An investigation into non english majored students’ attitudes towards reticence in the speaking class a study at kien giang teacher training college

MINISTRY OF EDUCATION AND TRAINING HO CHI MINH CITY UNIVERSITY OF TECHNOLOGY - TRAN NHU QUYNH AN INVESTIGATION INTO NON - ENGLISH MAJORED STUDENTS’ ATTITUDES TOWARDS RETICENCE IN THE SPEAKING CLASS: A STUDY AT KIEN GIANG TEACHER TRAINING COLLEGE Major: English Language Course code: 60220201 HO CHI MINH CITY, AUGUST 2022 MINISTRY OF EDUCATION AND TRAINING HO CHI MINH CITY UNIVERSITY OF TECHNOLOGY - AN INVESTIGATION INTO NON - ENGLISH MAJORED STUDENTS’ ATTITUDES TOWARDS RETICENCE IN THE SPEAKING CLASS: A STUDY AT KIEN GIANG TEACHER TRAINING COLLEGE Submitted to the Faculty of English Language in partial fulfillment of the Master’s degree in English Language (21.483 words) Course code: 60220201 By TRAN NHU QUYNH Supervised by NGUYEN THU HUONG, Ph.D HO CHI MINH CITY, AUGUST 2022 The thesis entitled An Investigation into Non - English Majored Students’ Attitudes towards Reticence in the Speaking Class: A Study at Kien Giang Teacher Training College was successfully defended and approved on 22nd April 2022 at Ho Chi Minh City University of Technology (HUTECH) Academic supervisor: NGUYEN THU HUONG, Ph.D (full name, title, signature) Examination Committee Ms Nguyen Thi Kieu Thu, Ph.D Chair Mr Le Van Tuyen, Ph.D Reader Ms Nguyen Ngoc Tran Chau, Ph.D Reader Ms Le Thi Thuy Nhung, Ph.D Member Mr Tran Quoc Thao, Ph.D Secretary Member On behalf of the Examination Committee Chair NGUYEN THI KIEU THU, Ph.D HCMC UNIVERSITY OF TECHNOLOGY POSTGRADUATE INSTITUTE HCMC, August 2022 MASTER’S THESIS REPORT Student name: TRAN NHU QUYNH Sex: Female Date of birth: 16/11/1989 Place of birth: Kien Giang Major: English Language Student code: 1741900036 I- Thesis title: An Investigation into Non - English Majored Students’ Attitudes towards Reticence in the Speaking Class: A Study at Kien Giang Teacher Training College II- Objectives and contents: - Objectives: From the real context of teaching English at Kien Giang Teacher Training College, Kien Giang province, the author conducted a study with the purpose is to gain a deeper in sight into the extent of students’ reticence in speaking class and the causes of students’ reticence in speaking class - Contents: the present study was conducted at Kien Giang Teacher Training College The mixed - methods approach was employed with the participation of 84 non English majored students The data was collected via questionnaires and interview The findings revealed that most of participants experienced reticence including high English proficiency and low English proficiency Also, many causes of students’ reticence were found in this present study III- Starting date: October 18th, 2018 IV- Completing date: 22nd April, 2022 V- Academic supervisor: NGUYEN THU HUONG, Ph.D ACADEMIC SUPERVISOR FACULTY DEAN Dr NGUYEN THU HUONG Dr NGUYEN THI KIEU THU CERTIFICATE OF ORIGINALITY I certify my authorship of the Master’s Thesis submitted today entitled: AN INVESTIGATION INTO NON – ENGLISH MAJORED STUDENTS’ ATTITUDES TOWARDS RETICENCE IN THE SPEAKING CLASS: A STUDY AT KIEN GIANG TEACHER TRAINING COLLEGE In terms of the statement of requirements for Thesis in Master’s programs issued by the Higher Degree Committee of Faculty of English Language, Ho Chi Minh City University of Technology Ho Chi Minh City, August 2022 TRAN NHU QUYNH i RETENTION AND USE OF THE THESIS I hereby state that I, TRAN NHU QUYNH, being a candidate for the degree of Master of Arts (English Language) accept the requirements of the University relating to the retention and use of Master’s Thesis deposited in the Library In terms of these conditions, I agree that the original of my Master’s Thesis deposited in the Library should be accessible for purposes of study and research, in accordance with the normal conditions established by the Librarian for the care, loan, and reproduction for theses Ho Chi Minh, August 2022 TRAN NHU QUYNH ii ACKNOWLEDGEMENTS Foremost, I would first like to express my deepest gratitude to Dr Nguyen Thu Huong, my supervisor, for his patience, guidance, insightful advice, and constant encouragement through the whole research process Without his support and guidance, this thesis would never have been completed I am extremely grateful for what he has offered me He has taught me the method to carry out the research and to present the research works as clearly as possible It was a great honor to work and study under his guidance Also, I would like to show my heartfelt thanks to his wife for her acceptance and patience during the discussion I had with him on research work Besides my advisor, my sincere thanks also goes to my mother who always stands by me Without her, I could not have efforts to continue my thesis She always encourages me whenever I feel disappointed and want to give up my thesis Last but not least, I thank my friend Nguyen Khanh Ly for supporting me spiritually me all the time He is always patient to listen to my problems and gives me the best advice iii ABSTRACT Teaching speaking is one of the most difficult tasks for teachers who attempts to help students be able to communicate fluently One of the most challenging in the process of teaching speaking is students’ reticence However, this issue seems to be lacked of consideration in Vietnamese English foreign language context Hence, it is very essential to study students’ reticence as well as understand the causes of this phenomenon in speaking classes This study aimed to investigate students’ reticence in speaking class at Kien Giang Teacher Training College In addition, the causes of students’ reticence were also examined The mixed – methods approach was employed with the participation of 84 non – English majored students The data were collected via questionnaires and interview The findings revealed that most of participants experienced reticence including high English proficiency and low English proficiency Also, many causes of students’ reticence were found in this present study (151 words) Key words: speaking, teaching speaking, reticence, students’ reticence, causes of reticence iv TABLE OF CONTENTS Page Certificate of originality i Retention and use of the thesis ii Acknowledgements iii Abstract iv Table of contents v List of tables ix List of figure x List of abbreviations xi CHAPTER INTRODUCTION 1.1 Background to the study 1.2 Statement of the problem 1.3 Aims of the study 1.4 Research questions 1.5 Scope of the study 1.6 Significance of the study 1.7 Definitions of the key terms 1.8 Organization of the thesis CHAPTER LITERATURE REVIEW 2.1 The concept of Teaching speaking 2.1.1 Definition of speaking 2.1.2 Definition of teaching speaking 2.1.3 Speech conditions v 2.1.4 Principles in teaching speaking 12 2.1.5 Activities in speaking practice 15 2.2 The concept of reticence 18 2.2.1 Definition of reticence 18 2.2.2 The natures of reticence in speaking activity 19 2.2.3 The effects of reticence in teaching speaking 21 2.2.4 Possible causes of reticence in speaking activity 22 2.2.5 Reticence scale – an instrument to measure students’ reticence in speaking classes………………………………………………………………………….25 2.3 Previous studies .26 2.3.1 Students’ reticence in speaking class .27 2.3.2 Causes of students’ reticence in speaking class 28 2.4 Conclusion 31 CHAPTER METHODOLOGY 3.1 Research design 32 3.2 Research site 33 3.3 Sample and sampling procedures 33 3.4 Research instruments 35 3.4.1 Questionnaires 35 3.4.2 Interview 37 3.5 Data collection procedures 38 3.5.1 Questionnaires 38 vi 27 The speaking topic is unfamiliar for practicing 28 My English proficiency is poor 29 I am worried about making mistakes 30 I don’t want to be called as “show off” PART IV DEMOGRAPHIC INFORMATION 31 Gender: 32 Age: 17-25 33 How long have you been learning English? under year - years - years 34 Where are you from? Thank you for your cooperation! 87 BẢNG KHẢO SÁT DÀNH CHO SINH VIÊN Bảng khảo sát thiết kế cho đề tài “Thái độ sinh viên không chuyên trầm lặng học nói Tiếng Anh: nghiên cứu trường Cao đẳng Sư phạm Kiên Giang” Sự giúp đỡ bạn việc hoàn thành câu hỏi khảo sát đóng góp lớn đến thành cơng nghiên cứu Xin vui lịng đánh dấu Tick () vào ô mà bạn chọn trả lời PHẦN BIỂU HIỆN VỀ SỰ TRẦM LẶNG CỦA SINH VIÊN TRONG GIỜ HỌC NĨI TIẾNG ANH Hồn tồn đồng ý KHI TƠI NĨI TIẾNG ANH, Tôi cảm thấy hồi hộp Tơi cảm thấy căng thẳng Tơi nói khơng trơi chảy Tôi nhầm lẫn việc sử dụng từ để nói Tơi qn ý tơi định nói Tơi qn trọng tâm tơi muốn nói Suy nghĩ đầu lan man (không phân biệt trọng tâm muốn nói) Suy nghĩ đầu tơi lộn xộn khơng xếp theo trình tự Tơi nhiều thời gian để tìm hiểu diễn đạt điều tơi muốn nói 10 Tơi chần chừ q lâu để nói lên điều tơi muốn nói 11 Tơi khơng ý thức nói 88 Đồng ý Đồng ý phần Khơng Hồn đồng ý Khơng tồn đồng ý khơng phần đồng ý 12 Tơi khơng quen với điều nói PHẦN II LÝ DO VỀ SỰ TRẦM LẶNG CỦA SINH VIÊN TRONG GIỜ HỌC NĨI Hồn tồn đồng ý Đồng ý Đồng ý phần TƠI IM LẶNG TRONG GIỜ HỌC NĨI BỞI VÌ, 13 Tơi khơng hiểu giáo viên nói 14 Tơi chưa chuẩn bị nội dung nói 15 Tơi ngại 16 Tơi khơng tự tin nói tiếng Anh 17 Tơi sợ bạn lớp cười mắc lỗi sai 18 Tơi sợ giáo viên có ấn tượng khơng tốt tôi trả lời sai 19 Giáo viên sữa lỗi khắt khe 20 Giáo viên không sửa lỗi nói tơi 21 Tơi khơng có đủ thời gian chuẩn bị câu trả lời 22 Giáo viên nói nhiều 23 Giáo viên nói với sinh viên 24 Phương pháp giảng dạy không thu hút tơi 25 Hoạt động nói khơng thu hút tơi 26 Bạn nhóm nói nhiều 27 Chủ đề nói xa lạ để thực hành 28 Tiếng Anh không tốt 29 Tôi sợ gây lỗi sai 89 Khơng Hồn đồng ý Khơng tồn đồng ý không phần đồng ý 30 Tôi sợ bị cho “thể hiện” tơi nói tiếng Anh PHẦN IV THƠNG TIN CÁ NHÂN ữ 31 Giới tính : 32 Tuổi : -25 33 Bạn học tiếng Anh bao lâu? ới năm - năm - năm 36 Quê bạn đâu? ố Cảm ơn hợp tác bạn ! 90 APPENDIX C SEMI – STRUCTURE INTERVIEW QUESTIONS No Questions Do you usually take part in English speaking activities in class? In your opinion, are you a reticent students? Do you feel comfortable with your reticence in speaking class? Is reticence a good choice for you to avoid speaking English in class? Why? Can you tell me the reasons why you are reticent in speaking class? Do you have any suggestion to reduce reticence in speaking class? 91 APENDIX C CÂU HỎI PHỎNG VẤN DÀNH CHO SINH VIÊN Số Câu hỏi TT Bạn có thường tham gia hoạt động thực hành học nói tiếng Anh khơng? Theo bạn, bạn có phải sinh viên trầm lặng học nói tiếng Anh? Bạn có thấy thoải mái trầm lặng học nói tiếng Anh khơng? Sự trầm lặng có phải lựa chọn hay cho việc tránh thực hành nói tiếng Anh lớp? Tại sao? Bạn chia sẻ nguyên nhân trầm lặng học nói tiếng Anh? Bạn có đề xuất để cải thiện trầm lặng học nói tiếng Anh? 92 APENDIX C INTERVIEW RESPONSES AND MAIN POINTS No RESPONSES MAIN POINTS Do you usually take Not often: responses part in - English Very often: responses speaking activities in class? - THEME Most students are Reticence often reticent in experience by speaking class students Some are not reticent in speaking class In your opinion, are Yes: responses - you a reticent students? No: responses - Most students Self – evaluated admit they are about reticence reticent student in speaking Some students class confirm they are not reticent student 93 - - Can you tell me the - I not understand what my teacher is - Students don’t Cause of reasons why you saying She speaks too fast and I am really understand what reticence in are nervous when I not know what I need to teacher is saying speaking class speaking class? after listening to her In addition, I am not - Students are not Can you tell me the confident with myself I am afraid of my confident with reasons of reticence friends not understand what I am myself in speaking class? speaking Also, I think I will pronounce - Classmates don’t wrongly when I speak English understand what I not understand what my teacher is their friend is saying She speaks too fast and I am really saying nervous when I not know what I need to - Students are too after listening to her In addition, I am not shy confident with myself I am afraid of my - Teacher’s friends not understand what I am instruction is long speaking Also, I think I will pronounce - Students are wrongly when I speak English afraid of their My English is not good When I am classmates will speaking, I usually forget the words which I laugh at them if reticent in - - 94 want to say Moreover, I am too shy I prefer they make some to listen to speak… thus, I decide to be mistakes silent” - - - The speaking Teacher’s instruction is quite long with topics is much information She does not explain unfamiliar for clearly what I should with the task That practicing makes me feel dispirited and I not want - English to take part in speaking activity proficiency is It is quite difficult for me when I have to poor answer my teacher’s question in front of my - They have not class If my answer is right, it is ok But if I prepared their answer wrongly, my friend will laugh at me speech yet I feel ashamed … I am never sure about - They don’t want myself I am afraid that if I make some to be called as mistakes on my answers, my teacher will be “show off” disappointed and give me low marks So - They are worried that, it is better to hide my mistakes and about making don’t say anything mistakes 95 - I am not good at English Although I have the ideas in my mind, but I cannot say because I not what words should I use I have learned a lot of vocabulary from high school but I forget all when I am speaking I don’t know why…Therefore, if speaking about personal information, family, friends, I can it well, but teacher usually gives us topic about festival in the world, or inventors, arts, etc I cannot it - First, I don’t want to lose my face If you answer the question correctly, that is ok, but if your answer is wrong, they will comment behind your back Second, I don’t want to speak because my pronunciation is too bad I remembered once I spoke in from of class, my friends could not understand what I was talking They asked me repeat the words 96 many times Then, I knew how bad my pronunciation was Finally, the speaking topics are quite difficult with us You know, we are not at high English level as English majored students Therefore, when teacher gives us topics which we not know before such as inventors, artist, etc., we cannot say anything - I am reticent when there is nothing in my mind That means, if I not prepare the content carefully, I have nothing to say to my friend, so, silence is the best choice at that time Moreover, I not like my partner talking too much because when she talks like this, it is as if a kind of showing off that she is better than me, I have nothing to talk more, I feel uncomfortable, so I decide to be silent 97 - I think the reasons may come from the feeling of being mocked by others when you show your competence in class I mean that if you are too active, your classmates will think you want to show your talent They will not like you You know, studying in the environment where everyone does not like you, it is not easy Therefore, it is better keep thinking in mind - If saying a simple sentence, I can it! But when teacher asks me to explain more my ideas, I am confused and tend to be silent because of my vocabulary Also, grammar is a nightmare with me! I don’t know how to form a full sentence and speak out like others - Although I know nothing is perfect, but I want to my best 98 I am very uncomfortable when I make mistakes I only speak when I prepared my speech carefully, if not, I feel not ready to speak I know it takes lots of time Do you have any - I think my teacher should give clear - Teacher: Suggestion to suggestion to reduce instructions and speak slowly so that we + Give clear and solve reticence reticence in speaking can understand Of course, I think I have to short instruction in speaking class? be more confident and speak slowly class I hope my teacher can give clear + Use mother instruction so that I can know what I tongue to help should to students make I think my teacher should use short clear instructions and translate into Vietnamese + Let every to help us understand more what we should student at vary proficiency have I think the problem comes from me, so that chance to speak I have no suggestion I just wish my friends English - - - 99 can encourage me when I speak rather than + Give the tasks laugh at me which students - I don’t have can outside of - I think I will try my best, but I hope my class for real friends not laugh at me if I answer practice wrongly - - - Students: I think when working in group, teacher + encourage should pay more attention on letting others students everyone have chance to speak English when they speak Because, some of my friends talk too much English and the others feel uncomfortable about + Try to learn that English by I think teachers should leave the equal themselves chance for students at vary proficiency to answer the difficult questions Maybe they know the answers but they are not confident to answer 100 - I think the students who like me should be more confident and tried to practice speaking more In addition, I hope my teacher gives the tasks which we can outside of class for real practicing… Like making video, making news or make a situation in a real place, etc - I don’t have any suggestions 101