Students difficulties in learning english speaking skills at cau khoi primary school

The thesis entitled STUDENTS’ DIFFICULTIES IN LEARNING ENGLISH SPEAKING SKILLS AT CAU KHOI PRIMARY SCHOOL was successfully defended and approved on September 30th, 2020 at Ho Chi Minh City University of Technology (HUTECH) Academic supervisor : Ly Thi My Hanh, Ph D The Board of Examiners for the Master’s Thesis Defense No EXAMINATION COMMITTEE FUNCTION Nguyen Thi Kieu Thu, Ph D Chair Duong My Tham, Ph D Reader Le Van Tuyen, Ph D Reader Truong Cong Bang, Ph D Member Nguyen Thi Nhu Ngoc, Ph D Secretary Member On behalf of the Examination Committee Chair (full name, title, signature) Nguyen Thi Kieu Thu, Ph D i HCMC UNIVERSITY OF TECHNOLOGY POSTGRADUATE INSTITUTE HCMC, September 2020 MASTER’S THESIS REPORT Student name: LE NGUYEN HOANG NAM Sex: Male Date of birth: 01/09/1993 Place of birth : Tay Ninh Province Major: English Language Student code: 1841900044 I- Thesis title: STUDENTS’ DIFFICULTIES IN LEARNING ENGLISH SPEAKING SKILLS AT CAU KHOI PRIMARY SCHOOL II-Objectives and contents: This study aims at investigating primary school students’ difficulties in learning English speaking in the context of Cau Khoi primary school in Duong Minh Chau District, Tay Ninh province The research objectives are as follows: • To find out the students’ attitudes towards learning speaking English • To find out the difficulties of the learners towards speaking skills The participants were the EFL primary school students who were studying the Family and friends Special Edition In order to gain the results, Author applied the mixed-method: quantitative and qualitative, two instruments ii were utilized: questionnaire and semi-structured interview so as to collect the data, both of which are applied for the students III- Starting date: March 30th, 2020 IV- Completing date: September 30th, 2020 V- Academic supervisor: Ly Thi My Hanh, Ph D ACADEMIC SUPERVISOR FACULTY DEAN ((full name, signature) ((full name, signature) Ly Thi My Hanh, Ph D Nguyen Thi Kieu Thu, Ph D iii CERTIFICATE OF ORIGINALITY I certify my authorship of the Master’s Thesis submitted today entitled: STUDENTS’ DIFFICULTIES IN LEARNING ENGLISH SPEAKING SKILLS AT CAU KHOI PRIMARY 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, September 2020 LE NGUYEN HOANG NAM iv RETENTION AND USE OF THE THESIS I hereby state that I, LE NGUYEN HOANG NAM, 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, September 2020 Signature …………………………… LE NGUYEN HOANG NAM v ACKNOWLEDGEMENTS In the process of completing this thesis, I have received the wholehearted help from the teachers of the Foreign Language Department - HUTECH University First of all, I would like to thank Ms Ly Thi My Hanh for guiding me to complete this graduation thesis Thanks to the dedicated guidance and careful guidance that I can complete the graduation thesis Her comments and suggestions made me realize what was lacking in my research The words of encouragement enabled me to complete this thesis well Second, I would like to thank my colleagues for helping to share the work so that I can focus on completing the thesis Besides, I would like to thank the 5th graders of Cau Khoi Primary School for helping me in the survey to find out the difficulties in learning English speaking skills Finally, I would like to sincerely thank my family for always supporting, giving strength, loving me to keep going Thank you to my friends who have always stood by supported me in my studies and life vi ABSTRACT Through the years, investigations into learning English speaking skills have been the subject of many researches in the field of language teaching and learning, especially the 5th graders because they were at the age of the transition between primary and secondary This greatly affected the psychology of the students During the teaching process, the author found many difficulties in learning to speak English as the specific linguistic problem; they had difficulty expressing their thoughts due to lack of pronunciation and lack of vocabulary and grammar Besides, the psychological issue also affected them quite a lot They lacked confidence, are shy and timid when participating in learning to speak English Besides, the lack of English practice environment is also one of the factors hindering students' development of skills, which led to disappointment and anxiety; Whether such people lost their love of language and became discouraged with the continuing study Focusing on the same subject but with a new perspective, this research aimed at discovering elementary students’ difficulties in learning English speaking skills at Cau Khoi primary school A total of ninety-two learners and one foreign teacher participating in answering the questionnaire and responding the semi-structured interview questions The data gained from the questionnaire were analyzed by SPSS in terms of descriptive statistics The results showed that primary school students expressed relatively good learning attitudes However, this good attitude declined as the exams focused only on listening, writing, and reading skills The learners were less focused on the speaking skill but instead only focused on three remaining skills The results further indicated that there were three main reasons that make it difficult for students to learn English speaking skills Three main reasons were language problems such as vocabulary and grammar was not enough to express ideas; pronunciation was not good Basing upon the findings, some implications were made to contribute to new vii viewpoints for teaching and learning and teaching speaking skills at primary schools Keywords: Learning English speaking skills, attitudes, teaching English to young students, cognitive attitudes, affective attitudes, behavioural attitudes, linguistic problems, psychological problems viii TABLE OF CONTENTS MASTER’S THESIS REPORT ii CERTIFICATE OF ORIGINALITY iv RETENTION AND USE OF THE THESIS v ACKNOWLEDGEMENTS vi ABSTRACT vii TABLE OF CONTENTS .ix LIST OF TABLES xii LIST OF FIGURES xiii LIST OF ABBREVIATIONS AND SYMBOLS xiv 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 key terms 1.8 Organization of the thesis CHAPTER 2: LITERATURE REVIEW 2.1 Speaking skills 2.1.1 Definition of speaking 2.1.2 Function of speaking 2.1.3 Components of speech process 2.1.4 Characteristics of a successful speaking activity 10 2.1.5 Types of speaking activities 11 2.1.6 Learning speaking activities 12 ix 2.1.7: Teaching speaking English for young learner 15 2.1.8 The characteristics of young learners 20 2.2 Attitudes 22 2.2.1 Definitions of attitudes 22 2.2.2 The components of attitudes 22 2.2.3 Attitude models 23 2.3 Difficulties affecting English speaking skills 25 2.3.1 Linguistics problems in speaking English 25 2.3.2 Psychological problems in speaking English 27 2.3.3 Environment for practicing English communication 30 2.4 Previous studies 30 2.5 Conceptual Framework 39 2.6 Summary 40 CHAPTER METHODOLOGY 41 3.1 Introduction 41 3.2 Research design 41 3.3 Research site 42 3.4 Text book 42 3.5 Sample and sampling procedures 43 3.6 Research instruments 46 3.6.1 Questionnaire 47 3.6.2 Interview questions 49 3.7 Data collection procedures 50 3.8 Data analysis procedures 51 3.9 Validity and reliability 52 3.9.1 Reliability 52 3.9.2 Validity 54 3.10 Summary 54 CHAPTER 4: RESULTS AND DISCUSSION 55 x Please rate how much you think these statements are true about you by crossing (X) (1) Strongly disagree (2) Disagree (3) Neutral (4) Agree (5) Strongly agree 1.Students’ attitudes towards learning English 1.1.I take great pleasure in attending speaking lessons 1.2.Knowing speaking English is really an important goal in my life 1.3 Speaking lessons urge us to be competent enough in terms of communicating in English 1.4.I would rather spend more time in my English class and less in other classes 1.5.I really enjoy learning speaking English 1.6 I think speaking lessons prepare me to interact with native speakers in real-life situations 1.7.My English teacher has a dynamic and interesting teaching style 1.8.Studying speaking English is important because it will become confident to me 1.9 My English class is really fun and exciting 1.10 I want to learn English so well that it will become natural to me 2.Students’ difficulties in learning speaking English 2.1 I don’t feel very much at ease when I have to speak English 2.2 I don’t feel confident when asked to speak in my English class 88 2.3 Speaking English anywhere makes me feel worried 2.4 It embarrasses me to volunteer answers in our English class 2.5 I am not calm whenever I have to speak in my English class 2.6 It worries me that other students in my class seem to speak English better than I 2.7 I'm losing any desire I ever had to know in speaking english 2.8 I tend to give up and not pay attention when I don't understand my English teacher's explanation of something 2.9 I would feel uncomfortable speaking English anywhere outside the classroom 2.10 I get nervous when I am speaking in my English class 2.11 I can be bothered trying to understand the more complex aspects of English 2.12 I feel anxious if someone asks me something in English 2.13 I am sometimes anxious that the other students in the class will laugh at me when I speak English 2.14 When I have difficulty understanding something in my English class, besides the teacher's help, I have a hard time getting help from others 2.15 After school, I did not have much time to practice speaking English because I had to housework 89 2.16 My vocabulary and grammar are not good enough to be confident in English communication 2.17 I don't know what to say when learning to speak English 2.18 Poor pronunciation makes me lack confidence in learning to speak English 2.19 The environment for practicing English communication is not much, it makes it impossible for me to practice what I have learned in class THANK YOU! 90 QUESTIONNAIRE FOR STUDENTS (Vietnamese) Các em học sinh thân mến, Thầy muốn tranh thủ giúp đỡ em Thây học viên thạc sĩ đại học Hutech ngành ngôn ngữ anh Thầy thực khảo sát cho luận văn thầy khó khăn học sinh lớp việc học kỹ nói tiếng Anh Cuộc khảo sát 15-20 phút Câu trả lời em ẩn danh Vì em KHƠNG viết tên vào phiếu khảo sát Tất câu trả lời em giữ bí mật Cảm ơn em dành thời gian hợp tác em Trân trọng, PHẦN A: THÔNG TIN CÁ NHÂN Giới tính:  Nam Lớp:  5A  Nữ  5B  5C Em học tiếng Anh bao lâu? _ Các em có học tiếng Anh trung tâm ngoại ngữ không ? Các em dành thời gian ngày để học tiếng Anh?   1-3  3-5  nhiều PHẦN B: THÁI ĐỘ VÀ KHÓ KHĂN CỦA HỌC SINH TRONG VIỆC HỌC KỸ NĂNG NĨI TIẾNG ANH 91 Vui lịng đánh giá mức độ bạn nghĩ tuyên bố bạn cách vượt qua (X) (1) Rất không đồng ý (5) Rất đồng ý (2) khơng đồng ý (3) Bình thường Thái độ học sinh việc học tiếng Anh (4) Đồng ý 1.1 Em vui tham gia buổi học nói 1.2 Biết nói tiếng Anh thực mục tiêu quan trọng sống em 1.3 Các học nói thúc giục chúng em đủ lực để giao tiếp tiếng Anh 1.4 Em muốn dành nhiều thời gian lớp học tiếng Anh lớp học khác 1.5 Em thực thích học nói tiếng Anh 1.6 Em nghĩ học nói chuẩn bị cho để tương tác với người ngữ tình thực tế 1.7 Giáo viên tiếng Anh em có phong cách giảng dạy động thú vị 1.8 Việc học nói tiếng Anh quan trọng trở nên tự tin em 1.9 Lớp học tiếng Anh em thực vui thú vị 1.10 Em muốn học tiếng Anh thật tốt để trở nên tự nhiên với tơi Khó khăn học sinh học nói tiếng Anh 2.1 Em cảm thấy thoải mái phải nói tiếng Anh 2.2 Em cảm thấy tự tin yêu cầu nói chuyện lớp học tiếng Anh 2.3 Nói tiếng Anh đâu khiến em cảm thấy lo lắng 2.4 Em cảm thấy bối rối trả lời tình nguyện lớp học tiếng Anh chúng em 92 2.5 Em khơng bình tĩnh tơi phải nói chuyện lớp học tiếng Anh 2.6 Em lo lắng học sinh khác lớp em dường nói tiếng Anh tốt em 2.7 Em mong muốn mà em phải biết việc nói tiếng Anh 2.8 Em có xu hướng bỏ khơng ý em khơng hiểu lời giải thích giáo viên tiếng Anh điều 2.9 Em cảm thấy khơng thoải mái nói tiếng Anh đâu bên lớp học 2.10 Em cảm thấy lo lắng nói lớp học tiếng Anh 2.11 Em thấy phiền cố gắng hiểu khía cạnh phức tạp tiếng Anh 2.12 Em cảm thấy lo lắng hỏi tơi điều tiếng Anh 2.13 Đôi em lo lắng học sinh khác lớp cười tơi em nói tiếng Anh 2,14 Khi em gặp khó khăn việc hiểu điều lớp học tiếng Anh mình, ngồi giúp đỡ giáo viên, em khó nhận giúp đỡ từ người khác 2,15 Sau học, em khơng có nhiều thời gian để luyện nói tiếng Anh phải làm việc nhà 2,16 Vốn từ vựng ngữ pháp em chưa đủ tốt để tự tin giao tiếp tiếng Anh 2.17 Em khơng biết phải nói học nói tiếng Anh 2.18 Phát âm khiến em thiếu tự tin học nói tiếng Anh 93 2.19 Mơi trường thực hành tiếng Anh giao tiếp không nhiều khiến em thực hành học lớp THANK YOU! 94 APPENDIX B INTERVIEW PROTOCOL Guideline for Group Interview Date: _ Location: _ Time to start: _ Time to finish: _ Introduction Thank you for volunteering and for signing the consent form to take part in this interview that is expected to last between twenty-five and thirty 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 understand students’ attitudes towards Learning Speaking English and Students' difficulties in learning Speaking English in the context of Vietnam This interview does not aim to evaluate your knowledge or English level of proficiency 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 question? If no, we are about to start INTERVIEW QUESTION FOR STUDENTS Are you looking forward to an English speaking class? Do you admire someone who speaks good English and is fluent? Do you want to be fluent in speaking English? Are you happy after every English speaking lesson? When learning to speak English, what difficulties you often find that hinder you from learning it? INTERVIEW QUESTIONS FOR TEACHER 95 According to the teacher, what is the attitude of grade students towards learning to speak English? What you feel through the data collected from the interviewer and your teaching practice? According to you, how are the difficulties of 5th graders in learning to speak English? THANK YOU! 96 APPENDIX C SAMPLE OF INTERVIEW DATA ANALYSIS TEACHER According to the teacher, what is the attitude of grade students towards learning to speak English? What you feel through the data collected from the interviewer and your teaching practice? “Students in grade have an exciting attitude when learning English They are passionate about participating in speaking activities and are very active The excitement was evident on the children's faces This is a necessary condition for them to learn English speaking skills well.” “Most of the students are caring only about passing the exams and a few are caring about learning and a few even caring about nothing just give them a text to prepare at home and test their reading and mark it …” (T) According to you, how are the difficulties of 5th graders in learning to speak English? “Although 5th graders' attitude to learning English is quite positive, however, that cannot help them develop their speaking skills They have many difficulties in learning to speak in particular: At first, they often lack ideas when speaking, are they often quiet and not know how to start? The second difficulty is limited vocabulary, pronunciation and grammar, making it difficult for them to express their ideas to others, leading to lack of confidence Besides, fear of being ridiculed by friends On the other hand, some of them have a bad mentality, they tremble when standing in front of a crowd, and this makes them forget what they are about to present.” (T) 97 STUDENTS Do you Are you looking Questions forward to an English speaking class? admire someone who speaks good English and is Do you When learning to want to Are you happy speak English, what be fluent after every difficulties you in English speaking often find that speaking lesson? hinder you from English? learning it? fluent? I am very happy to S1 know that Vocabulary is what it is time I fear most so I to learn Of course English, Yes Yes often have difficulty learning to speak especially due to lack of English vocabulary speaking class Grammar is what I S2 Yes Yes Of course worry most about I Yes don't know how to arrange words properly I like S3 Yes those who speak I'm afraid my Yes English Yes friends will laugh when I say something wrong 98 fluently and well I lack confidence in S4 Yes Of course speaking English I Yes Yes often tremble and forget what I would say I often shout S5 when it comes to Yes Yes Of course I am very shy speaking English English class After every hour of learning English, especially after S6 Yes Yes Yes learning to speak I feel difficulty in with my teacher speaking in a social I am very happy group and would like to have more time to learn to speak English Yes I look forward to S7 the English The pronunciation Yes Yes lessons, yes is not good makes me feel shy when speaking English mostly 99 English speaking lessons I admire good English speakers S8 Yes They Yes Yes speak I lack confidence in speaking English English as if they are singing I was timid when I learned to speak S9 So so Yes Yes Of course because I was afraid that my friends would laugh when I was wrong The lack of an I really English speaking want to S10 Yes Yes be fluent when speaking English 100 environment leaves Yes me with little room to practise my speaking skills outside of school APPENDIX D 101 APPENDIX E 102