Affective factors influencing speaking performance of non english majored freshmen at cao thang technical college

MINISTRY OF EDUCATION AND TRAINING HO CHI MINH CITY UNIVERSITY OF TECHNOLOGY - HUYNH LAM HAI AFFECTIVE FACTORS INFLUENCING SPEAKING PERFORMANCE OF NON-ENGLISH MAJORED FRESHMEN AT CAO THANG TECHNICAL COLLEGE Major: English Language Course code: 60220201 HO CHI MINH CITY, JUNE 2021 MINISTRY OF EDUCATION AND TRAINING HO CHI MINH CITY UNIVERSITY OF TECHNOLOGY The total number of words: 18,105 words Chapter One: 2,071 words Chapter Two: 7,995 words Chapter Three: 2,794 words Chapter Four: 3,797 words Chapter Five: 1,448 words AFFECTIVE FACTORS INFLUENCING SPEAKING PERFORMANCE OF NON-ENGLISH MAJORED FRESHMEN AT CAO THANG TECHNICAL COLLEGE Submitted to the Faculty of English Language in partial fulfillment of the Master’s degree in English Language Course code: 60220201 by HUYNH LAM HAI Supervised by LE THI THANH, Ph.D HO CHI MINH CITY, JUNE 2021 The thesis entitled AFFECTIVE FACTORS INFLUENCING SPEAKING PERFORMANCE OF NON-ENGLISH MAJORED FRESHMEN AT CAO THANG TECHNICAL COLLEGE was successfully defended and approved on …………………… at Ho Chi Minh City University of Technology (HUTECH) Academic supervisor: ………………………………………………………… Examination Committee ……………………………………………………… …………………………………………… ……… ……………………………………………………… ……………………………………………………… ……………………………………………………… On behalf of the Examination Committee Chair Chair Reader Reader Member Secretary Member HCMC UNIVERSITY OF TECHNOLOGY POSTGRADUATE INSTITUTE HCMC, June 2021 MASTER’S THESIS REPORT Student name: Huỳnh Lâm Hải Sex: Male Date of birth: 11/03/1989 Place of birth: Ho Chi Minh City Major: English Language Student code: 1941900014 I- Thesis title: Affective Factors Influencing Speaking Performance of Non-English Majored Freshmen at Cao Thang Technical College II- Objectives and contents: This study aims at investigating affective factors influencing speaking performance of non-English majored freshmen at Cao Thang Technical College (CTTC) Hence, the objectives are included as the following:  To investigate affective factors influencing speaking performance of nonEnglish majored freshmen at CTTC  To find out reasons leading to these affective factors in speaking performance of non-English majored freshmen at CTTC This study was conducted at Cao Thang Technical College (CTTC) The study focused on the investigation of affective factors influencing speaking performance of non-English majored freshmen at CTTC The participants were students who came from four departments at CTTC: Engineering, Electronics, Mechanics, and Technology In order to gain the results, the quantitative and qualitative methods were applied In addition, two instruments used for data-collection were questionnaire and semi-structured interview III- Starting date: (as stated in the Decision issued by the University) IV- Completing date: V- Academic supervisor: LE THI THANH, Ph.D ACADEMIC SUPERVISOR (full name, signature) FACULTY DEAN (full name, signature) Certificate of originality I certify my authorship of the Master’s Thesis submitted today entitled: AFFECTIVE FACTORS INFLUENCING SPEAKING PERFORMANCE OF NON-ENGLISH MAJORED FRESHMEN AT CAO THANG TECHNICAL COLLEGE 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, June 2021 HUYNH LAM HAI i Retention and use of the thesis I hereby state that I, HUYNH LAM HAI, 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, June 2021 Signature HUYNH LAM HAI ii Acknowledgements I would like to express my deepest appreciation to those who provided me the possibility to complete this thesis I would first like to show my greatest gratitude to my supervisor, Dr Le Thi Thanh, for the continuous support of my thesis, for her patience, guidance, constant encouragement, and motivation throughout the whole research process Under any circumstances, she always gives me her warm support and dedication She has been a wonderful mentor for my study Without her encouragement, support and guidance, this thesis would not have been completed Beside my supervisor, I would like to show my profound gratitude to all the lecturers at Ho Chi Minh City University of Technology for their efforts to deepen, broaden my knowledge over the past two years Thirdly, I would also like to send my gratefulness to Dr Nguyen Thi Kieu Thu, the Dean of English Language Faculty as well as some members of the staff in the postgraduate institute of this university, who have helped me greatly to complete this M.A course Last but not least, I am also profoundly grateful to my lecturers and students at CTTC My work could not be done without the participation of the lecturers and students at CTTC Their huge support and participation played a major role in the completion of my study iii Abstract Speaking is an important skill in mastering English Particularly, to speak English for EFL learners is not easy and EFL learners need much effort to perform their speaking in English The aim of this study is to investigate affective factors influencing speaking performance of non-English majored freshmen at Cao Thang Technical College (CTTC) and to find out reasons leading to these affective factors in speaking performance of non-English majored freshmen at CTTC This study involved 200 freshmen, the questionnaire and semi-structured interview were employed for data collection The questionnaire was used to investigate affective factors influencing speaking performance of non-English majored freshmen at CTTC, and the semi-structured interview was find out reasons leading to these affective factors in speaking performance of non-English majored freshmen at CTTC The results showed that affective factors including lack of motivation, lack of selfesteem, and anxiety have negative impacts on speaking performance of non-English majored freshmen at CTTC The reasons for these factors are from these students, classmates, teachers’ manner, and learning environment The aspects related to affective factors result in their low achievement in English speaking performance It is hoped that this study may help EFL teachers and students to recognize speaking difficulties related to affective factors in order to get over them and gain the better learning outcomes Keywords: affective factors; speaking skill; speaking performance; motivation; selfesteem; anxiety iv Table of Contents Certificate of originality i Retention and use of the thesis ii Acknowledgements iii Abstract iv List of tables vii List of figures viii List of abbreviations and symbols ix CHAPTER - 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 .5 1.6 Significance of the study 1.7 Definitions of key terms 1.8 Organization of the Thesis CHAPTER - LITERATURE REVIEW 2.1 Introduction .9 2.2 Speaking skill 2.2.1 Definitions of speaking skill 2.2.2 The Importance of speaking in language learning 10 2.3 Characteristics of Speaking Performance .11 2.3.1 Fluency 12 2.3.2 Accuracy 13 2.4 Affective factors influencing learners’ speaking performance .16 2.4.1 Motivation 17 2.4.2 Self-esteem 21 2.4.3 Anxiety 25 2.5 Previous studies 28 2.6 Conceptual Framework 34 2.7 Summary 35 CHAPTER - METHODOLOGY 36 3.1 Introduction .36 3.2 Research design 36 3.3 Research site 37 3.4 Sample and sampling procedures 39 3.5 Research instruments 41 3.6 Data collection procedures .43 v Satriani, M (2019) The correlation between self-esteem and 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Phần 1: Thơng tin cá nhân Giới tính: a Nam b Nữ Số năm học tiếng Anh: _ Khả tiếng Anh a Tốt c Dưới mức trung bình b Trung bình d Tơi khơng biết Phần 2: Các yếu tố cảm xúc ảnh hưởng đến khả nói tiếng Anh sinh viên Các lời phát biểu sau nói Các yếu tố cảm xúc ảnh hưởng đến khả nói tiếng Anh sinh viên Anh/Chị vui long đọc thể quan điểm dành cho lời phát biểu cách đánh dấu “X” vào ô trống tương ứng với mứa độ từ đến 5, đó: 1- Hồn tồn khơng đồng ý; 2- Không đồng ý; 3- Trung lập; 4- Đồng ý; - Hoàn toàn đồng ý; 80 THIẾU ĐỘNG LỰC Các chủ đề nói khơng thú vị Các tập nói khó THIẾU TỰ TIN 10 12 13 14 15 5 Nhìn chung, tơi khơng hài lịng với thân việc nói tiếng Anh Tơi nghĩ tơi khơng giỏi nói tiếng Anh Tơi nghĩ tơi khơng có nhiêu tố chất tốt việc nói tiếng Anh Tơi nghĩ tơi người thất bại việc nói tiếng Anh Tôi đánh giá tiêu cực thân nói tiếng Anh SỰ LO LẮNG 11 Tơi thiếu hội thể khả nói tiếng Anh lớp Tơi cảm thấy có động lực nói tiếng Anh lớp Tơi thiếu hướng dẫn hỗ trợ giáo viên lớp Tơi cảm thấy lo lắng giáo viên nói chuyện với tiếng Anh Tôi cảm thấy lo lắng bạn lớp nói tiêng Anh tốt Tôi cảm thấy lo lắng giáo viên sửa lỗi cho Tôi cảm thấy lo lắng lớp tiếng Anh lớp khác Tôi cảm thấy lo lắng người cười tơi tơi nói tiếng Anh 81 Appendix C STUDENT INTERVIEW QUESTIONS (ENGLISH VERSION) Student’s name: ……………………… Date: ……………………… Location: ……………………… Duration: ……………………… Question 1: Are you motivated enough in speaking English? If not, why you lack motivation to speak English? Question 2: Do you have lack of self-esteem in speaking English? Why? Question 3: Do you have anxiety about speaking English? What causes your language anxiety? Question 4: From your perspective, what should be done in order to make you practice English speaking well? 82 Appendix D STUDENT INTERVIEW QUESTIONS (VIETNAMESE VERSION) Sinh viên: ……………………… Ngày: ……………………… Nơi chốn: ……………………… Thời lượng: ……………………… Câu hỏi 1: Bạn có đủ động lực để nói tiếng Anh khơng? Nếu khơng, bạn lại thiếu động lực để nói tiếng Anh? Câu hỏi 2: Bạn có thiếu tự tin khả nói tiếng Anh khơng? Tại sao? Câu hỏi 3: Bạn có lo lắng việc nói tiếng Anh khơng? Điều gây lo lắng ngôn ngữ bạn? Câu hỏi 4: Theo quan điểm bạn cần làm để thực tập nói tiếng Anh tốt? 83 Appendix E THE SUMMARY OF RESULTS GAINED FROM STUDENT INTERVIEW Questions Answers Q1: Are you motivated enough in S1, S2, S4, and S6: No, speaking topics speaking English? If not, why you are not interesting or easy, the lack of teachers’ guidance and support lack motivation to speak English? S3, S5, S7, and S8: No, speaking topics are not interesting or easy, lack of knowledge Q2: Do you have low self-esteem in S1, S7, and S8: Yes, I believe that I am speaking English? Why? not good at speaking English S2, S3, and S6: Yes, I think I fail to speak English because of my bad pronunciation, poor vocabulary, and wrong grammar S4, and S5: Yes, I think I have few good qualities in speaking English Q3: Do you have anxiety about S1, S2, S3, S4, S5, S6, S7, and S8: Yes, speaking English? What causes your due to the anxiety of making mistakes, language anxiety? being evaluated negatively, and communicating and with friends teachers in English Q4: From your perspective, what S1, S4, S5, S7, and S8: Lecturers should be done in order to make you should select appropriate, interesting, practice English speaking well? real-life topics S2, S3, and S6: Lecturers should review prior knowledge related to topics 84 Appendix F QUESTIONNAIRE (Nguyen Hoang Tuan & Tran Ngoc Mai, 2015) SECTION 1: Demographic Background Gender: □Male □Female Years of studying English: _ SECTION 2: Affective factors affecting students’ speaking performance The questionnaire contains statements You can indicate how you agree with each statement by placing a “X” in a box that corresponds with the answers selected as follows: 1- Strongly disagree; 2- Disagree; 3- Neutral; 4- Agree; 5- Strongly Agree; LACK OF MOTIVATION I have few chances to express my speaking ability in class I have less motivation to speak English in class I don’t receive enough teacher’s guidance and support in class The speaking topics are not interesting The speaking tasks are difficult for me 85 LACK OF SELF-ESTEEM I am not satisfied with myself in speaking performance I believe that I am not good at speaking English I believe that I have few good qualities in speaking English I think that I fail to speak English I have negative self-evaluation in speaking English ANXIETY I feel scared when the teacher speaks English to me I worry if my classmates speak better English than I I worry when my teacher corrects my mistakes I feel more worried in English speaking class than in other classes I feel worried that people laugh at me when I speak English 86 Appendix G QUESTIONNAIRE (Park & Lee, 2005) SECTION 1: Demographic Background Gender: a Male b Female Proficiency in English a Good c Less than average b Average d I not know SECTION 2: Factors impacting students’ speaking performance Indicate how you agree with each statement below by putting a “X” in a box Strongly disagree; Disagree; Neutral; Agree; Strongly Agree; LACK OF MOTIVATION The speaking topics are not interesting I have no enough motivation to perform English speaking in class The speaking tasks are difficult for me I have no enough opportunities of practicing speaking English in class I have less guidance and support from teachers 87 LACK OF SELF-ESTEEM I am dissatisfied with myself in speaking English I myself fail to speak English I believe that I have few qualities in speaking English I think I am not good at speaking English 10 I evaluate my English speaking ability negative ANXIETY 11 I am afraid when the teacher speak to me in English 12 I am afraid when my classmates speak better English than I 13 I am afraid when my teacher corrects my mistakes 14 I feel more anxious in English speaking class than in other classes 15 I am afraid of people’s laughing at me when I perform English speaking 88 PLAGIARISM REPORT 89