INTRODUCTION
Introduction
In today's globalized world, mastering foreign languages, particularly English, is essential, especially in Vietnam where increased foreign investment has heightened interactions with international communities This surge in globalization has led to a significant rise in the demand for English language learning (Ngo, 2010) Among the key English skills—listening, speaking, reading, and writing—speaking is deemed the most vital for students, as it facilitates academic success in English-related subjects and helps overseas students overcome language barriers while adapting to new cultures Nunan (1991) underscores that proficiency in speaking is crucial for learners, with conversational ability being a key indicator of success However, English remains one of the most challenging subjects for Vietnamese students, as speaking a foreign language often proves more difficult than communicating in their native tongue.
In 2019, it was highlighted that while numerous studies have explored the English speaking challenges faced by Asian students, there is a significant lack of research focusing specifically on the difficulties encountered by Vietnamese students This gap underscores the urgent need for further investigation into the English speaking obstacles faced by this group, along with the development of effective strategies to help improve their speaking proficiency in English.
Background of the Study
In Vietnam, despite extensive English instruction from primary to tertiary education, many English-majored students still struggle with fluency and proficiency in the language.
A study conducted at the Banking Academy of Vietnam highlights that while many students excel in reading and writing English, they struggle with speaking fluently and accurately Despite the significant challenges faced by Vietnamese students in achieving proficiency in spoken English, there has been limited research on this critical issue This research focuses on English-majored students to identify common difficulties encountered in the "Speaking III" course and aims to propose effective solutions to improve their speaking skills.
The "Speaking III" course comprises 8 units, each centered on topics relevant to the IELTS exam, helping learners build a robust vocabulary and idea bank To enroll, ATC students must first complete "Speaking I" and "Speaking II." The course aims to achieve five key objectives: enabling students to fluently share personal information and discuss familiar topics, deliver impromptu speeches, organize and develop coherent ideas, express personal opinions with logical support and examples, and achieve a band score of 6 or higher on the IELTS speaking test However, a survey of 62 English majors indicated that few achieved high grades in "Speaking III," highlighting the need for research at the Faculty of Foreign Languages at Banking Academy of Vietnam to explore the challenges students face in mastering English speaking.
Objectives of the Study
This study focused on three key objectives: first, to identify the common challenges faced by English-majored students at Banking Academy in the “Speaking III” course; second, to explore the underlying causes of these speaking difficulties; and third, to propose practical solutions aimed at overcoming these challenges and improving students' English speaking proficiency.
Research Questions
With the above mentioned objectives, the research is designed to answer the following questions:
1 What are the main difficulties encountered by ATC students in studying
2 What are the major causes of these English speaking difficulties?
3 What practical strategies can be used to deal with these English speaking difficulties?
Significance of the Study
Speaking is considered the most crucial yet challenging skill for ESL and EFL learners among the major English macro skills of listening, speaking, reading, and writing While previous research has explored speaking difficulties among EFL learners, no specific studies have focused on the English speaking challenges faced by ATC students at the Banking Academy of Vietnam Therefore, this research aims to investigate the speaking difficulties encountered by ATC students in the “Speaking III” course, which could provide significant benefits for various stakeholders.
The research findings offer valuable insights into the English speaking challenges faced by ATC students in the "Speaking III" course Additionally, the study proposes effective strategies to help learners identify suitable methods for enhancing their English speaking skills Moreover, these results may serve as a reflective resource for other English as a Foreign Language (EFL) learners in Vietnam.
Research findings can provide valuable insights for language lecturers, helping them better understand the challenges faced by students in the "Speaking III" module This understanding allows educators to assess the effectiveness of their teaching methods and syllabus, enabling them to make necessary adjustments to better support ATC students in improving their English speaking skills.
Finally, the research’s findings could contribute to further studies which conduct similar topics Other researchers could employ this study as a reference for their research study.
Scope and Limitations of the Study
The research was carried out at the Banking Academy of Vietnam's Hanoi headquarters, focusing on English-majored students (referred to as ATC students) who had completed the "Speaking III" course Conducted over two months, from March 5 to May 20, 2021, the study faced limitations due to the timeframe, the number of survey respondents, and restricted face-to-face interactions between the supervisor and the researcher, potentially impacting the study's results.
Definition of Terms
Some key terms of the research are defined below:
* ATC students: this is a Vietnamese abbreviation for “Anh Tài Chính" meaning
"English for Finance and Banking" has been a prominent major for students at the Banking Academy of Vietnam (BAV) since its establishment The acronym "ATC" has become synonymous with the cultural identity of the Faculty, officially designating the English-majored students at BAV.
English as a Foreign Language (EFL) refers to the teaching of English to individuals whose primary language is not English, particularly in countries where English is neither the official nor the predominant language.
English as a Second Language (ESL) refers to the study and use of the English language by non-native speakers within an English-speaking context It is commonly recognized as English for Speakers of Other Languages (ESOL).
* Speaking III: it is an obligatory module about English speaking skills for English-majored students educated in the Faculty of Foreign Languages at Banking Academy of Vietnam.
LITERATURE REVIEW
A Critical Review of Literature on English Speaking Skill
Speaking, one of the four essential language skills alongside listening, reading, and writing, serves as a vital means for learners to communicate their goals, opinions, and intentions (Torky, 2006) Researchers, such as Nakhalah (2016), categorize speaking into two types: formal, used in academic and business contexts, and informal, typically reserved for conversations with family and friends Additionally, speaking is defined as a process of constructing and conveying meaning through verbal and non-verbal symbols (Chaney & Burk, 1998, cited in Younes & Albalawi, 2016), and is recognized as an interactive process that involves creating, obtaining, and processing information (Burns and Joyce, 1997).
Mazouzi (2013) argued that fluency and accuracy are essential elements of effective speaking performance He emphasized that communicative activities for learners should be structured around tasks that promote both fluency and accuracy, as these components are vital to the communicative approach.
Fluency is a crucial aspect of speakers' performance and a primary focus for language instructors teaching speaking skills (Mazouzi, 2013) According to Hughes (2002), fluency involves a learner's ability to communicate clearly and accurately without excessive hesitation, which can disrupt understanding Richard and Rodgers (2001) emphasized that fluency encompasses the skill of producing spoken language rapidly, without needing perfect control over intonation, vocabulary, or grammar Tahir (2013) further defined fluency as the ability to generate spoken language smoothly and consistently, allowing speakers to express themselves naturally while ensuring that listeners can easily grasp their intended meaning.
Accuracy is a crucial aspect of speaking proficiency, encompassing the correct production of sentences in terms of pronunciation, grammar, and vocabulary (Tahir, 2013) While many speakers focus on enhancing their fluency, they often overlook the importance of accuracy in their speech (Mazouzi, 2013) To communicate effectively, speakers must prioritize the correctness and completeness of their language forms, including grammatical structure, word choice, and pronunciation.
In terms of pronunciation, oxfordlearnersdictionaries.com defines pronunciation as
Pronunciation refers to how words and sounds are articulated, and according to Thornbury (2005), it represents the foundational level of knowledge that communicators must focus on Adhering to phonological rules is crucial for learners aiming to speak English accurately and fluently Understanding elements such as stress, intonation, and pitch is vital for achieving effective speaking skills Moreover, pronunciation is inherently linked to intonation and stress, highlighting their importance in communication.
Incorporating imitation and repetition into language practice is essential for mastering pronunciation, intonation, and stress Therefore, it is crucial for lecturers to model correct pronunciation, enabling learners to effectively imitate and enhance their language skills during the learning process.
Grammar is a fundamental aspect of language, as highlighted by Tahir (2013), who noted its critical role in communication While some may view precise grammar as unnecessary, neglecting it can lead to misunderstandings, particularly in formal contexts where clarity is essential Sun (2017) emphasized that in informal settings, non-verbal cues like facial expressions and gestures can aid communication, but in formal speech, speakers must focus on grammatical accuracy to avoid confusion Dalil & Harrizi (2013) further reinforced the idea that mastering grammar is vital for successful conversations, as it helps organize words and phrases into coherent sentences Ultimately, grammar is crucial for conveying meanings clearly and comprehending others, serving as a safeguard against ambiguity.
Vocabulary is a crucial component of language, defined as a collection of words, terms, and phrases that enable effective communication (Hatch & Brown, 1995; Taslim et al., 2019) It serves as a tool for expressing ideas and describing people or objects, making it essential for language proficiency (Schmitt, 2008) Insufficient vocabulary resources can hinder English as a Foreign Language (EFL) learners from interacting effectively (Adam, 2016), as a limited word range restricts communication abilities (Ur, 1996) Consequently, vocabulary is foundational for developing English skills and serves as a vital resource for students in their language learning journey (Taslim et al., 2019).
In conclusion, speaking proficiency encompasses two key characteristics: fluency and accuracy Fluency is considered the most crucial aspect of effective speaking, serving as the primary goal for language instructors in teaching speaking skills Conversely, accuracy requires speakers to have a strong command of pronunciation, grammar, and vocabulary to achieve successful oral communication in a foreign language.
2.1.3 The Importance of English Speaking Proficiency
Speaking is recognized as the most crucial skill in foreign language acquisition, as highlighted by Nazara (2011) Research studies and conferences in language teaching have primarily focused on developing effective methods and strategies for teaching speaking Additionally, there is a continuous influx of resources, including courses, books, and videos, dedicated to English-speaking instruction Many language learners view speaking competence as a key indicator of language proficiency, emphasizing its importance as the essential skill to master.
Speaking proficiency plays a crucial role in language learning, as highlighted by Leong and Ahmadi (2016) They emphasize that engaging in speaking activities helps learners expand their vocabulary and refine their grammar structures, which in turn enhances their writing and reading skills.
To enhance career prospects and boost confidence, learners must achieve proficiency in English speaking, as emphasized by Rao (2019) Modern interviews increasingly evaluate candidates based on their oral communication skills, particularly in workgroups, debates, and presentations Therefore, improving these skills is essential for better job opportunities Additionally, Baker and Westrup (2003) highlight the growing demand from educators, governments, and employers for individuals fluent in English, as many organizations require effective communication in the global marketplace Students who master English are more likely to access advanced education, secure well-paying jobs, and achieve promotions.
Speaking English is a crucial skill for university EFL students, as highlighted by Rullu and Daburan (2020) To enhance English language proficiency, many universities and colleges organize debate contests and public speaking activities, encouraging EFL students to engage more actively in communication However, various factors hinder some EFL students from achieving accurate and proficient English speaking skills.
In the EFL context, learners often face common speaking challenges, including grammar misuse, limited vocabulary, and mispronunciation (Foppoli, 2009; as cited in Diaab, 2016) Togatorop’s (2009) study highlights that students struggle to convey their intended meanings due to insufficient vocabulary and grammatical knowledge, a finding that aligns with Rababah’s research.
In communicative activities, learners frequently struggle with insufficient vocabulary, making it difficult for them to express their thoughts clearly and sustain conversations (2003) This vocabulary gap not only impedes their ability to convey information effectively but also hinders their understanding of others, leading to communication breakdowns (Smith, 2011; as cited in Diaab, 2016) Additionally, pronunciation issues further complicate these interactions (Dan, 2006; as cited in Diaab).
Previous Studies
Numerous global studies have focused on the speaking difficulties faced by ESL/EFL learners, proposing various solutions to address these challenges Linguistic researchers have identified a range of issues contributing to students' poor speaking performance To establish a solid foundation for this research, the author reviewed previous studies conducted in both Vietnam and other countries.
A study conducted by Vo et al (2018) at Can Tho University explored the speaking challenges faced by English-majored students, utilizing a questionnaire method The findings revealed that EFL freshmen encountered difficulties stemming from both internal and external factors Internally, the most significant challenge was a lack of vocabulary, which hindered students' ability to express their ideas in English Additionally, the absence of effective speaking strategies and limited opportunities for speaking practice were identified as major obstacles Externally, students reported that a restrictive teaching curriculum and their habitual use of their mother tongue during English classes impeded their speaking proficiency.
A study conducted at the Faculty of Information Technology (FIT) at Thai Nguyen University by researcher Ngo (2010) utilized two questionnaires to gather data from 10 teachers and 100 students, focusing on first-year students' challenges in learning to speak English The findings highlighted that the most significant difficulty was a limitation in linguistic knowledge, including grammar, vocabulary, and pronunciation issues Additionally, students faced inadequate speaking environments that hindered their practice, while psychological factors, such as embarrassment when speaking publicly, were also notable challenges Lecturers noted that many freshmen were not accustomed to speaking English before university and lacked the knowledge and confidence to speak proficiently, often fearing mistakes.
In summary, Vietnamese students face challenges primarily due to limited linguistic knowledge, including vocabulary, grammar, and pronunciation, as well as psychological factors like embarrassment and fear of making mistakes while speaking English Additionally, they encounter difficulties from a lack of effective English speaking strategies, insufficient speaking environments, and the frequent use of their native language during English speaking classes.
Several previous studies have been conducted to investigate the difficulties of students’ English speaking proficiency in a foreign context Some of them will be reviewed underneath
In the Malaysian context, Keong et al (2015) investigated the difficulties faced by
A study was conducted on Iraqi EFL undergraduates at Garmiyan University to explore their English communication challenges The researcher interviewed eight students and distributed a questionnaire to 36 first and fourth-year students in the Department of English, Faculty of Human Sciences and Sport The questionnaire contained 18 items focused on the difficulties students face in speaking English, with responses measured on a five-point Likert scale.
The research identified four key factors that hinder students' speaking proficiency: large class sizes, distractions during speaking practice, limited preparation time, and reliance on their native language Interviews revealed that over half of the first-year students felt they lacked sufficient vocabulary and struggled with mispronunciation Additionally, high anxiety and a lack of exposure to foreign languages were noted as significant challenges faced by fourth-year students.
A study conducted by Shen and Chiu (2019) in Taiwan explored the speaking difficulties faced by EFL learners and the strategies employed by successful students Utilizing a five-point Likert scale questionnaire divided into two sections, the research first identified the English speaking challenges encountered by students and then gathered strategies from those who excelled The participants included 156 sophomores and juniors majoring in English at a Technical University in Central Taiwan Findings revealed that psychological factors significantly impacted the speaking difficulties experienced by most EFL learners.
Nervousness and the fear of making mistakes are significant barriers to speaking English for students Additionally, insufficient vocabulary limits their ability to express ideas effectively A less immersive learning environment, characterized by limited English conversation, further hinders speaking performance To overcome these challenges, successful English as a Foreign Language (EFL) learners focus on linguistic accuracy, dedicating effort to practice intonation and pronunciation to improve their speaking skills.
Body language, including eye contact and facial expressions, plays a crucial role in effective communication According to Shen and Chiu (2019), improving English speaking instruction can be achieved through several strategies First, teachers should implement engaging speaking activities to reduce psychological pressure for EFL learners Second, students are encouraged to practice speaking English during their free time and participate in various speaking competitions Third, expanding vocabulary is essential for enhancing speaking proficiency Lastly, incorporating pair or group work in lessons can provide valuable practice opportunities, moving away from solely individual participation.
In conclusion, previous studies highlight numerous challenges faced by ESL and EFL learners in developing their speaking skills across various contexts Consequently, addressing the difficulties in English speaking is urgently needed and should be prioritized.
RESEARCH METHODOLOGY
Locale of the Study
Between March and May 2021, a study was conducted on English-majored students at the Banking Academy of Vietnam's Hanoi head office, located at 12 Chua Boc Street, Dong Da District The academy offers nine undergraduate programs, including Commercial Banking, Business Finance, Business Administration, Business Accounting, Management Information Systems, English for Finance and Banking, International Business, Economic Law, and Economics.
Research Design
This research study utilized a questionnaire survey method to collect data, focusing on three key areas: the English speaking difficulties faced by ATC students in "Speaking III," the causes of these difficulties, and potential solutions The questionnaire, designed using Google Forms, was distributed online to English majors at the Banking Academy of Vietnam to gather essential information The primary data obtained from participant responses will be analyzed and summarized to present the most reliable findings to readers.
Population and Sample
The target population for this research included around 550 English-majored students at the Banking Academy of Vietnam, as defined by McLeod (2019) as the entire group from which a sample may be selected The survey was administered to all ATC students who had completed their studies.
The study on "Speaking III" aims to include participants of all ages, genders, and learning outcomes To gather the necessary information, approximately 10 percent of the research population will be selected as the sample size, which will be clearly outlined in the research findings.
Research Instrument
Kabir (2016) highlights the effectiveness of the questionnaire method as a valuable research tool for data collection As a result, the author chose to utilize the questionnaire to address the research questions effectively.
The questionnaire was structured into three key sections: demographic information of the respondents, an overview of the "Speaking III" course, and a comprehensive assessment of the course, which included identifying common challenges faced by students, exploring the underlying causes of these difficulties, and suggesting potential strategies for improvement.
The study was structured into three parts, focusing on various aspects of the "Speaking III" course Part one gathered background information on participants, including gender, academic course, completion of the "Speaking III" module, grades, and English language competencies in listening, speaking, reading, and writing Part two provided an overview of the course, assessing its difficulty level and general evaluations concerning lecturers, course materials, and student improvements Part three explored students' experiences with difficulties in the course, identifying the frequency of these challenges, their causes, and potential solutions The first question in this section used an 11-item Likert scale to measure how often students faced speaking difficulties, while the second question also comprised 11 items to investigate the causes of these challenges, using a five-point agreement scale The final question included nine items evaluating the effectiveness of proposed solutions to address students' speaking difficulties, rated from "Not helpful at all" to higher levels of helpfulness.
“Very helpful” (1=Not helpful at all, 2=Somewhat helpful, 3=Helpful, 4=Very helpful).
Data Gathering Procedure
The researcher collected primary data through a survey questionnaire divided into three main sections This questionnaire, created using Google Forms, was distributed to Banking Academy ATC students via private messages on Facebook, Zalo, and email The data collection process took one week and focused on participants who had completed the "Speaking III" course Subsequently, the raw data were analyzed statistically using SPSS software (version 26).
Statistical Treatment
Raw data on speaking difficulties faced by ATC students in the "Speaking III" course will be analyzed using SPSS software to calculate frequencies, percentages, and mean scores The analysis will focus on frequency statistics and average statistics, with specific ranges of mean scores established for interpretation.
Table 3.1: The ranges of mean score
Responses to causes of students’ difficulties when taking the “Speaking III” course and suggested solutions items would be analyzed descriptively for frequency and proportions.
Reliability
In this study, the reliability of the questionnaire was assessed using Cronbach’s Alpha method, which evaluates the consistency of its items The Cronbach’s Alpha coefficient ranges from 0 to 1, with values closer to 1 indicating higher reliability According to Hoang & Chu (2008), coefficients of 0.6 or higher are considered acceptable, while Nunnally (1978) states that Corrected item-total Correlation coefficients should be at least 0.3.
FINDINGS AND DISCUSSION
Findings
A total of 62 English-majored students participated in the survey, comprising 18 sophomores, 8 juniors, and 36 seniors, all of whom had completed the "Speaking III" module The demographic breakdown of the respondents is presented in Table 4.1.
Table 4.1 Sample of the research
4.1.1 Difficulties in “Speaking III” of ATC students
Table 4.2 reveals that the Cronbach’s Alpha coefficient for the 11 items is 0.923, indicating high internal consistency Additionally, all Corrected item-total Correlation coefficients exceed 0.3, reinforcing the reliability of the measurement Hoang & Chu (2008) suggest that a Cronbach’s Alpha value between 0.6 and 0.8 reflects acceptable reliability, while values above 0.8 indicate excellent reliability.
The scale demonstrated strong validity, as Nunnally (1978) established that a minimum acceptable corrected item-total correlation is 0.3 Consequently, the correlation of the 11 items was found to be satisfactory, indicating that all factors are suitable for descriptive statistical analysis.
All detailed data about the reliability of 11 items relating to students’ difficulties in the “Speaking III” course will be presented as follow:
Table 4.2: Reliability analysis of Difficulties factor
Following a thorough analysis of the reliability of the 11 items, the challenges faced by ATC students in the “Speaking III” subject will be examined through proportions and mean scores, with comprehensive data presented in Table 4.3.
8.1 Lack of English vocabulary to express ideas 613
8.2 Inability to link simple sentences 698
8.4 Inability to use a wide range of structures 723
8.5 Inability to pronounce words precisely 734
8.6 Inability to speak English fluently 761
8.8 Lack of ideas about the topics to express 690
8.9 Inability to express in English though having adequate ideas 816
8.10 Limited chances to speak in pair/group activities because my partners speak better than me 668
Limited chances to promote the speaking ability in pair/group because my partners’ incompetent speaking skill
Table 4.3: Students’ difficulties in “Speaking III” course
Never Seldom Sometimes Frequently Always
Lack of English vocabulary to express ideas
Inability to use a wide range of structures
Inability to express in English though having adequate ideas
Lack of ideas about the topics to express
Inability to pronounce words precisely
Inability to link simple sentences 3 4.8 11 17.7 37 59.7 8 12.9 3 4.8 2.95
Limited chances to speak in pair/group activities because my partners speak better than me
Limited chances to promote the speaking ability in pair/group because my partners’ incompetent speaking skill
Table 4.3 illustrates the data relating to the number of participants, the proportions and the mean scores of 11 items about students’ difficulties in the “Speaking III” subject
The data indicates that respondents faced challenges primarily due to limited English vocabulary, difficulty in utilizing complex sentence structures, and an inability to employ a diverse range of grammatical forms at advanced levels Notably, inadequate vocabulary was identified as the most pressing issue, receiving a mean score of 3.60 Almost 60% of participants reported experiencing this difficulty frequently or consistently.
Students reported that their partners' poor speaking skills were the least significant barrier to improving their own speaking proficiency, with a mean score of 2.68 Notably, 37.1 percent of respondents indicated that they rarely or never faced this issue, while nearly half experienced it only occasionally.
Respondents faced various challenges in English communication, including difficulty expressing ideas, lack of fluency, inadequate ideas, poor listening comprehension, mispronunciation, trouble linking simple sentences, and limited speaking opportunities due to their partners' superior speaking skills These issues were reported at a medium frequency, with mean scores ranging from 2.84 to 3.32.
In summary, the findings in Table 4.3 highlight three prevalent challenges faced by students in the "Speaking III" course: insufficient English vocabulary for self-expression, incorrect usage of complex sentence structures, and a limited ability to employ a diverse range of structures during speaking activities.
4.1.2 Causes of Students’ Difficulties in “Speaking III” course
Table 4.4 indicates that the Cronbach’s Alpha for the 11 items associated with the causes of students' speaking difficulties was 0.908, with all Corrected item-total correlation coefficients exceeding 0.3 Therefore, all items (9.1-9.11) are deemed reliable and acceptable for subsequent analysis.
Table 4.4: Reliability analysis of Causes factor
Table 4.5 below illustrates some possible causes leading to their difficulties when studying the “Speaking III” module
9.1 I have not actively studied by myself (to enhance my vocabulary, knowledge, grammar) 439
9.2 I seldom prepare homework in advance .608
9.3 I lack effective self-study methods .435
9.4 I do not speak English much in class because I am always nervous when speaking in public .657
9.5 I have limited time to prepare for my speaking performance in class .776
9.6 I lack knowledge of the topics to develop my speech .723
9.7 Lecturers’ feedback is ineffective, which does not indicate my weaknesses in speaking .690
9.8 Lecturers’ feedback mainly focuses on my weaknesses which makes me unconfident .695
9.9 Lecturers’ instructions in speaking activities are unclear .688
9.10 Lecturers do not create a variety of speaking activities which makes the course tedious .753
9.11 I lack interest in the topics .694
Table 4.5: Causes of students’ difficulties in the “Speaking III” course
Percentage Strongly disagree Disagree Neutral Agree Strongly agree
9.1 I have not actively studied by myself ( to enhance my vocabulary, knowledge, grammar)
9.2 I seldom prepare homework in advance 3.2 12.9 40.3 32.3 11.3
9.3 I lack effective self-study methods 0 3.2 35.5 48.4 12.9
9.4 I do not speak English much in class because I am always nervous when speaking in public
9.5 I have limited time to prepare my speaking performance in class
9.6 I lack knowledge about the topics to develop my speech 0 16.1 41.9 35.5 6.5 9.7 Lecturers’ feedback is ineffective, which does not indicate my weaknesses in speaking
9.8 Lecturers’ feedback mainly focuses on my weaknesses which makes me unconfident
9.9 Lecturers’ instructions in speaking activities are unclear 12.9 27.4 35.5 21.0 3.2
9.10 Lecturers do not create a variety of speaking activities which makes the course tedious
9.11 I lack interest in the topics 6.5 25.8 40.3 17.7 9.7
All data in the above table would be converted to the bar chart in Figure 4.1 for clearer demonstration
Figure 4.1: Summary of data from Table 4.5
The bar chart illustrates data about the responses of participants about causes leading to ATC students’ English speaking difficulties.
The bar chart highlights that the primary causes of students' challenges in the "Speaking III" course are the first six items (9.1 to 9.6), which were identified as significant factors In contrast, the issues of "lecturers’ unclear instructions" (9.9) and "lack of speaking activities" (9.10) were largely disagreed upon by the majority of respondents.
A significant number of students identified three main factors contributing to their challenges in English speaking proficiency Firstly, 64.5% of respondents acknowledged that their lack of self-directed study hindered their speaking skills Secondly, 61.3% attributed their difficulties to ineffective self-study methods Additionally, 56.4% admitted feeling nervous about speaking in front of the class, which further impacted their performance Other contributing factors included under-preparedness for homework, cited by 43.6% of participants, and a lack of background knowledge on relevant topics, noted by 42% Furthermore, 38.7% of English majors reported that limited preparation time for speaking tasks also played a role in their difficulties.
A significant portion of students disagreed on the causes of their English speaking difficulties, with 40.3% opposing the notion that unclear instruction from lecturers was a factor in the "Speaking III" subject Additionally, 43.5% of participants denied that a lack of engaging speaking activities impeded their proficiency Neutral responses were noted for the last three items, with only 22.5% agreeing that ineffective feedback from lecturers contributed to their speaking challenges, while 35.5% disagreed Similarly, 22.6% felt unconfident due to feedback focusing on weaknesses, but 37.1% opposed this view Lastly, 27.4% believed disinterest in topics affected their engagement, contrasted by 32.3% who disagreed with this assertion.
In summary, the table highlights three primary factors contributing to students' difficulties in speaking English: a lack of awareness regarding self-study, ineffective self-study techniques, and anxiety when speaking in front of the class.
4.1.3 Suggested Solutions to Deal with Students’ Difficulties in the “Speaking III” course
Table 4.6: Reliability analysis of Solutions factor
Table 4.6 reveals that the correlation of 9 items is relatively good with Cronbach’s Alpha coefficient of 0.884 Moreover, Corrected item-total correlation of all 9
Lecturers provide students with extra exercises and resources of vocabulary and grammar materials .655
10.2 Students should communicate to foreigners regularly to imitate their stress and intonation .366
Lecturers provide effective feedback indicating both strengths and weaknesses of students after the speaking activity
Lecturers create a comfortable learning atmosphere by various activities such as play-acting, playing games
10.5 Lecturers allow students to choose topics in the speaking activities .656
10.6 Lecturers allow students to have more time to prepare their speaking performance .791
10.7 Lecturers let learners choose their partners to discuss .638
10.8 Lecturers give bonus points to students who actively contribute to class discussions during the course .674
10.9 Lecturers provide students with more pair and group activities in class .723 questions are also greater than 0.3 Consequently, all items above are considered to be reliable for the analysis
The following table 4.7 provides all responses of the participants about suggested solutions to cope with students’ difficulties in the “Speaking III” course
Table 4.7: Suggested solutions to deal with students’ difficulties in the “Speaking
Percentage Not helpful at all
10.1 Lecturers provide students with extra exercises and resources of vocabulary and grammar
10.2 Students should communicate to foreigners regularly to imitate their stress and intonation
10.3 Lecturers provide effective feedback indicating both strengths and weaknesses of students after the speaking activity
10.4 Lecturers create a comfortable learning atmosphere by various activities such as play-acting, playing games
10.5 Lecturers allow students to choose topics in the speaking activities 4.8 24.2 51.6 19.4
10.6 Lecturers allow students to have more time to prepare their speaking performance
10.7 Lecturers let learners choose their partners to discuss 3.2 27.4 45.2 24.2
10.8 Lecturers give bonus points to students who actively contribute to class discussions during the course
10.9 Lecturers provide students with more pair and group activities in class
Figure 4.2 visually represents the data from Table 4.7, providing a clearer understanding of the findings The accompanying bar chart displays the percentages of respondents' evaluations of the suggested solutions across three levels: not helpful at all, somewhat helpful, and helpful or very helpful.
Figure 4.2: Summary of data from Table 4.7
Figure 4.2 demonstrates data about the participants’ responses to suggested solutions to deal with students’ difficulties in the “Speaking III” module
79.1 79.1 Not helpful at all Somewhat helpful Helpful or very helpful
The majority of respondents found the suggested solutions to be helpful, with the highest percentage indicating that effective feedback on their speaking performance was particularly beneficial In contrast, the option to choose discussion partners received the least favorable response among students.
Discussion
4.2.1 Difficulties encountered by English-majored students in the “Speaking III” course
Table 4.3 highlights that the primary challenge faced by ATC students is related to linguistics, particularly an insufficient English vocabulary for expressing ideas during speaking This issue has been corroborated by various researchers, including Togatorop (2009) and Rababah (2003).
Inadequate vocabulary is a prevalent issue faced by English as a Foreign Language (EFL) learners, especially among Aviation Technology College (ATC) students Research indicates that 43.5% of students often struggle with using complex sentence structures, highlighting a significant challenge in their language proficiency.
Many students struggle to use a diverse range of structures in English communication, indicating a lack of understanding of vocabulary and grammar This issue may stem from students dedicating insufficient time to independently enhance their vocabulary and grammar skills Additionally, ineffective teaching methods may contribute to this problem, as lecturers often fail to provide relevant materials on vocabulary and grammar, focusing instead on fluency and idea development in speaking, while neglecting the importance of accuracy in language use.
Participants reported a medium-level difficulty (mean score of 3.32) in expressing their ideas in English, which may stem from inadequate linguistic competency Their limited vocabulary and struggles with proper sentence structures hinder their ability to effectively communicate in the language.
The study revealed that respondents struggled with speaking English fluently, primarily due to insufficient ideas and background knowledge on relevant topics This lack of understanding made it challenging for them to present their thoughts coherently Additionally, psychological factors played a significant role, as participants often felt anxious and nervous when speaking English in public Furthermore, respondents reported moderate difficulty in generating ideas, aligning with Nguyen & Tran’s (2015) findings that students faced challenges in expressing their thoughts due to limited exposure to relevant materials Time constraints also hindered their ability to prepare adequately for speaking tasks, resulting in a lack of diverse ideas to enhance their performance.
Besides, the participants revealed that their English speaking proficiency was hindered by their poor listening comprehension Specifically, 41.9 percent of them
“sometimes” confronted this problem, and 32.3 percent of responses were
A survey of 62 ATC students revealed that 66.1% rated their listening skills as average, indicating challenges in oral communication in English due to difficulties in understanding others' expressions.
Mispronunciation was reported as a moderate issue among students, with 43.5% encountering it "sometimes" and 27.4% "seldom" or "never," suggesting that they view their pronunciation as relatively good Additionally, nearly 60% of participants experienced difficulties in linking simple sentences, likely due to their previous coursework in “Speaking I” and “Speaking II,” which provided them with sufficient skills Furthermore, 41.9% of respondents felt they had limited opportunities to speak in pairs or groups because their partners performed better, indicating a potential lack of confidence Almost half of the participants noted that their partners' poor speaking skills occasionally hindered their progress, while 37.1% reported seldom or never facing this issue, suggesting that these challenges had a minimal impact on their learning in “Speaking III.”
4.2.2 Causes of Students’ Difficulties in “Speaking III” course
Students' difficulties in English speaking primarily stem from a lack of active study to improve their vocabulary, grammar, and overall knowledge Despite lecturers providing valuable learning materials, many students do not engage in self-study at home This issue may arise from students being preoccupied with part-time jobs or focusing more on other subjects, leading them to neglect the "Speaking III" module.
Many respondents identified ineffective self-study methods as a significant factor contributing to their challenges in speaking English This suggests that while students are eager to practice and enhance their English skills independently, they face difficulties in discovering effective learning strategies, such as expanding their ideas for speaking or memorizing vocabulary efficiently.
A significant 56.4 percent of respondents indicated that they refrain from speaking in class due to nervousness about public speaking, highlighting a psychological barrier faced by students This suggests a lack of linguistic proficiency or difficulties in speaking smoothly and coherently, which undermines their confidence in performing in English before peers Additionally, fear of negative feedback from instructors and ridicule from classmates for making mistakes further contributes to their reluctance to participate.
43.6 percent of respondents agreed with the statement “I seldom prepare my homework in advance”, and 40.3 percent chose “neutral” responses These findings indicated that homework under-preparedness could be an underlying reason leading to students’ difficulties in the learning process of “Speaking III” It could be challenging for them to catch up with the lessons or the rest of the class, and be passive in the class activities
In terms of “lack of knowledge about the topics”, 42 percent of respondents chose
“agree” and 41.9 percent selected “neutral” response This can be understood that lack of background knowledge about the topics may be the contributory cause of students’ speaking English problems.
38.7 percent of participants agreed that they had limited time to prepare their speaking performance, which led to their speaking difficulties But 29 percent of them disagreed with this statement, and 32.3 percent were neutral This situation can be understood that limited time for preparation was the possible cause of their imperfect speech However, other respondents believed that although the lecturers allowed them to have adequate time for preparation before performing their speaking, they still confronted difficulties while speaking due to other factors such as lack of knowledge about their topics or psychological problems
35.5 percent of respondents selected the “neutral” response and 40.3 percent of them disagreed with the statement “Lecturers’ instructions in speaking activities are unclear” It can be supposed that students evaluated lecturers’ guidance in speaking activities to be relatively obvious and straightforward, so students were able to understand and follow the lessons in the “Speaking III” subject efficiently thanks to their teachers’ detailed and specific instructions
43.5 percent of students disagreed with the statement “Lecturers do not create a variety of speaking activities which makes the course tedious”, and 30.7 percent of them agreed It is implied that lecturers organized interesting speaking activities irregularly A possible explanation for this statement is that the class time schedule was limited whereas several other tasks and assignments needed to be completed by both teacher and students, so it might be difficult for teachers to organize interesting activities on a regular basis
A significant portion of students, 41.9 percent, expressed neutrality while 35.5 percent disagreed regarding the effectiveness of lecturers' feedback This suggests that many students perceive the feedback provided by their teachers as relatively beneficial, as it highlights their weaknesses following speaking activities, enabling them to improve.
RECOMMENDATION AND CONCLUSION
Recommendation
The research findings indicate that ATC students face significant challenges due to limited English vocabulary and difficulties in using grammatical structures effectively To address this, it is essential for lecturers to offer a diverse range of vocabulary and grammar materials that align with students' interests, facilitating self-practice Additionally, providing topic-specific English vocabulary will help students memorize and utilize these terms in their speaking activities more effectively Creating a competitive and engaging environment in speaking classes through stimulating activities such as games, singing, and role-playing will further enhance students' opportunities to practice vocabulary and grammatical structures.
Constructive feedback is crucial for improving students' speaking performance, as it helps them overcome challenges Educators should highlight students' strengths to encourage their continued development, while also addressing areas for improvement to prevent future issues This balanced approach fosters growth and enhances overall speaking skills.
To help alleviate students' anxiety, lecturers should foster a comfortable learning environment that encourages open expression, questions, and active participation in speaking activities Additionally, providing positive feedback that highlights students' strengths can boost their motivation and self-confidence.
To enhance their speaking skills, students should actively build their vocabulary, grammar, and knowledge by exploring a wide range of topics through diverse reading materials With the abundance of free resources available on the Internet today, it is essential for students to take initiative in their learning journey rather than overly depending on their lecturers for guidance.
To improve pronunciation and intonation, students should practice speaking daily for about 20 minutes, discussing their favorite topics in front of a mirror and recording their speech This method not only enhances pronunciation but also fosters fluency in English communication Additionally, developing strong listening skills is crucial for effective communication; therefore, students are encouraged to engage in listening exercises and watch their favorite talk shows and movies with English subtitles to boost their listening competence.
Conclusion
The research identified three primary difficulties faced by students in "Speaking III": a lack of English vocabulary, misuse of complex structures, and an inability to use a variety of speaking structures The study revealed that these challenges stem from factors such as a lack of awareness regarding self-study, insufficient self-study methods, and anxiety when speaking in public To address these issues, students suggested that receiving feedback on their speaking performance, earning bonus points for active participation, and having regular opportunities to collaborate in pairs or groups were effective strategies for improvement.
While the study yielded valuable insights, it also faced limitations that future research should address The reliance on a single data collection method, the questionnaire, due to time constraints suggests the need for incorporating diverse techniques such as observation and in-depth interviews to obtain more comprehensive and reliable information Additionally, the participation of only 10 percent of English-majored students highlights the necessity for larger sample sizes in future studies, including both students and language lecturers, to enhance the reliability and diversity of the findings.
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APPENDICES Questionnaire about Difficulties in “Speaking III” module of English-majored students at Banking Academy
1 What is your gender? o Male o Female o Other
2 Which academic year are you in? o First year o Second year o Third year o Fourth year
3 Have you finished the “Speaking III” course?
4 What grade of the “Speaking III” module did you achieve?
5 Evaluate your English Language Competences:
PART II: General Evaluation of “Speaking III” course
6 How do you rate the “Speaking III” course?
7 Your general evaluation about the course:
Disagree Neutral Agree Strongly agree
Lecturers’ teaching methods are effective
Course book is designed attractively
Contents of course book are helpful for learners
Students’ English speaking proficiency is improved after taking the “Speaking III” course
8 Tick to identify the frequency level of each difficulty you faced
Difficulties Never Seldom Sometimes Frequently Always
8.1 Lack of English vocabulary to express ideas
8.2 Inability to link simple sentences
8.4 Inability to use a wide range of structures
8.5 Inability to pronounce words precisely
8.8 Lack of ideas about the topics to express
English though having adequate ideas
8.10 Limited chances to speak in pair/group activities because my partners speak better than me
8.11 Limited chances to promote speaking ability in pair/group because my partners’ incompetent speaking skill
9 What are the causes of your English speaking difficulties in the “Speaking III” course?
Disagree Neutral Agree Strongly agree
9.1 I have not actively studied by myself (enhance vocabulary, knowledge, grammar)
9.2 I seldom prepare homework in advance
9.3 I lack effective self- study methods
9.4 I do not speak English much in class because I am always nervous when speaking in public
9.5 I have limited time to prepare for my speaking performance in class
9.6 I lack knowledge of the topics to develop my speech
9.7 Lecturers’ feedback is ineffective, which does not indicate my weaknesses in speaking
9.8 Lecturers’ feedback mainly focus on my weaknesses which make me unconfident
9.9 Lecturers’ instructions in speaking activities are unclear
9.10 Lecturers does not create a variety of speaking activities which makes the course tedious
9.11 I lack interest in the topics
10 How helpful do you perceive the following suggested solutions to help you overcome your English speaking difficulties in the “Speaking III” module?
Suggested Strategies Not helpful at all
10.1 Lecturers provide students with extra exercises and resources of vocabulary and grammar materials
10.2 Students should communicate to foreigners regularly to imitate their stress and intonation
10.3 Lecturers provide effective feedback indicating both strengths and weaknesses of students after the speaking activity
10.4 Lecturers create a comfortable learning atmosphere by various activities such as play-acting, playing games
10.5 Lecturers allow students to choose topics in the speaking activities
10.6 Lecturers allow students to have more time to prepare their speaking performance
10.7 Lecturers let learners choose their partners to discuss
10.8 Lecturers give bonus points to students who actively contribute to class discussions during the course
10.9 Lecturers provide students with more pair and group activities in class
Strengths: The report satisfies the requirements about format and contents
In completing this report, the author showed her high determination, hardworking and responsibility Good coherence and cohesion
Weaknesses: Expression is a little bit lengthy