Factors causing efl students’ reluctance in learning english speaking skills at minh luong secondary school

MINISTRY OF EDUCATION AND TRAINING HO CHI MINH CITY UNIVERSITY OF TECHNOLOGY DOAN LE GIANG FACTORS CAUSING EFL STUDENTS’ RELUCTANCE IN LEARNING ENGLISH SPEAKING SKILLS AT MINH LUONG SECONDARY SCHOOL Major: English Language Course code: 60220201 HO CHI MINH CITY, MAY, 2020 MINISTRY OF EDUCATION AND TRAINING HO CHI MINH CITY UNIVERSITY OF TECHNOLOGY - FACTORS CAUSING EFL STUDENTS’ RELUCTANCE IN LEARNING ENGLISH SPEAKING SKILLS AT MINH LUONG SECONDARY SCHOOL Submitted to the Faculty of English language in partial fulfillment of the Master’s degree in English Language Course code: 60220201 By DOAN LE GIANG Supervised by TRAN QUOC THAO, PhD HO CHI MINH CITY, MAY 2020 CERTIFICATE OF ORIGINALITY I certify my authorship of the Master’s Thesis submitted entitled:FACTORS CAUSING EFL STUDENTS’ RELUCTANCE IN LEARNING ENGLISH SPEAKING SKILLS AT MINH LUONG SECONDARY SCHOOL In terms of the statement of requirements for Theses 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, May 2020 DOAN LE GIANG i RETENTION AND USE OF THE THESIS I hereby state that I, DOAN LE GIANG, 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 Theses 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 City, May 2020 Signature …………………………… DOAN LE GIANG ii ACKNOWLEDGEMENTS I would first like to express my deepest gratitude to Dr TRAN QUOC THAO, 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 Next, I would like to give my gratefulness to all my lecturers for their teaching during Master of Arts course With valuable experiences, they taught freely and enjoyably I am really thankful for their effort, their useful advice and experience they shared with me It was the best valuable learning experience ever Their teaching performance was reinforced firmly inside me, made a solid foundation for my future career Further, I would like to express my sincere appreciation to enthusiastic teachers from Minh Luong secondary school who helped me collect the data from the interview Moreover, my thesis has been done by the contribution of relevant students So far, I would like to thank all the students in four classes who have answered the questionnaire with useful feedback My special thanks also go to my parents for care, assistances and motivation for the whole of my life I also would like to explain my thanks to my brothers and sisters for their support and encouragement all the time At last, my deep thanks go to all my friends during the time I attended HUTECH university iii ABSTRACT Many studies have shown that speaking plays an important role in English language learning It was, nonetheless, noticed that EFL students face a lot of challenges when learning speaking skills Therefore, this thesis attempts to explore the factors affecting students’ reluctance in learning the English speaking skills of EFL students at Minh Luong Secondary school The study aimed to (1) find out factors causing students’ reluctance in learning English speaking skills at Minh Luong secondary school and (2) examine differences in the factors causing reluctance of students of grade and grade in learning English speaking skill There were 200 students in grade 8, and (100 students of each grade) and English teachers joining in the study Questionnaires to students and semi-structured interviews to teachers were employed to generate data for the study The results revealed that Minh Luong students were reluctant in learning the speaking skills since they were strongly affected by psychological factors, linguistic factors, and socio-cultural factors This study also found that there were no differences between students of grade and students of grade Keywords: EFL, factor, speaking skill, reluctance, Minh Luong secondary school 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 FIGURES xi LIST OF ABREVIATIONS xii CHAPTER 1: INTRODUCTION 1.1 Background to the study 1.2 Statement of the problem 1.3 Aims and objectives of the study 1.4 Research questions 1.5 Scope of the study 1.6 Significance of the study 1.7 Definition of the key terms 1.8 Organization of the thesis CHAPTER 2: LITERATURE REVIEW 2.1 Introduction 2.2 The English speaking skill of EFL students 2.3 Characteristics of speaking skill 2.4 The relationship between speaking skill and others skills In English language learning 11 2.5 EFL students’ reluctance in learning English speaking skill 12 2.6 Factors that cause EFL students’ reluctance in learning English speaking skills 13 2.6.1 Linguistic factors 13 2.6.1.1 Grammar 13 v 2.6.1.2 Pronunciation 14 2.6.1.3 Vocabulary 15 2.6.2 Socio-cultural factors 15 2.6.2.1 Teachers’ domination 16 2.6.2.2 Classroom atmosphere 16 2.6.2.3 Cultural background 17 2.6.3 Psychological Factors 18 2.6.3.1 Anxiety 18 2.6.3.2 Shyness 19 2.6.3.3 Fear of making mistakes 20 2.6.3.4 Motivation 21 2.8 Previous studies 22 2.9 Conceptual Framework 26 2.10 Summary 28 CHAPTER 3: METHODOLOGY 29 3.1 Introduction 29 3.2 Research design 29 3.3 Research site 30 3.4 Sample and sampling procedures 31 3.5 Research instruments 33 3.5.1 The questionnaire 33 3.5.2 The interview to teachers 35 3.6 Data collection procedures 36 3.7 Data analysis procedures 37 3.8 Reliability and validity 38 3.8.1 Reliability 38 3.8.2 Validity 39 3.9 Ethical issues 40 3.10 Summary 41 vi CHAPTER 4: RESULTS AND DISCUSSIONS 42 4.1 Introduction 42 4.2 Results 42 4.2.1 Factors causing students’ reuluctance in learning English speaking skills 42 4.2.2 There groups of factors causing students’ reuluctance in learning English speaking skils 43 4.2.2.1 Linguistic factors 43 4.2.2.2 Social Cultural factors 47 4.2.2.3 Psychological factors 50 4.2.3 Differences in factors causing EFL studentss’reluctance in learning English speaking skills 54 4.2.3.1 Differences in linguistic factors causing EFL studentss’reluctance in learning English speaking skills 55 4.2.3.2 Differences in psychological factors causing EFL studentss’reluctance in learning English speaking skills 56 4.3 Discussion 57 4.3.1 Factors causing EFL studentss’reluctance in learning English speaking skills 57 4.3.2 Differences between eighth and ninth graders in term of factors causing students’ reluctance in learning English speaking skills 62 4.4 Summary 64 CHAPTER 5: CONCLUSION 66 5.1 Introduction 66 5.2 Summary of the main findings of thesis 66 5.3 Pedagogical implications 67 5.3.1 Implications for English language teachers 67 5.3.2 Implications for English language learners 68 5.3.3 Implications for school administrators 69 5.4 Limitations of the study 69 vii 5.5 Recommendations for further study 70 REFERENCES 71 APPENDICES 81 APPENDIX A1 QUESTIONNAIRE FOR STUDENTS (English Version) 81 APPENDIX A2: QUESTIONNAIRE FOR STUDENTS (Vietnamese Version) 86 APPENDIX B1: INTERVIEW QUESTIONS FOR TEACHERS (English Version) 91 APPENDIX B2: INTERVIEW QUESTIONS FOR TEACHERS (Vietnamese Version) 92 viii Nunan, D (1999) Second language teaching & learning Boston, MA: Heinle & Heinle Nunan, D (2003) Practical English Language Teaching New York: Mc Graw-Hill O’Grady W., Dobrovolsky M.,& Katamba F (1996) Contemporary Linguistics An Introduction London: Longman Orwig, C (1999) Aspects of Communicative Competence., Texas : SIL International Pilkonis, P A (1976) Shyness: Public behavior and private experience 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for my thesis on ―factors causing EFL students’ reluctance in learning English speaking skills at Minh Luong secondary school‖ This questionnaire is used to gather relevant data for my study The data gathered from this questionnaire are only used for the research, and the survey should only take about 15-20 minutes of your time All your answers and your personal information will be kept confidential, so you don’t need to put your name on the survey I would be so grateful if you fill in the appropriate answers Part A: PERSONAL INFORMATION + Gender Giới tính:  Male  Female + How long have you been learning English?  years  years  > years + Are you learning English at English language center? Yes If, yes How long?  years + How many hours per day you spend on self-study?  hour Part B: CONTENT Please rate how much you agree with following statements by ticking (x) ((1) Strongly disagree (2) disagree (3) uncertain (4) agree (5) strongly agree) 81 Linguistic factors Grammar Statements 1 5 Grammar is difficult for me to learn English, especially to use it in speaking I often feel confused to make sentences when I try to speak spontaneously I always think about the structure of sentences before speaking Pronunciation Statements Pronunciation is the main problem in my speaking My pronunciation is usually difficult to be understood by others I am afraid of mispronunciation Vocabulary Statements I get upset when I not understand words that teacher or friends are saying I prefer to be silent when I not know what words I am going to use to say I not have adequate vocabulary to express my ideas in English speaking 82 Socio-cultural factors Teachers’ domination Statements 5 10 I think teacher should make strong rules for students to speak English in the class 11 I cannot give my attention about English speaking activities which are provided by my teacher 12 My teacher does not use English while explaining English lessons 13 My teacher does not motivate me in my English speaking Classroom atmosphere Statements 14 The English classroom is a very stressful place to be in 15 I would like to speak if there are a few students in the classroom 16 I think my classroom is not comfortable enough 17 I not speak much in English during classes Cultural background Statements 83 18 In classroom discussion, it is difficult for me to find a partner to practice speaking English because they use Vietnamese to discuss 19 I not have opportunities to practice English with native speakers of English 20 I have a habit to translate word to word from Vietnamese into English when I speak English Psychological factors Anxiety and Shyness Statements 5 21 Speaking English in class often makes me feel unnatural 22 I am often stressed out when I am speaking English 23 I am nervous when I have to speak English in front of the whole class 24 I am shy to speak English in front of other people Fear of making mistake Statements 25 I am afraid of teacher or friends’ negative comments when I some mistakes in speaking 84 English 26 I am afraid of being laughed at when my answer or my English pronuciation is wrong 27 I not want to look foolish in front of the whole class Motivation Statements 28 I practice speaking English because I want to be able to speak English fluently I practice speaking English because I want to be able to speak English fluently I cannot practice speaking English because I am unable to speak English fluently 29 I often get bored with the monotonous lecturing activity so that I am difficult to find an idea 30 It is difficult for me to study English speaking skill because I not have more chance to practice English conversation in class Thank you so much for your cooperation! 85 APPENDIX A2: QUESTIONNAIRE (Vietnamese Version) CÂU HỎI KHẢO SÁT DÀNH CHO HỌC SINH Các bạn học sinh thân mến, Tôi mong giúp đỡ bạn Tôi tiến hành khảo sát cho luận văn ―Các yếu tố dẫn đến trở ngại việc học nói tiếng anh học sinh, xem tiếng anh ngoại ngữ trường THCS Minh Lương‖ Bảng câu hỏi sử dụng để thu thập liệu liên quan cho nghiên cứu Dữ liệu thu thập bảng hỏi 15 đến 20 phút bạn Tất câu trả lời thông tin cá nhân bạn giữ kín bạn khơng cần viết tên vào, biết ơn bạn điền vào câu trả lời thích hợp PHẦN A: THƠNG TIN CÁ NHÂN + Giới tính:  Nam  Nữ + Lớp:  Lớp  Lớp + Bạn học tiếng anh bao lâu?  năm  năm  >4 năm + Bạn có học tiếng anh trung tâm tiếng anh khơng? Có Nếu có Bao lâu?  năm + Bạn dành tiếng ngày để tự học?  tiếng PHẦN B: NỘI DUNG Vui lòng đánh giá mức độ đồng ý với câu dấu X (1) Hồn tồn khơng đồng ý (2) Khơng đồng ý (3) Khơng chắn (4) Đồng ý (5) Hồn tồn đồng ý 86 Yếu tố ngôn ngữ Ngữ pháp Mệnh đề 1 5 Ngữ pháp điều khó khăn tơi học tiếng anh, đặc biệt học nói Tơi thường cảm thấy lúng túng hình thành câu tơi cố gắng nói lưu lốt Tơi ln nghĩ cấu trúc câu trước nói Phát âm Mệnh đề Cách phát âm vấn đề việc nói Cách phát âm khiến người khác khó để hiểu Tơi sợ phát âm sai Từ vựng Mệnh đề Tơi khó chịu tơi không hiểu từ mà giáo viên bạn nói Tơi lựa chọn cách im lặng từ mà dự định dùng để nói Tơi khơng có đủ từ vừng phù hợp để đưa ý kiến việc nói tiếng anh 87 Yếu tố văn hóa xã hội Sự chi phối giáo viên Mệnh đề 5 10 Tôi nghĩ giáo viên nên đưa nhiều nội quy để học sinh nói tiếng anh lớp 11 Tôi tập trung vào hoạt động nói tiếng anh mà thầy đưa 12 Giáo viên không sử dụng tiếng anh giảng 13 Giáo viên khơng thúc đẩy tơi việc nói tiếng anh Khơng khí lớp học Mệnh đề 14 Lớp học tiếng anh nơi căng thẳng tham gia 15 Tơi muốn nói có bạn học lớp học 16 Tôi nghĩ lớp học không đủ thoải mái 17 Tơi khơng nói tiếng anh nhiều lớp Nền văn hóa Mệnh đề 18 Khi thảo luận lớp, tơi tìm thành viên để thực hành tiếng anh khó họ sử dụng tiếng việt để thảo luận 19 Tơi khơng có nhiều hội để thực hành tiếng anh với người ngữ 88 20 Tơi có thói quen dịch từ tiếng việt sang từ tiếng anh tơi nói tiếng anh Các yếu tố tâm lý Sự lo lắng nhút nhát Mệnh đề 5 21 Nói tiếng anh lớp ln tơi cảm thấy không tự nhiên 22 Tôi cảm thấy căng thẳng tơi nói tiếng anh 23 Tơi cảm thấy hổi hộp tơi phải nói tiếng anh trước lớp 24 Tơi cảm thấy mắc cỡ nói tiếng anh trước người khác Sợ sai Mệnh đề 25 Tôi sợ lời bình luận tiêu cực bạn giáo viên tơi mắc lỗi việc nói tiếng anh 26 Tôi sợ bị cười câu trả lời hay phát âm bị sai 27 Tôi không muốn bị nhìn cách ngốc nghếch trước lớp Động lực Mệnh đề 28 I practice speaking English because I want to be able to 89 speak English fluently I practice speaking English because I want to be able to speak English fluently Tơi khơng thể thực hành nói tiếng anh tơi khơng thể nói tiếng anh trơi chảy 29 Tôi cảm thấy chán với hoạt động giảng dạy buồn tẻ tơi khó tìm ý tưởng từ hoạt động 30 Tơi gặp nhiều khó khăn học nói tiếng anh tơi khơng có nhiều hội để thực hành đoạn hội thoại tiếng anh lớp Cảm ơn nhiều hợp tác bạn! 90 APPENDIX B1: INTERVIEW (English Version) INTERVIEW QUESTIONS FOR TEACHERS Date: _ Time to start: Location: _ Time to finish: _ Introduction Thank you for volunteering to participate in this interview which is expected to last between fifteen to twenty minutes You will answer some questions during the interview, and you may wish to stop the interview at any time The purpose of this interview is to collect information about factors causing EFL students’ reluctance in learning English speaking skill and differences in the factors causing reluctance of grade and grade in term of learning English speaking skill With your permission, the interview will be audio-recorded All information you share with me is treated confidentially and anonymously Before we start the interview, you have any questions? If not, shall we begin the interview? A Interviewees’ background + Name: + How long have you been teaching English? : B Questions: Do your students find it reluctant in learning English speaking skill? If yes, what are the reluctances? What factors affect your students’ speaking skills? Do you give much feedback on your students’ speaking? Which factor is the most influential to students’ speaking skills? 91 APPENDIX B2: INTERVIEW (Vietnamese Version) BIÊN BẢN PHỎNG VẤN GIÁO VIÊN Ngày: _ Địa điểm: _ Thời gian bắt đầu: Thời gian kết thúc: _ Giới thiệu Cảm ơn thầy/ tình nguyện để tham gia vấn với dự kiến kéo dài từ 15 đến 20 phút Thầy/ cô trả lời số câu hỏi q trình vấn thầy/ muốn ngừng vấn lúc Mục đích vấn để thu thập thông tin yếu tố dẫn đến trở ngại việc học nói tiếng anh học sinh, xem tiếng anh ngoại ngữ khác yếu tố dẫn đến cản trở lớp lớp mặt học nói tiếng anh Với cho phép thầy/ cơ, vấn thu âm Tất thông tin thầy/ cô chia sẻ bảo mật Trước bắt đầu vấn, thầy/ có câu hỏi khơng? Nếu khơng bắt đầu vấn A Thông tin người vấn + Tên: + Thầy/ Cô dạy tiếng anh bao lâu? : B Câu hỏi: Học sinh thầy/ có gặp cản trở việc học nói tiếng anh khơng? Nếu có, cản trở gì? Những yếu tố ảnh hưởng đến việc học nói tiếng anh học sinh? Thầy/ có đưa phản hồi việc nói học sinh khơng? Yếu tố gây ảnh hưởng đến kĩ nói tiếng anh học sinh? 92