Factors contributing to efl adult learners’ reticence in speaking classes at saigon american society english center

MINISTRY OF EDUCATION AND TRAINING HO CHI MINH CITY UNIVERSITY OF TECHNOLOGY - DO QUOC MINH CHAU FACTORS CONTRIBUTING TO EFL ADULT LEARNERS’ RETICENCE IN SPEAKING CLASSES AT SAIGON AMERICAN SOCIETY ENGLISH CENTER Major: English Language Course code: 60220201 HO CHI MINH CITY, MAY 2021 MINISTRY OF EDUCATION AND TRAINING HO CHI MINH CITY UNIVERSITY OF TECHNOLOGY - FACTORS CONTRIBUTING TO EFL ADULT LEARNERS’ RETICENCE IN SPEAKING CLASSES AT SAIGON AMERICAN SOCIETY ENGLISH CENTER Submitted to the Faculty of English Language in partial fulfillment of the Master’s degree in English Language Course code: 60220201 By DO QUOC MINH CHAU Supervised by LE THI THUY NHUNG, Ph.D HO CHI MINH CITY, MAY 2021 The thesis entitled Factors Contributing to EFL Adult Learners’ Reticence in Speaking Classes at Saigon American Society English Center was successfully defended and approved on October 19th, 2021 at Ho Chi Minh City University of Technology (HUTECH) Academic supervisor: Le Thi Thuy Nhung, Ph.D Examination Committee Nguyen Thi Kieu Thu, Ph.D Chair Le Van Tuyen, Ph.D Reader Cao Thi Phuong Dung, Ph.D Reader Pham Huy Cuong, Ph.D Member Tran Quoc Thao, Ph.D Secretary Member On behalf of the Examination Committee Chair HCMC UNIVERSITY OF TECHNOLOGY POSTGRADUATE INSTITUTE HCMC, … … … …, 2021 MASTER’S THESIS REPORT Student name: Do Quoc Minh Chau Sex: Male Date of birth: 11/07/1996 Place of birth: Ba Ria – Vung Tau Major: English Language Student code: 1941900005 I- Thesis title: Factors Contributing to EFL Adult Learners’ Reticence in Speaking Classes at Saigon American Society English Center II- Objectives and contents: The study was conducted in order to explore the factors that contribute to the EFL adult learners’ reticence in a private English center in Ho Chi Minh city, Vietnam Also, the study also examined the degree to which the learners’ levels of language proficiency affect their reticence in the classroom The results reveal that three factors including Psychological, Cultural, and Linguistic factor exerted a significant impact on the learners’ reticence, while the Learning Environment played a minor role Besides, learners of higher levels of proficiency were more confident and eager to participate in the classroom activities than those of lower language proficiency levels III- Starting date: October 20 IV- Completing date: May 2021 V- Academic supervisor: Le Thi Thuy Nhung, Ph.D ACADEMIC SUPERVISOR (full name, signature) FACULTY DEAN (full name, signature) i CERTIFICATE OF ORIGINALITY I certify my authorship of the Master’s Thesis submitted today entitled: FACTORS CONTRIBUTING TO EFL ADULT LEARNERS’ RETICENCE IN SPEAKING CLASSES AT SAIGON AMERICAN SOCIETY ENGLISH CENTER 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 2021 DO QUOC MINH CHAU ii RETENTION AND USE OF THE THESIS I hereby state that I, DO QUOC MINH CHAU, 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 2021 Signature: DO QUOC MINH CHAU iii ACKNOWLEDGEMENTS In order to be able to finish this thesis, I was given a tremendous amount of support and assistance from many people The first person I would like to express my gratitude to is my supervisor, Dr Le Thi Thuy Nhung I would never have completed this thesis without her watchful supervision, perceptive guidance, and relentless encouragement I also wish to thank the staff members, teachers, and learners at Saigon American Society English Center (Go Vap campus) for their wholehearted assistance and participation during the data collection for the study Besides, my special thanks go to the teachers and staff member at Institute of Post Graduate Studies of HUTECH University for their tremendous help throughout my study of Master’s program Last but not least, I would like to show my deepest appreciation to my family They have always been my inspiration and motivation to aim high, take responsibility, strive to study and work to my potential Their love, support, encouragement, and sacrifices for me are beyond imagination iv ABSTRACT Nowadays, more and more people are attending English classes at English centers for various reasons including preparation for examinations, career advancement, and migration Particularly, communicative English has attracted a great number of learners because of its practicality, which allows them more time to practice speaking Despite such advantage, research shows that many adult learners experience reticence in speaking classes This study investigated the factors that contribute to the EFL adult learners’ reticence in a private English center in Ho Chi Minh city, Vietnam The study also examined the degree to which the learners’ levels of language proficiency affect their reticence in the classroom The study used a mixed method design to collect data including a questionnaire survey on 150 learners and semistructured interview conducted with 15 learners The results show that three factors including Psychological, Cultural, and Linguistic factor exerted a significant impact on the learners’ reticence, while the Learning Environment played a minor role Besides, the adult learners’ degree of reticence was dependent on their level of language proficiency Learners of higher levels of proficiency were more confident and eager to participate in the classroom activities than those of lower language proficiency levels The findings have significant implications for language teachers, course designers and educators to reflect on teaching pedagogies so as to stimulate more interaction and participation from the adult learners (223 words) Keywords: Reticence, anxiety, passiveness, EFL adult learners, culture, learning environment, psychological, linguistic, levels of proficiency (about 10 words) v 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 x List of figures xi List of abbreviations and symbols xii CHAPTER 1: INTRODUCTION 1.1 Background of 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 Definitions of key terms 1.8 Organization of the thesis CHAPTER 2: LITERATURE REVIEW 2.1 Introduction 2.2 Definition of reticence 2.2.1 Reticence in oral communication 2.2.2 Reticence in ESL/EFL classrooms 11 vi 2.2.3 Reticence among Asian ESL/EFL learners 12 2.3 Factors contributing to Asian ESL/EFL learners’ reticence in English classes 13 2.3.1 Cultural factor 13 2.3.2 Learning environment factor 14 2.3.3 Psychological factor 16 2.3.4 Linguistic factor 17 2.4 The relationship between the learners’ foreign language proficiency and their reticence 18 2.5 Previous studies 19 2.5.1 Studies on reticence in international contexts 19 2.5.2 Studies on reticence in Vietnamese context 20 2.6 Conceptual Framework 23 2.7 Summary 25 CHAPTER 3: METHODOLOGY 3.1 Introduction 27 3.2 Research design 27 3.3 Research site 28 3.4 Sample and sampling procedures 29 3.4.1 Quantitative approach 29 3.4.2 Qualitative approach 33 3.5 Research instruments 35 Independent Samples Test Levene's Test for Equality of Variance s F Sig Equal variance s assume d Cultural Factor Equal variance s not assume d Equal variance s assume Learning d Environment Equal Factor variance s not assume d Equal variance s assume Psychologic d al Factor Equal variance s not assume d Equal variance s assume d Linguistic Factor Equal variance s not assume d 15 06 02 03 t-test for Equality of Means t df Sig Mean Std 95% (2- Differenc Error Confidence tailed e Differenc Interval of the ) e Difference Lower Upper 69 -.195 98 846 -.04000 20548 3677 4477 7 -.195 97.82 846 -.04000 20548 3677 4477 8 80 -.762 98 448 -.11600 15225 1861 4181 4 -.762 97.19 448 -.11600 15225 1861 4181 7 1.32 98 188 22400 16902 5594 1114 2 1.32 97.99 188 22400 16902 5594 1114 2 769 98 444 14800 19241 5298 2338 4 769 97.76 444 14800 19241 5298 2338 5 86 85 82 Pair 2: Intermediate and Advanced learners Cultural Factor Learning Environment Factor Psychological Factor Linguistic Factor Group Statistics Proficiency N Mean Level Intermediate 50 3.5760 Std Deviation 1.04872 Std Error Mean 14831 Advanced Intermediate Advanced Intermediate Advanced Intermediate 2.8280 2.5760 2.5000 3.4440 2.8560 3.4520 1.44336 72578 78584 84302 1.36429 98545 20412 10264 11114 11922 19294 13936 50 2.7720 1.27776 18070 50 50 50 50 50 50 Advanced 83 Independent Samples Test Levene's Test for Equality of Variances F Sig t-test for Equality of Means t df Sig Mean (2- Differen taile ce d) Equal variance 17.86 2.96 s 000 98 004 assume d Cultural Factor Equal variance 2.96 89.46 s not 004 assume d Equal variance s 376 541 502 98 617 assume Learning d Environmen Equal t Factor variance 97.38 s not 502 617 assume d Equal variance 27.58 2.59 s 000 98 011 assume Psychologic d al Factor Equal variance 2.59 81.65 s not 011 assume d Equal variance 12.56 2.98 s 001 98 004 assume d Linguistic Factor Equal variance 2.98 92.05 s not 004 assume d 84 Std Error Differen ce 95% Confidence Interval of the Difference Lowe Uppe r r 74800 25231 2472 1.248 71 74800 25231 2466 1.249 31 07600 15128 3762 2242 1 07600 15128 3762 2242 4 58800 22680 1379 1.038 08 58800 22680 1367 1.039 21 68000 22820 2271 1.132 86 68000 22820 2267 1.133 22 Pair 3: Beginner and Advanced learners Cultural Factor Learning Environment Factor Psychological Factor Linguistic Factor Group Statistics Proficiency N Mean Level Std Deviation Std Error Mean Beginner 50 3.5360 1.00565 14222 Advanced 50 2.8280 1.44336 20412 Beginner Advanced Beginner Advanced Beginner 50 50 50 50 50 2.4600 2.5000 3.6680 2.8560 3.6000 79514 78584 84719 1.36429 93808 11245 11114 11981 19294 13266 Advanced 50 2.7720 1.27776 18070 85 Independent Samples Test Levene's Test for Equality of Variances Equal variance s assume d Cultural Factor Equal variance s not assume d Equal variance s assume Learning d Environment Equal Factor variance s not assume d Equal variance s assume Psychologic d al Factor Equal variance s not assume d Equal variance s assume d Linguistic Factor Equal variance s not assume d t-test for Equality of Means F Sig t 21.79 00 2.84 98 005 70800 24878 2143 1.2017 2.84 87.50 006 70800 24878 2135 1.2024 44 -.253 98 801 -.04000 15810 3537 27375 -.253 97.98 801 -.04000 15810 3537 27375 3.57 98 001 81200 22711 3613 1.2627 3.57 81.89 001 81200 22711 3601 1.2638 3.69 98 000 82800 22417 3831 1.2728 3.69 89.93 000 82800 22417 3826 1.2733 591 27.98 15.16 00 00 df Sig Mean Std Error (2Differenc Differenc tailed e e ) 86 95% Confidence Interval of the Difference Lower Upper Appendix B: Research instruments Appendix B1: The questionnaire (English version) QUESTIONNAIRE OF FACTORS CONTRIBUTING TO EFL ADULT LEARNERS’ RETICENCE IN SPEAKING CLASSES AT SAIGON AMERICAN SOCIETY ENGLISH CENTER Greetings I am currently conducting a study about “Factors Contributing to EFL Adult Learners’ Reticence in English Speaking Classes” I would appreciate it if you could spend a few minutes completing this questionnaire All of your information will be kept confidential Your cooperation will be very valuable for my study Thank you very much I PERSONAL INFORMATION What is your gender? Male Female What is your age? Under 18 18-25 Over 25 What is your occupation? …………………………………………… How long have you been studying English? Under years 3-5 years Over years How long have you been studying communicative English at SAS English Center? Under months 3-6 months Over months What is your current level of English proficiency? Beginner Intermediate Advanced What is your purpose of studying communicative English at SAS English Center? II QUESTIONNAIRE ITEMS Please choose the most appropriate answer by ticking X in one of the following options for each statement: 1: Strongly disagree 2: Disagree 3: Neutral 4: Agree 5: Strongly agree Options Statement Cultural factor I am too afraid to ask questions to my instructor during class I am afraid of making mistakes when speaking in front of my classmates I feel embarrassed when I am corrected in front of my classmates I tend to give brief answers in order not to attract much attention 87 5 I usually avoid expressing my ideas in discussions in order not to hurt my classmates’ feelings Learning environment factor I always try to practice speaking English more outside the classroom I usually don’t have time to review the lessons at home I will speak more in class if the topic is interesting to me I usually sit in the back rows so the teacher will not notice me 10 I will not participate in games or activities if they are difficult or uninteresting to me Psychological factor 11 I prefer learning activities or tasks that I don’t have to speak English much 12 I feel nervous when the teacher asks me to answer the questions in class 13 I tend to get nervous when I speak English in front of the class 14 I feel nervous when my classmates speak more fluently than me 15 I feel upset when I can’t remember the vocabulary I need when speaking English Linguistic factor 16 I usually don’t have enough time to think about my answer 17 I only speak when I am absolutely sure about my answer or pronunciation 18 Writing the answers down before speaking makes me feel less anxious 19 I feel less nervous when speaking if I have prepared for the lesson at home 20 I tend to feel nervous when I don’t understand the teacher’s questions 88 Appendix B2: The questionnaire (Vietnamese version) BẢNG CÂU HỎI CÁC YẾU TỐ GÂY RA SỰ THỤ ĐỘNG CỦA HỌC VIÊN NGƯỜI LỚN TRONG CÁC LỚP TIẾNG ANH GIAO TIẾP TẠI TRUNG TÂM ANH NGỮ SAS Xin chào Anh (Chị), Hiện thực đề tài nghiên cứu “Các yếu tố gây thụ động học viên người lớn lớp học tiếng Anh giao tiếp trung tâm Anh ngữ SAS” Rất mong Anh (Chị) vui lịng dành thời gian để giúp tơi hồn thành câu hỏi nghiên cứu Tất ý kiến Anh (Chị) bảo mật, mong nhận cộng tác Anh (Chị) Xin chân thành cám ơn I THÔNG TIN CÁ NHÂN Giới tính Anh/Chị là? Nam Nữ Độ tuổi Anh/Chị? Dưới 18 tuổi 18-25 tuổi Trên 25 tuổi Công việc Anh/Chị? …………………………………………… Anh/Chị học tiếng Anh thời gian bao lâu? Dưới năm 3-5 năm Trên năm Anh/Chị học tiếng Anh giao tiếp trung tâm Anh ngữ SAS bao lâu? Dưới tháng 3-6 tháng Trên tháng Trình độ tiếng Anh Anh/Chị? Beginner (Sơ cấp) Intermediate (Trung cấp) Advanced (Cao cấp) Mục đích học tiếng Anh giao tiếp trung tâm Anh ngữ SAS? II NỘI DUNG KHẢO SÁT Anh/Chị vui lòng đánh dấu X vào mức độ đồng ý phù hợp với bạn với ý kiến lựa chọn có sẵn: 1: Hồn tồn khơng đồng ý 2: Khơng đồng ý 3: Bình thường 4: Đồng ý 5: Hoàn toàn đồng ý Mức độ đồng ý Ý kiến Yếu tố văn hóa Tôi ngại hỏi giáo viên học tiếng Anh Tơi sợ mắc lỗi sai nói tiếng Anh trước lớp Tôi thường cảm thấy xấu hổ bị giáo viên sửa sai trước lớp Tôi thường đưa câu trả lời nhanh ngắn gọn đề không thu hút nhiều ý 89 5 Tôi thường tránh thẳng thắng nêu ý kiến thảo luận nhóm để khơng gây lịng bạn lớp Yếu tố mơi trường học Tơi ln tìm hội để tập nói tiếng Anh ngồi học lớp Tơi thường khơng có thời gian để ơn nhà Tôi phát biểu nhiều tiếng Anh cảm thấy chủ đề thú vị với Tôi thường ngồi hàng ghế sau để giáo viên không ý đến 10 Tôi không tham gia vào hoạt động học tập hoạt động khó hiểu khơng phù hợp với tơi Yếu tố tâm lý 11 Tơi thích hoạt động tập mà không cần phải nói tiếng Anh nhiều 12.Tơi cảm thấy căng thẳng giáo viên yêu cầu trả lời câu hỏi lớp 13 Tôi cảm thấy hồi hộp đứng nói tiếng Anh trước lớp 14 Tơi cảm thấy lo lắng, căng thẳng bạn lớp nói tiếng Anh lưu lốt tơi 15 Tơi cảm thấy buồn bực thất vọng nhớ từ vựng cần thiết nói tiếng Anh Yếu tố ngơn ngữ 16 Tơi thường khơng có đủ thời gian để suy nghĩ câu trả lời giáo viên hỏi 17 Tôi phát biểu tiếng Anh hồn tồn chắn câu trả lời 18 Viết câu trả lời tiếng Anh xuống trước trả lời giúp bớt căng thẳng 19 Tơi cảm thấy bớt căng thẳng nói chuẩn bị trước nhà 20 Tôi cảm thấy lo lắng không hiểu câu hỏi giáo viên 90 Appendix B3: The interview questions (English version) What is your current occupation? How long have you been learning English? Why are you taking English speaking classes at SAS? What problems you usually have in your speaking class? How often you contribute to classroom discussions and group work in your speaking class? How you feel when you are asked (by the teacher) to contribute to classroom discussions and group work? (You can give some examples) Do you feel comfortable when speaking in front of the class? If not, what makes you feel reticent when speaking English in font of others in English class? What learning activities in your class make you feel comfortable or uncomfortable? (You can give some examples) 91 Appendix B4: The interview questions (Vietnamese version) Công việc bạn gì? Bạn học tiếng Anh bao lâu? Tại bạn đăng kí học lớp tiếng Anh giao tiếp trung tâm Anh ngữ SAS? Bạn thường gặp vấn đề học tiếng Anh giao tiếp? Bạn có thường xuyên phát biểu đóng góp ý kiến hoạt động thảo luận nhóm lớp không? Khi giáo viên yêu cầu phát biểu trả lời câu hỏi tiếng Anh học, bạn cảm thấy nào? (Bạn nêu số ví dụ cụ thể) Bạn có thấy thoải mái phát biểu tiếng Anh trước lớp khơng? Nếu khơng, điều khiến bạn cảm thấy căng thẳng nói tiếng Anh trước lớp? Hoạt động học tập lớp khiến bạn cảm thấy thối mái khơng thoải mái? (Bạn nêu số ví dụ cụ thể) 92 Appendix C: The questionnaire items from previous studies Article 1: Reticence in Chinese EFL Students at Varied Proficiency Levels (Meihua Liu and Jane Jackson, 2009) 10 11 12 13 14 15 16 17 18 19 20 I’m afraid to speak up in conversations I talk less because I’m shy I talk a lot because I am not shy I like to get involved in group discussions I feel nervous when I have to speak to others I have no fears about expressing myself in a group I am afraid to express myself in a group I avoid group discussions During a conversation, I prefer to talk rather than listen I find it easy to make conversation with strangers I don’t think my friends are honest in their communication with me My friends and family don’t listen to my ideas and suggestions I think my friends are truthful with me I don’t ask for advice from family or friends when I have to make decisions I believe my friends and family understand my feelings My family doesn’t enjoy discussing my interests and activities with me My friends and family listen to my ideas and suggestions My friends seek my opinions and advice Other people are friendly only because they want something out of me Talking to other people is just a waste of time 93 Article 2: An Exploration of Causes of Saudi Students' Reluctance to Participate in the English Language Classroom (Arafat Hamouda, 2013) I get tense and nervous when I am speaking English in front of the whole class I feel my heart pounding when I am called upon to answer a question in English class I talk less because I am shy I feel too nervous to ask the instructor a question during English class I am too afraid to volunteer answers to the teacher's question because my classmates would laugh at me if my answer was wrong It is unpleasant speaking English in class because my mistakes make me feel incompetent I am ‘afraid of being seen as foolish if I make too many mistakes when I speak in class I am ‘afraid of making mistakes in front of my classmates I am afraid others will laugh at me if I make some mistakes 10 I am afraid of making mistakes in front of my teacher because this will influence the end-of-course results 11 I feel anxiety if I am corrected while speaking English in front of the whole class 12 I feel more anxiety in the class because my teacher always corrects me in a very bad way 13 To avoid any embarrassing situation, I prefer to remain silent rather than to orally participate in the classroom 14 I feel a bit nervous if I sit at the front of the class 15 I sit in front if I prepare my homework 16 In order not to participate in the English class, I like to sit at the back rows 17 I get nervous when the teacher asks questions which I have not prepared in advance 18 I start to panic when I have to speak without preparation in the English class 19 It frightens me when I don't understand what the teacher is saying 20 I get upset when I don't understand what the teacher is correcting" 21 I get upset when I don't understand what I am saying 22 1feel anxious when I make English oral presentations in front of the class 23 I feel more anxious during oral tests in my English class 24 The more I study for the oral language test, the more worried I get 25 My English language is not good 26 I always feel that the other students speak English better than I 27 I am afraid that other students laugh at me when I speak up English in the class 94 28 I am worried about what opinion other students might have of me when I speak English in class 29 I feel anxiety because I have no confidence in my spoken English 30 I never feel quite sure of myself when I am speaking English in my class 31 I shall only talk when I am very sure what I utter is correct 32.I am reluctant to participate in class because I am afraid of my teacher' harsh comments and negative gestures 33 I feel anxiety because my teacher doesn't give me the needed time to process the questions that he asked 34 I not practice English due to big class size 35 I like to participate in a small and comfortable class 36 I get anxious if my teacher puts marks for participation 37 I feel worried that I can't speak English well, my teacher will get a bad impression of me 38 I feel apprehensive to participate in the class discussion if the lesson does not interest me 39 I am reluctant to participate in the class discussion because I am not interested in English 40 I think what keeps me reticent is my poor English proficiency 41 I am reluctant to participate because I can't respond quickly and fluently 42.I get anxious to participate because I can't speak in complete sentences (i.e uttering words or broken English) 43 I can’t participate because I have difficulty in constructing sentences 44 When I want to speak “I am not sure which tense to use” 45.I don’t participate because I am scared that I would make noticeable grammatical errors 46 I don’t have exact words to express my ideas 47 I always feel nervous speaking English because I not have enough vocabulary to express my ideas 48 I am worried about my pronunciation when I speak in the class 49.I feel embarrassed if I mispronounced 50.I lose face’ if I say the wrong things 51.I don’t have the opportunity to speak English outside the classroom 52 I worried about the consequence of failing English courses 53 The allotted time for practicing English in class is not enough 54 I always feel nervous speaking English because my teacher is very strict 55 I feel relax when my English teacher responds in a friendly way 56 I feel more relaxed in pair work or group work 57 I get bored because of the teaching method that the teacher used in English class 58 I don't like to participate because my teacher is impatient 95 Appendix D: Plagiarism check result 96