor, Dr Nguyen Dinh Thu All possible steps will be taken to protect the students’ identity Besides, there is NO risk to the students when participating in this study For any additional information, you can contact me, Phan Thi Mien Thao, email: thao121280@gmail.com; mobile phone: 0918302626, or Dr Nguyen Dinh Thu, the language lecturer at Ho Chi Minh City University of Technology and Education, email: ndthu@hcmute.edu.vn Thank you for your precious collaboration and assistance in this research Name: …………………………………………… Signature: ………………………… APPENDIX D A SAMPLED INTERVIEW TRANSCRIPT (ENGLISH TRANSLATION) 91 Participants: Interviewer-F5 I1: Can you name some problems or factors directly affecting your speaking learning? F5.1: Nevertheless, my speaking performance is also affected by a few but severe problems Up to now, I still feel that my learning strategies and methods are not sufficiently effective although I really practice English speaking so much if possible Besides, many course-works throughout the academic course minimize my investment time for learning of this necessary skill I2: Do you frequently use memory strategies for your speaking learning? If yes, specify your situation If no, why? F5.2: In most cases, I usually bring my existing background knowledge into my spoken sentences so that what I am speaking becomes more interesting and meaningful and my communication is possibly expanded Secondly, before speaking, I always think about some key ideas as it enables my communication to be more smoothly and I will save much time in collecting ideas during speaking Especially, to longer remember and more effectively apply words for speaking activities, I often group them into different topics, etc I3: Are you frequently in favor of cognitive strategies for your speaking learning? Specify your response F5.3: Especially, I also spend my certain time practicing exercises of listening comprehension and pronunciation as well as spoken expressions I reckon that this practice is important because I believe that we are able to speak English better until our listening comprehension and pronouncing ways are considerably enhanced Besides, spoken forms of English must be paid attention as they can naturalize our speech I4: When you encounter with communication breakdown, you often employ compensation strategies? If yes, how? If no, why? F5.4: Sometimes, I not know how to express my ideas in the case that I meet troubles in searching vocabulary and language structures, and then I usually take advantage of gestures or face expressions to facilitate my communication At that time, I also feel more confident and comfortable I5: Do you often exploit metacognitive strategies before, while and after speaking? If yes, specify your situation If no, explain 92 F5.5: According to my viewpoint, I reckon that after speaking, we also should continue to use some speaking strategies to get our speaking performance better For example, outside the class, I usually review what I have done on the speaking tasks to see where my weaknesses and strengths are From that I can better next times Besides, I also often select a topic and practice talking to myself to enhance my self-confidence I6: Do you frequently incur affective problems in your oral productions? If yes, name them In fact, what affective strategies you apply to manage your psychological states in speaking learning? F5.6: Honestly, I seldom lose my self-confidence in speaking English unless I come across an extremely difficult or unfamiliar topic Given that case, I only can encourage myself to accomplish this speaking task best Of course, I not forget to learn this speaking topic again I7: Do you often ask for clarification or cooperate with peers to accomplish speaking tasks? In yes, specify your case If no, explain F5.7: While producing English orally, I will rely much on the partners’ existing ability of topical and linguistic knowledge so that I can modify my utterances appropriate to them As a result, the communication can be stretched and more effective In addition to this point, I will require my partners to paraphrase their ideas if they express them incomprehensively 93