INTRODUCTION
Introduction
This thesis explores the various factors influencing the speaking skills of freshmen at the Faculty of Foreign Languages in Banking Academy (BA) The chapter outlines the background, objectives, significance, scope, and limitations of the study, providing a comprehensive overview of the research context.
Background of the Study
In recent decades, English has gained immense popularity and has become essential for global communication It is widely recognized as the most spoken language worldwide, facilitating connections among diverse populations.
With 400 million native speakers and recognition as an official language in 54 countries across all five continents, English is a global lingua franca It is the preferred second language for many learners, with over 1 billion people studying it worldwide, from primary schools to universities Proficiency in English facilitates communication not only with native speakers but also with a vast number of English learners Furthermore, English dominates key sectors such as business, science, technology, and entertainment, and serves as the primary language of the Internet, where most information is presented in English Consequently, learning English is essential for accessing a wealth of knowledge and resources available online.
Speaking is an essential skill for articulating thoughts, feelings, and ideas, serving as the quickest means to share knowledge Among the four key language skills—speaking, reading, listening, and writing—speaking is considered the most crucial According to Brown and Yuke (1983), "Speaking is the skill that students will be judged upon most in real-life situations." Consequently, proficiency in a language is often equated with the ability to speak it correctly, accurately, and fluently.
The primary goal of language teaching should be to equip learners with the skills needed for effective English communication in everyday situations However, many English learners struggle to speak the language fluently, even after extensive study, due to a lack of appropriate methods and essential knowledge.
English is widely taught as a second language in Vietnam, yet many students struggle with fluency due to a heavy emphasis on reading and grammar for exams At the Banking Academy of Vietnam, English is mandatory for graduation, yet most students, including English majors, fear speaking with foreigners This anxiety is compounded by difficulties in pronunciation and other factors impacting their speaking skills, particularly among first-year students in the Faculty of Foreign Languages To explore these challenges, the author has titled their final thesis: “A study on the factors affecting the speaking skill of freshmen in the Faculty of Foreign Languages at Banking Academy.”
Objectives of the Study
This final thesis paper seeks to assist freshmen in the Faculty of Foreign Languages at the Banking Academy of Vietnam by identifying factors that hinder their speaking skills and exploring how these factors impact their confidence in oral English It highlights common challenges faced by first-year students when speaking English and suggests effective methods to enhance their speaking abilities.
Significance of the Study
This study is significant for students, teachers, and researchers alike For students, it raises awareness of the importance of speaking skills and the challenges of speaking English, helping them identify common speaking problems and factors affecting their competence By discovering effective methods to improve their speaking abilities, students can better address their weaknesses and enhance their English mastery For teachers, the findings offer valuable insights into creative teaching strategies that can foster students' speaking competence, ultimately leading to more effective lesson plans Additionally, researchers may find this thesis a useful reference for future studies in the field.
Scope and Limitation of the Study
The research will be conducted at the Faculty of Foreign Languages at Banking Academy, a premier institution in Hanoi, Vietnam, specializing in banking and languages The study will involve 205 first-year students, who, despite being new to university life, are recognized for their diligence and discipline However, they face challenges with their English proficiency, particularly in speaking skills This paper aims to identify the factors influencing these speaking difficulties, highlight common issues, and propose effective strategies to enhance English speaking abilities among freshmen.
Although the study has some beneficial contributions to the factors affecting speaking skill and some effective techniques to improve speaking ability, it still has some limitations as follows:
The research relied heavily on data gathered from questionnaires and documents, primarily reflecting students' opinions Consequently, assessing the trustworthiness and reliability of the participants' responses proved challenging.
The research focused exclusively on English major students, limiting the validity and generalizability of the findings to other subjects and contexts.
Due to time constraints in the research, the participant pool was limited to 205 freshmen from the Faculty of Foreign Languages at Banking Academy, resulting in findings that specifically pertain to this group of first-year students.
LITERATURE REVIEW
Concept of Speaking Skills
Speaking, often referred to as oral skill, is one of the four essential language skills—alongside listening, reading, and writing—and is considered the most crucial for daily communication Consequently, numerous definitions of speaking have emerged to capture its significance.
Pattison (1992) supposes that a person who is considered to know or learn a language is based on his or her speaking skill Rubin & Donald L define that:
“speaking skill is an interactive process in which an individual alternately takes the roles of speaker and listener, and which includes both verbal and nonverbal components.”
Speaking is a vital language skill that enables individuals to articulate their thoughts and intentions during communication, as noted by Donough and Shaw (1993) This skill encompasses expressing desires, sharing ideas, negotiating solutions, and fostering social connections.
According to Nguyen and Nguyen (2001), speaking encompasses two key aspects: accuracy and fluency Accuracy refers to the correct use of vocabulary, grammar, and pronunciation, while fluency is the ability to speak spontaneously without interruption To effectively communicate, speakers must master grammar and pronunciation, select appropriate vocabulary, and extend their speech in real-time Therefore, language learners should focus on comprehending spoken information, even when faced with grammatical or pronunciation errors.
Speaking is a language skill that develops over a significant period, particularly during the first one to two years of a child's life (Tarigan, 1990:3-4) Achieving fluency and naturalness in speaking a language requires substantial time and effort, making it a continuous and dedicated practice process.
Speaking is not just about making words or sentences, but also using language to convey meanings that others can understand (Cameron, 2001)
According to Torky (2006), speech is the process of generating sounds that convey signals, resulting in distinct verbal feedback from listeners This process entails the systematic combination of sounds to form meaningful clauses or sentences, facilitating a verbal exchange of messages between speakers and listeners.
Furthermore, speaking is a process for creating a conversation with another person
Speaking involves formulating verbal ideas and nonverbal symbols tailored to the purpose of a conversation, encompassing questions, answers, opinions, requests, and verbal expressions (Chaney, 1998).
Speaking is a dynamic process of building and sharing information through verbal and non-verbal symbols in various contexts (Nunan, 2003) It involves an interactive exchange that constructs knowledge through the production, reception, and processing of information, influenced by the situation, participants' experiences, the physical environment, and the communication's primary objective (Burns & Joyce, 1997) Additionally, speaking is characterized as an interaction between the speaker and the listener (Rizvi, 2006).
Speaking is a crucial language competence that enables learners to effectively receive and convey information, ideas, emotions, and feelings.
Speaking is an essential skill that enables learners to initiate and maintain conversations, particularly in our globalized world where effective communication is crucial for success According to Harmer (2007), speaking is one of the most challenging skills to master, as it involves the spontaneous integration of various components Research has identified five key elements of speaking: pronunciation, grammar, vocabulary, fluency, and comprehension, all of which contribute to effective communication.
Pronunciation, as defined by the Cambridge Dictionary, refers to how a word or letter is articulated, emphasizing the clarity with which language is spoken Effective pronunciation enables learners, even with limited vocabulary or grammatical knowledge, to engage in conversations confidently Understanding traditional sounds and letter formations is crucial for mastering pronunciation Consequently, learners must develop the ability to produce English sounds accurately and naturally in oral communication (Kline, 2001:69) According to Gilbert (2008:1), proficiency in pronunciation does not solely depend on knowing the exact sounds of words; rather, it involves finding effective methods to practice and learn English, facilitating easier comprehension.
Pronunciation involves multiple elements that contribute to clear and effective communication, including chunk pronunciation, rhythm, intonation, and non-verbal cues such as gestures, eye contact, and body language (Fraser, 2001:6) To master pronunciation, English learners must understand and practice these various factors to produce sounds accurately and naturally in their speech.
Grammar as defined in Cambridge dictionary is “the study or use of the rules about how words change their form and combine with other words to express meaning”
Grammar serves as the foundational framework for constructing meaningful sentences, encompassing words, phrases, and rules for their combination (Fromkin & Rodman, 2014) Effective communication requires speakers to arrange sentences accurately and to recognize appropriate grammatical forms Understanding grammar is essential for acquiring specialized knowledge in both spoken and written language It is systematically defined as a method for assessing and predicting the language proficiency of an ideal speaker or listener, guided by principles that enable the formation of grammatically correct expressions (Purpura, 2004).
According to Greenbaum and Nelson (2002), grammar is defined as a set of rules that enables speakers to combine words into larger units, while Nelson (2001) emphasizes that this combination forms suitable and correct sentences Ultimately, the primary function of grammar is to assist speakers in constructing meaningful sentences that are appropriate for various contexts, thereby reducing the likelihood of misunderstandings between speakers and listeners.
Vocabulary is a crucial element in any language, as it enables learners to initiate and maintain conversations, even with excellent grammatical knowledge According to the Cambridge dictionary, vocabulary encompasses all words used by a person or existing in a language or subject Focusing on studying vocabulary is key to successful language learning, as it allows learners to express ideas, thoughts, and opinions more easily A comprehensive vocabulary consists of single words, compound words, and idioms, and using familiar, common words in everyday conversations is essential Effective vocabulary learning involves understanding the meaning, spelling, and pronunciation of words, which teachers should clearly convey to students.
Fluency, as defined by the Cambridge Dictionary, is the ability to communicate in a language easily, well, and quickly, allowing individuals to speak or write without pauses It encompasses speaking communicatively, fluently, and accurately, enabling free expression without interruptions In the teaching and learning process, creating a supportive environment is essential for assessing students' fluency; teachers should allow students to express themselves freely without immediate correction, as excessive editing can disrupt the flow of conversation (Pollard, 2008: 16) The ultimate goal is to foster students' ability to speak fluently and effortlessly.
Speaking Problems
English learners encounter various challenges in speaking due to the language's complexity Research by Ur (1996) identifies key issues such as inhibition, lack of topical knowledge, low participation, and reliance on mother-tongue use, which educators can help address Inhibition often arises when students fear making mistakes or facing criticism, leading to anxiety in classroom settings (Littlewood, 2007) Additionally, learners may struggle to find motivation or relevant topics to discuss, as noted by Rivers (1968), which can hinder their ability to express themselves Participation can also be uneven in large groups, with some students dominating conversations while others remain silent Furthermore, when students share a common background, they may default to their mother tongue, especially when they lack vocabulary in the target language or feel more comfortable using their first language (Harmer, 1991) This thesis categorizes speaking challenges into linguistic and non-linguistic aspects.
Linguistic problems often arise from errors related to language components, with many students expressing frustration over their limited active vocabulary, which hinders their ability to articulate thoughts This issue is exacerbated by a tendency to translate from their mother tongue to English, a method that is ineffective for language acquisition, particularly in speaking Traditional learning methods prioritize reading, writing, and grammar over pronunciation, resulting in students struggling to pronounce words correctly and convey their intended messages Despite extensive grammar study, students often falter in real-time speaking situations due to the pressure of constructing sentences quickly Additionally, reliance on notes during speaking exercises fosters a reading habit rather than genuine conversation Many learners also report difficulty understanding others, potentially due to an overemphasis on their own speech and insufficient listening skills Lastly, the habitual use of their native language poses a significant barrier when engaging in discussions.
Non-linguistic problems significantly impact students' speaking abilities, encompassing issues unrelated to language itself, such as preparation time and psychological factors Many students fear making mistakes or being misunderstood, which can lead to a lack of confidence and pressure from peers Additionally, the spontaneous nature of speaking often leaves students without sufficient time to prepare, further complicating their ability to communicate effectively.
Factors Affecting Speaking Skills of Freshmen in the Faculty of Foreign
Students inevitably encounter mistakes and errors while learning to speak English, as these challenges are a natural part of the learning process It is essential to address and explain these issues, as they cannot be resolved independently.
The acquisition of speaking skills is influenced by various internal and external factors To enhance their speaking performance, learners must identify these influencing factors Internal factors include psychological aspects such as anxiety, lack of confidence, and motivation, as well as linguistic elements like vocabulary, pronunciation, grammar, and listening skills External factors encompass conformity, performance conditions, the educational system, and cultural influences Understanding these factors is crucial for overcoming challenges in learning to speak effectively.
Internal factors are some factors related to language itself or from the learners themselves In other words, they are linguistic and psychology factors
The appropriate use of language forms is important for learner’s oral proficiency (Saunders & O’Brien, 2006) Bhattacharya (2017), Hosni (2014), and Fitriani et al
Linguistic factors, as defined by 2015, encompass the elements of language structure, including grammar, vocabulary, and pronunciation These factors can significantly hinder learners from speaking English effectively, with common issues being poor grammar, limited vocabulary, and inadequate pronunciation skills.
Linguistic factors refer to various elements associated with language components This article categorizes these factors into key features, including pronunciation, grammar, vocabulary, listening skills, and topical knowledge.
Vocabulary, defined by the Cambridge Dictionary as "all the words used by a particular person, or all the words that exist in a particular language or subject," serves as the fundamental building block of any language, encompassing single words, phrases, phrasal verbs, and idioms For learners of English as a foreign language, developing a robust active vocabulary is crucial for effective communication As Wilkins (1972) noted, “while without grammar very little can be conveyed, without vocabulary nothing can be conveyed” (pp 111–112) Supporting this view, Lewis (1993) emphasized that “lexis is the core or heart of language” (p 89), highlighting the essential role vocabulary plays in language acquisition and communication.
To enhance their fluency and expression in English, students must develop a robust vocabulary and identify effective personal vocabulary learning strategies Recognizing the significance of vocabulary acquisition is a natural instinct for learners of English, as highlighted by Schmitt (2010).
Teaching vocabulary is essential for English learners, as it enables effective communication and comprehension As Voltaire noted, language can be challenging to articulate, yet a robust vocabulary empowers students to express their thoughts and feelings clearly in both spoken and written forms Turk (2003) emphasizes that without a rich vocabulary, students struggle to apply learned structures for meaningful communication Vocabulary serves as a fundamental building block of English learning, requiring students to grasp word meanings, spellings, and pronunciations Fitriani et al (2015) highlight that learners often know what they want to say but lack the vocabulary to convey their ideas in English, underscoring the necessity of an extensive word bank for successful communication Ultimately, mastering English vocabulary involves understanding its form, meaning, and usage, as well as the nuances of word origins, making vocabulary instruction a critical component of language education.
Pronunciation, as defined by the Cambridge Dictionary, refers to how words and letters are articulated in a language Mispronouncing sounds or misusing stress and intonation can lead to misunderstandings (Bhattacharya, 2017) Language learners inevitably encounter pronunciation errors during their learning journey, as noted by Dulay, Burt, and Krashen (1982), with these errors significantly impacting their speaking and communication abilities (Nguyen, 2007) A study by Muriungi and Mbui (2013) highlighted that the communication environment plays a crucial role in English language learning, particularly in Kenya, where students often apply their mother tongue's intonation and accent, leading to common pronunciation mistakes It is essential for learners to understand these challenges and work on their pronunciation, especially since English is not a phonetic language For instance, the Vietnamese phrase “thật không” is pronounced as spelled, while English words like “really” and “read” can have varying pronunciations that do not align with their spelling This discrepancy often confuses non-native speakers, particularly those from phonetic language backgrounds Therefore, focusing on pronunciation is vital for students aiming to master their speaking skills.
Grammar, as defined by the Oxford Dictionary, refers to the rules governing word forms and sentence structure, and is essential for effective language use and fluency Many learners struggle with grammatical accuracy while speaking English, often resulting in pauses Although native speakers may not always adhere to strict grammar rules, their familiarity with the language allows for clear communication In contrast, Vietnamese speakers must be mindful of English grammar due to the significant differences between the two languages Mastery of verb tenses and conjugations is crucial for English learners to avoid confusion and ensure their message is understood Therefore, a strong grasp of grammar is vital for non-native speakers to communicate effectively.
Listening is defined by the Cambridge Dictionary as the act of giving attention to sounds or to someone speaking, highlighting its essential role in effective communication Mastering listening skills is crucial for learners, particularly in language acquisition, as it directly influences their speaking abilities A conversation relies on listeners who first comprehend the message before responding, underscoring the interconnectedness of listening and speaking Bwire (2007) emphasizes that these skills are reciprocal, with each playing distinct roles in communication Research indicates a strong relationship between oral language skills and reading, suggesting that improvements in one area can enhance the other Additionally, spoken language's meaning often depends on intonation and non-verbal cues, reinforcing that understanding precedes speaking in the language learning journey Thus, the characteristics of spoken language, including hesitations and fillers, significantly impact the comprehension of new vocabulary.
Spoken language presents unique challenges, including the use of filler words like "er" and "em," and the potential for contradictions between standard dialects and the natural rhythm of speech (Bwire, 2007) Emotions conveyed through intonation, such as annoyance or excitement, can be difficult to capture in writing, often requiring additional phrases like "said excitedly" for clarity This highlights the significant influence of spoken language on both listening and writing, as listeners may struggle to express emotions explicitly Furthermore, spoken language restricts listeners' freedom regarding what to focus on and the pace at which they absorb information, as words are delivered only once If a listener's attention wanes, they risk missing critical information unless the speaker chooses to repeat it (Bwire, 2007) Additionally, factors like propaganda and inflection can lead to misunderstandings or misinterpretations in listening, making comprehension more challenging than in reading For effective communication, it is essential that listeners fully grasp the spoken content, emphasizing the interdependent relationship between speaking and listening.
According to the Cambridge Dictionary, knowledge is defined as the understanding or information about a subject acquired through experience or study Each English learner possesses a unique vocabulary shaped by their individual specialties and areas of expertise This means that when engaging in discussions about familiar topics, individuals can communicate effectively due to their extensive vocabulary Conversely, participating in conversations on unfamiliar subjects can be challenging, as a lack of knowledge and vocabulary hinders effective communication and information exchange.
Students often struggle with English speaking due to cognitive and psychological factors Even those with strong cognitive abilities may face challenges stemming from psychological aspects such as motivation, self-esteem, and anxiety, which significantly impact their oral performance Common issues include fear of making mistakes, lack of confidence, shyness, and anxiety when speaking in front of peers These feelings can be exacerbated by limited speaking opportunities and immediate corrections from teachers Additionally, psychological traits like self-esteem and motivation play crucial roles in the success of language learning Experts agree that psychological factors can negatively affect students' speaking abilities, making effective communication more challenging.
A study conducted in 2014 explored the relationship between anxiety and students' speaking performance, revealing a significant positive correlation between low anxiety levels and improved speaking skills Conversely, high anxiety scores were linked to poorer oral performance, indicating that psychological factors can negatively impact students' abilities to speak effectively This paper aims to investigate various psychological factors, including anxiety, lack of motivation, and lack of confidence, that influence students' oral performance.
Anxiety, defined by the Cambridge Dictionary as an uncomfortable feeling of nervousness or worry about present or future events, significantly impacts individuals' emotional states In the context of learning, anxiety can severely hinder the educational process, as noted by Arnold and Brown (1999) in Bhattacharya (2017) Shumin (2002) further emphasizes that heightened nervousness can leave students feeling "tongue-tied or lost for words," illustrating the detrimental effects of anxiety on communication and learning.
RESEARCH METHODOLOGY
Locale of the Study
A study was conducted to explore the factors influencing the speaking skills of freshmen at the Faculty of Foreign Languages at Banking Academy, a leading university in Hanoi, Vietnam This institution specializes in banking, finance, and second language education, with a particular focus on students majoring in English.
Research Design
Mixed methods research combines both quantitative and qualitative data to provide a more comprehensive understanding of a research problem than either method alone (Creswell, 2012) This approach leverages the strengths of both methodologies, allowing for deeper insights and more robust results by integrating diverse data collection and analysis techniques (Johnson, 2007) Researchers using mixed methods can present findings that include both numerical data and qualitative narratives, enhancing the study's credibility Concurrent designs are often preferred over sequential designs, ensuring that both data types are relevant to the same timeframe, as evidenced by linguistic studies from 1995 to 2008 However, mixed methods research requires significant expertise in both qualitative and quantitative techniques, and it demands more time and resources than using a single research method (Hashemi & Babaii, 2013; Marguerite & Katherine, 2010).
One advantage of this research approach is its ability to provide statistical measurements of qualitative data, though it faces challenges Roberts (2000) notes that quantified qualitative data can be influenced by community factors, leading to statistical relationships that may not accurately reflect the data due to the coding strategy employed To streamline data analysis, researchers may need to redesign their studies, which could involve reducing sample sizes to impact statistical outcomes like analysis of variance Driscoll et al (2007) highlight the limitations of researchers' knowledge and statistical power as significant challenges in achieving meaningful results Additionally, Johnson & Onwuegbuzie (2004) point out that mixed-method research can be both time-consuming and costly, requiring researchers to possess a strong understanding of both qualitative and quantitative methods Consequently, balancing these two approaches within a single study presents a considerable challenge.
Research Instrument
This study utilized both quantitative and qualitative research methods to gain a comprehensive understanding of the factors influencing the speaking skills of first-year students To collect data, a survey method was employed, utilizing questionnaires directed at freshmen from the Banking Academy of Vietnam, alongside observations Due to constraints related to convenience and the scope of the study, the author opted to focus solely on survey questionnaires and relevant documents as the primary research instruments.
According to Nunan (1992), a questionnaire is a written tool designed for data collection, comprising both open and closed questions that prompt responses from participants Similarly, Richards et al (1994) highlight that questionnaires are effective for gathering information on the emotional aspects of teaching and learning, such as beliefs, attitudes, motivation, and preferences, allowing educators to collect extensive data efficiently Seliger and Shohany share this perspective, emphasizing the value of questionnaires in educational research.
In 1995, it was highlighted that questionnaires are an effective tool for gathering data on less observable phenomena, including motivation, attitudes, and language learning strategies A researcher administered a questionnaire to freshmen at the Faculty of Foreign Languages at the Banking Academy of Vietnam to identify factors influencing their speaking skills from their perspective The questionnaire comprised four distinct sections.
Section 1 is the general sector which includes 6 questions in order to find out some basic information about the participants Question 1 and 2 help the author know about the gender of participants and the amount of time that they spent learning English Question 3,4,5 and 6 find out the attitude of students toward speaking skill
Section 2 addresses the common challenges faced by freshmen in a BA program, featuring 11 key questions The first six questions focus on linguistic issues, while questions seven through eleven explore non-linguistic difficulties.
Section 3, which includes 14 questions, is about some factors which affect the speaking skill of students Question 1 to 8 are internal and question 9 to 14 are about external factors
Section 4, which includes 10 questions, is about some effective techniques to improve the speaking skill of students
According to Creswell (2012), documents serve as crucial sources of information in qualitative research, encompassing both public and private records that help researchers gain insights into phenomena and participants These documents can take various forms, including newspapers, meeting minutes, personal journals, and letters, providing valuable textual data that reflects the language and perspectives of participants They offer a significant advantage as they do not require transcription, unlike observational or interview data Consequently, the author intends to utilize relevant documents to clarify the answers to previously outlined questions, incorporating diverse sources such as journal articles, newspapers, magazines, theses, letters, and credible online articles in the study.
Data Gathering Procedures
Before the study commenced, the researcher briefed Banking Academy freshmen on its purpose and encouraged their active participation Student questionnaires were distributed to gather data, which was subsequently aggregated and presented in various chart formats, including bar and pie charts Each chart illustrates the percentage of students selecting their preferred answers to each question, accompanied by explanatory notes Additionally, the researcher employed descriptive analysis to interpret the findings, focusing on qualitative observations rather than statistical methods The literature review was integral to the study, addressing its core questions through insights drawn from a diverse range of sources, including articles, theses, and online publications.
RESULTS AND DISCUSSION
Freshmen Attitude toward Speaking Skills
Figure 1 displays the respondents of this study, in total 205 students who took part in the questionnaire, there were 181 female which takes up to 72% and 24 male which makes up to 28%
Figure 2 illustrates the duration of English language study among freshmen at Banking Academy, revealing that a significant majority, 148 students (72%), have dedicated over five years to learning English.
Figure 3: Respondent’s Attitude toward Speaking Skills
I always spend much more time on speaking skill
I like learning the speaking skill 30 120
Speaking is the most difficult skill in learning
1 Speaking is the most important skill in learning English
100 120 140 160 180 Totally disagree Disagree Neutral Agree Totally agree
And another 28% about 56 students claimed that the amount of time that they spent studying English was less than 5 years
The data reveals that first-year students at the Faculty of Foreign Languages at Baking Academy recognize speaking as the most crucial yet challenging skill in learning English Over 190 students agree on its importance, while approximately 180 acknowledge its difficulty However, despite this understanding, more than 170 students—comprising over 140 who disagree and 30 who totally disagree—express a lack of interest in developing their speaking skills and do not allocate sufficient time to practice This indicates a significant gap between the perceived importance of speaking in English and the actual commitment to mastering it.
Figure 4: Linguistic problems that freshmen tend to make
I tend to read instead of speaking
I tend to speak Vietnamese instead of English 3 3 0 4
I do not understand what other people say 35 145
I do not know how to use appropriate grammar
I do not know how to pronounce the words correctly
I do not have enough active vocabulary to speak 0 2 23 87 93
0 20 40 60 80 100 120 140 160 Always Usually Sometimes Rarely Never
Common Problems of Speaking which First Year Students Face
First-year students at the Banking Academy commonly face several linguistic challenges when speaking English A significant number, 136 students, struggle with using their mother tongue, often defaulting to Vietnamese due to a lack of confidence Additionally, around 180 out of 205 students frequently encounter issues with limited active vocabulary and mispronunciation Many students also report occasional difficulties with appropriate grammar usage, comprehension of spoken English, and a tendency to read prepared notes instead of engaging in spontaneous conversation.
Besides some linguistic problems, there are also some non-linguistic mistakes that students have to face when they speak English Most of freshmen (about 150 out of
Many students experience peer pressure and fear of making mistakes, which affects their confidence in speaking English Interestingly, most freshmen at Banking Academy reported not feeling pressured by preparation time However, the questionnaire results indicate that students face numerous challenges in learning to speak English, often struggling to find words and resorting to Vietnamese due to a lack of motivation Additionally, a considerable number of students expressed concerns about criticism and the fear of losing face while speaking.
Factors Affecting Speaking Skills of Freshmen in Faculty of Foreign
A recent survey of first-year students revealed key linguistic factors influencing their speaking performance An overwhelming 94.2% of respondents identified active vocabulary as the most crucial element, with no dissenters Additionally, 94.4% believed pronunciation significantly impacts speaking skills, while only 1% disagreed Listening ability was deemed vital by 91% of students, emphasizing that comprehension is essential for effective response, with just 2% viewing it as unnecessary Furthermore, 88% acknowledged the importance of topical knowledge, although 5% dismissed its relevance Interestingly, nearly 49% of students felt grammar was not a significant factor in speaking, contrasting with the 39% who saw it as essential for improvement In summary, students predominantly recognized active vocabulary, pronunciation, listening ability, and topical knowledge as the primary linguistic factors affecting their speaking skills.
A recent study revealed interesting insights into the psychological factors affecting freshmen's oral English skills Surprisingly, 58.5% of students (120 out of 205) felt that anxiety did not hinder their speaking abilities, while only 24% (50 students) reported experiencing anxiety when speaking English Similarly, 53.6% (110 students) did not view a lack of motivation as a significant barrier to their speaking skills, with only 24.5% (51 students) admitting to a lack of motivation However, a notable 66% (135 students) acknowledged that lack of motivation was a critical challenge they faced when using English.
Habit of Time Standard of Amount of Teacher’s Lack of using pressure performance support feedbacks environment
Vietnamese planning to practice speaking
English orally and there are 29% (60 students) thought that confidence was not a matter for them
The chart above highlights the external factors influencing students' speaking skills, focusing on six specific elements identified by the author: the habit of using Vietnamese, time pressure planning, performance standards, support levels, teacher feedback, and the lack of a speaking practice environment Notably, a significant 97% of first-year students at Banking Academy reported struggling primarily with the habit of using Vietnamese and the absence of a conducive environment for speaking practice Surprisingly, nearly 44% of students felt that teacher feedback did not significantly impact their speaking performance, while just over half (50.5%) considered it a crucial factor for improvement Additionally, around 75% of students did not provide feedback on other factors like time pressure, performance standards, and support levels.
In summary, first-year students identify the habit of using Vietnamese and the limited opportunities for practicing English speaking as the two most significant external factors that greatly impact their English speaking abilities.
Effective Techniques and Solutions to Help Freshmen Improve Their
Effective techniques Agree Neutral Disagree
Expand vocabulary by learning new words everyday
Take part in some pronunciation course
Self-talk (talk to yourself loudly) 200 (97,6%) 5 (2,4%) 0
Listen and read as much as possible
Participate in public speaking events
Get advice and feedback from teachers and friends and even native speakers
Table 1: Effective techniques to improve English speaking skills
The table presents effective techniques for first-year students to enhance their English speaking skills All students (100%) acknowledged that expanding vocabulary through new words, phrases, and idioms is essential for proficient speaking Additionally, 97.6% of freshmen (200 out of 205) agreed on the importance of self-talk and extensive listening and reading A significant majority, 86.8%, found imitating native speakers beneficial, although 1.7% disagreed Furthermore, about 73% of students recognized the value of using apps and forming friendships with foreigners to improve their speaking abilities Conversely, over half of the students (51%) rejected the effectiveness of participating in pronunciation courses and public speaking events, showing a lack of interest in seeking feedback from teachers, friends, or native speakers.
In conclusion, there are various techniques that students can apply for their journey of learning English, the most important thing is to find suitable ways for themselves.
SUMMARY OF FINDINGS, CONCLUSION AND
Summary of Findings
Research indicates that freshmen often struggle with speaking English due to limited vocabulary and incorrect pronunciation, primarily influenced by their native Vietnamese language Many students attempt to translate directly from Vietnamese to English, resulting in significant pronunciation errors Additionally, inadequate listening skills further impede their ability to communicate effectively These challenges hinder their progress as English speakers, revealing a pressing need for improvement in speaking skills among first-year students at Banking Academy Overall, various factors contribute to their successes and failures in speaking tasks, highlighting the necessity for targeted support and development in this area.
5.1.2 Factors Affecting Freshmen Speaking Skills
The study identified multiple factors influencing students' speaking performance, categorized as internal and external Internal factors include linguistic aspects, where students emphasized the importance of active vocabulary and pronunciation, along with listening skills and topical knowledge, while grammar knowledge also played a significant role Psychological factors revealed that a lack of confidence was deemed crucial by most freshmen in affecting their speaking abilities On the external front, students indicated that their speaking performance was primarily impacted by their habitual use of Vietnamese, their native language, and the lack of a conducive environment for speaking practice Additionally, feedback from teachers during speaking activities was noted as a significant influence on their performance.
5.1.3 Appropriate Methods to Improve Speaking Skills
The research revealed several effective strategies for enhancing speaking skills among students, with freshmen predominantly favoring three methods: daily vocabulary expansion through new word acquisition, self-talk, and extensive listening and reading practices Additionally, more than half of the first-year students at Banking Academy reported that imitating native speakers and forming friendships with foreigners were also valuable techniques for improving their speaking abilities.
Conclusion
This thesis investigates the factors influencing the speaking skills of first-year students at the Faculty of Foreign Languages at Banking Academy, identifying common challenges they face and proposing effective methods for improvement The paper is structured into five chapters: Chapter 1 outlines the background, objectives, significance, and scope of the study; Chapter 2 reviews relevant literature, covering definitions, aspects, functions, and the importance of speaking, along with common speaking problems and influencing factors; Chapter 3 details the study's methodology, including the research locale, design, instruments, and data collection procedures; and Chapter 4 presents the results and discussions based on a questionnaire aimed at addressing three primary research questions.
1 What are the problems that freshmen at BA are likely to face?
2 What are the factors affecting the speaking skill of freshmen at BA?
3 What are the effective techniques to improve speaking skill?
And in the last chapter, a summary of findings, conclusion, and some recommendations were presented.
Recommendations
To address the challenges students face in speaking English, the researcher recommends several strategies aimed at students, educational institutions, and future research endeavors These suggestions are designed to enhance students' speaking skills and foster a more supportive learning environment.
To enhance their English speaking skills, students should focus on understanding the fundamentals of speaking, including its aspects and essential elements A common challenge for freshmen is a limited vocabulary and mispronunciation, so it’s crucial to explore effective vocabulary learning methods Mastering new words involves grasping their meanings, forms, contexts, and correct pronunciations Different learners may prefer various approaches, such as listening to recordings, motivational videos, or music, while others might benefit from reading, watching films, or writing The key is to identify the most suitable learning method for each individual Importantly, achieving proficiency in spoken English is a lengthy and challenging journey, and perseverance is essential, even when faced with significant obstacles.
Schools play a crucial role in fostering a positive and supportive learning environment essential for effective education This is particularly vital for language learners, as the absence of a practice-oriented speaking environment poses significant challenges in their English language acquisition journey.
Schools should implement language policies during specific times each week to enhance students' opportunities for oral English practice outside the classroom Additionally, organizing extracurricular activities such as English speaking competitions and debates can foster greater interest in learning English To ensure an effective teaching and learning process, adequate facilities and resources are essential; thus, schools should prioritize budgeting for these educational investments.
The study has paved the way for future research by suggesting that similar investigations should be conducted among first-year English majors at various universities to enhance the reliability of findings regarding factors influencing speaking skills This approach aims to deepen students' understanding of speaking, ultimately improving their oral English proficiency Additionally, future research should emphasize effective techniques to support students in becoming proficient speakers It is hoped that this study, along with subsequent research, will raise awareness about the significance of speaking skills today and contribute to the modernization of teaching and learning methods at Banking Academy.
[1] Arnold, J & Brown, H D (1999) A map of the terrain In J Arnold, Affective method in language learning (pp 1-24) Cambridge: Cambridge Universtiy Press
[2] Brown, G & Yule, G (1983) Teaching the spoken language Cambridge: Cambridge University Press.Google Scholar
[3] Brown H D 2001 Principle of Language Learning and Teaching New York: Prentice Hall
[4] Brown, H D (1994) Teaching by Principles-An Interactive Approach to Language Pedagogy Prentice Hall Regents
[5] Burns, A., & Joyce, H (1997) Focus on Speaking Sydney: National Center for English Language Teaching and Research
[6] Burns, Anne (1998) Teaching speaking Annual Review of Applied Linguistics 18:102–123
[7] Baker, J., & Westrup, H (2003) Essential Speaking Skills: A Handbook for English Language Teachers London: Continuum
[8] Bhattacharya, K (2017) Fundamentals of qualitative research: A practical guide Routledge/Taylor & Francis Group https://doi.org/10.4324/9781315231747
[9] Bwire, A.M (2007) Learner competencies and proficiency in English listening comprehension in selected secondary schools in Kenya Unpublished PhD Thesis,
[10] Cameron, L (2001) Teaching languages to young learners Cambridge:
[11] Chaney, A.L., and T.L Burk (1998) Teaching Oral Communication in Grades K-8 Boston:Allyn&Bacon
[12] Cohen, L., Manion, L and Morrison, K 2005 Research Methods in Education: Fifth Edition London: Routledge Falmer
[13] Creswell, J W., & Plano Clark, V L (in press) Designing and conducting mixed methods research Thousand Oaks, CA: Sage
[14] Dulay, H., Burt M & Krashern, S (1982) Language two New York Oxford University approach Hove, England: Taylor and Francis
[16] Efrizal, D (2012) Improving Students’ Speaking through Communicative Language Teaching Method at Mts Jaalhaq, Sentot Ali Basa Islamic Boarding School of Bengkulu, Indonesia International Journal of Humanities and Social Science, 2(20),
[17] Fraser, H (2001) Teaching Pronunciation: A Handbook for Teacher and Trainers (Three Framework for an Integrated Approach) Departement of Education Training and Youth Affairs (DETYA): Departement of
Education Training and Youth Affairs (DETYA).
Retrieved from www.eslmania.com/teacher/esl_teacher_talk/Pronunciation_Handbook.pdf (Accessed on, January 5th 2016)
[18] Fromkin, V., Rodman, R., & Hyams, N (2003) An introduction to language (7th ed.) Boston:Heinle
[19] Fitriani, D A., Apriliawati, R., & Wardah (2014) A study on student’s English speaking problems in speaking performance Journal of English Speaking
[20] Fitriani,DeaAries,et al.(2015) A Study on Student’s English Speaking Problems in Speaking Performance Journal of English speaking skill
[21] Gilbert, J B 2008 Teaching Pronunciation: Using the Prosody Pyramid Cambridge: Cambridge University Press
[22] Greenbaum, S & Nelson, G (2002) An Introduction to English Grammar (Second ed.) Essex: Longman
[23] Hashemi, M R (2012) Reflections on mixing methods in applied linguistics research Applied Linguistics, 33(2), 206–212 doi:10.1093/applin/ams008
[24] Hashemi, M R., & Babaii, E (2013) Mixed methods research: Toward new research designs in applied linguistics The Modern Language Journal, 97(4), 828–
[25] Horwitz, E.K & Young, D.J (1991) Language learning anxiety: From theory and researchto classroom implications Englewood Cliffs, NJ: Prentice Hall
[26] Hortwiz, E.K (2001) Language anxiety and achievement Annual Review of
Applied Linguistics, 21, 112-126 doi: https://doi.org/10.1017/S0267190501000071
[27] Hosni, A S (2014) Speaking difficulties encountered by young EFL students International Journal on Studies in English Language and Literature (IJSELL), 2(6), 22-30
[28] Harmer, J (1991) The Practice of English Language Teaching The 3th
Edition Longman: London and New York
[29] Harmer (2007) The Practice of English Language Teaching Fourth Edition England: Pearson Education Limited
[30] Jones, Pauline (1996) Planning an oral language program In Pauline
Jones(ed.), Talking to Learn Melbourne: PETA, pp 12–26
[31] Johnson, R B (Ed.) (2006) New directions in mixed methods research [Special issue] Research in the Schools, 13(1) Available online at http://www.msera.org/rits_131.htm
[32] Johnson, R B., & Turner, L A (2003) Data collection strategies in mixed methods research In A Tashakkori &C Teddlie (Eds.), Handbook of mixed methods in social and behavioral research (pp 297-319) Thousand Oaks, CA:
[33] Johnson, R B., & Christensen, L B (2004) Educational research: Quantitative, qualitative, and mixed approaches Boston, MA: Allyn & Bacon
[34] Kline, J.A 2001 Speaking Effectively: A Guide for Air Force Speakers Alabama:Air University Press
[35] Kansakar, R.T (1998) “Mother-tongue influence on spoken English” A course in English phonetics Orient Blackswan: Private Limited
[36] Lewis M (1993) The Lexical Approach Hove: Language teaching
[37] Littlewood, W (2007) Communicative and task-based language teaching in East Asian classrooms Language Teaching 40 (3), 243-249
[38] McDonough, J and Shaw, C 1993 Materials and Methods in ELT Blackwell: Oxford University Press
[39] Mugenda, A., & Mugenda O (1999) Research Methods; Quantitative and Qualitative Approaches Nairobi: Nairobi Acts Press
[40] MacIntyre, P D (1999) Language anxiety: a review of the research for language learning: a practical guide to creating a low-anxiety classroom atmosphere (pp 13-23) Boston: McGraw-Hill
Conceptualizing Willingness to Communicate in A L2: A situational model of L2 confidence and affiliation The Modern Language Journal, 82 (4), 545-562
[42] Nunan, D (1999) Second language teaching & learning USA : Heinle &
[43] Nation, I S P., & Meara, P (2002) Vocabulary In N Schmitt (Ed.), An introduction to applied linguistics (pp 35–54) London: Arnold
[44] Nelson, G 2001 English an Essential Grammar London and New York:
[45] Nunan, D (2003) Practical English Language Teaching Teacher's Text Book McGraw-Hill
[46] Nguyễn Bàng & Nguyễn Bá Ngọc (2001), A course in TEFL theory and practice III National University Publish
[47] Pattison, (p.1992) Developing Communication skill Cambridge University
[48] Purpura, J 2004 Assessing Grammar Cambridge: Cambridge University
[49] Pollard, Lucy 2008 Guide to Teaching English: A Book to Help You through
Your First Two Years in Teaching Copyright © Lucy Pollard 2008 All Rights
[50] Richard, J C (2008) Teaching listening and speaking from theory to practice New York: Cambridge University Press
[51] Richards, J C (1990) Conversationally Speaking: Approaches to the Teaching of Conversation In Jack C Richards The Language Teaching Matrix New
[52] Richards, J C., & Rodgers, T S (2001) Approaches and Methods in Language Teaching Cambridge: Cambridge University Press
[53] Richards, J C and Schmidt, R 2002 Longman Dictionary Of Language Teaching and Applied Linguistics (P.580) Edinburgh Gate: Pearson Education Limited
[54] Rivers, W M (1968) Teaching Foreign Language Skills Chicago: University of Chicago Press
[55] Rivers, W M (1981) Teaching Foreign Language Skills (2nd edition)
Chicago: University of Chicago Press
[56] Rubin, Don L., and Mead, Nancy A Large scale assessement of oral communication skills: Kindergarten through greade 12 Annandale, VA: Speech
Communication Association and the ERIC Clearinghouse on Reading and Communication Skills, 1984
[57] Saunders, W M., & O'Brien, G (2006) Oral Language In F Genesee, K Lindholm-
Leary, W M Saunders, & D Christian (Eds.), Educating English language learners: A synthesis of research evidence (p 14–63) Cambridge University Press https://doi.org/10.1017/CBO9780511499913.003
[58] Schmitt, N and Jiang , X (2011) The relation between percentage of vocabulary knowledge and level of comprehension The modern language journal 95,
[59] Syomwene, A.(2013, October) The teaching of oral communication skills in the English curriculum in primary schools in Kenya European Scientific Journal, Vol
9 No.28 Retrieved from eujournal.org/index.phd./esj/article/download/1890/1832
[60] Shumin, K (2002) Factors to consider: Developing adult EFL student speaking abilities InJ C.Richards & W A Renandya (Eds.), Methodology in language teaching: Ananthology of current practice (pp 204-211) Cambridge: Cambridge University Press
[61] Souriyavongsa, T., Rany, S., Abidin, Z.J.M & Mei, L.L.(2013) Factors affecting English language learning and acquisition Internet Journal of English
Language Education, Vol.1, No.1 Retrieved from www.macrothink.org/ijele
[62] Tarigan, H Guntur 1990 Prinsip-prinsip Dasar Metode Riset Pengajaran dan Pembelajaran Bahasa Bandung: Angkasa
[63] Tuan, N H., & Mai, T N (2015) Factors Affecting Students’ Speaking Performance at LE Thanh Hien High School Asian Journal of Educational Research, 3(2),
[64] Turk, C.2003 Effective Speaking : Communicating in Speech London:
[65] Ur, P (1996) A Course in Language Teaching Practice and Theory
[66] Ur, P (2000) A Course in Language Teaching: Practice and Theory
[67] Wenden, A (2005) Problems facing first year English majors in speaking Retrieved from www.teachingenglish in vietnam.com
[68] Wilkins ,D.A.(1972) Linguistics in Language Teaching Australia: Edward
[69] Zua, Li 2008 Exploring the Affective Factors Influencing Teaching of Spoken
English [Online] Available: http://okarticle.com/html/Thesis/20080104/26.html (May
I am a student at the Faculty of English Language at Banking Academy, currently researching the factors that influence the speaking skills of freshmen in the Faculty of Foreign Languages.
This study aims to identify the factors influencing the speaking skills of first-year BA students The researcher requests your assistance by completing the survey questionnaire provided Please be assured that your responses will remain confidential and will solely be used for research purposes.
2 How long have you been learning English?
3 Put a tick on the suitable column
Speaking is the most important skill in learning
Speaking is the most difficult skill in learning English
I like learning the speaking skill
Section 2: What are the problems that freshmen at BA are likely to face?
Problems Always Usually Sometimes Rarely Never
Linguistic I do not have enough active vocabulary to speak
I do not know how to pronounce the words correctly
I do not know how to use appropriate grammar
I do not understand what other people say
I tend to speak Vietnamese instead of
I tend to read instead of speaking
I am afraid of making mistakes
I am afraid of not being understood
I am not confident to speak English in front of people
I do not have enough time to prepare before speaking
Section 3: What are factors affecting the speaking skill of freshmen at BA?
Lack of motivation external Habit of using
Amount of support Teacher’s feedbacks
Lack of environment to practice speaking
Section 4: What are the effective techniques to improve the speaking skill
Effective Solutions Totally Agree Neutral Disagree Totally
Expand vocabulary by learning new words everyday
Take part in some pronunciation course
Self-talk( talk to yourself loudly)
Listen and read as much as possible
Participate in public speaking events
Get advice and feedback from teachers and friends and even native speakers
Turnitin Báo cáo Độc sáng
Đã xử lý vào: 19-thg 5-2021 21:46 +07
Final paper thesis Bởi Thị Quế Nguyễn
4% match (Internet từ 10-thg 4-2018) http://eprints.radenfatah.ac.id/1395/1/HANUM%20MUFIDAH%2013250031.pdf
3% match (Internet từ 28-thg 8-2020) https://doc.uments.com/h-factors-affecting-studentsspeaking-performance-at-le-thanh- hien.pdf
1% match (bài của học sinh từ 17-thg 6-2020)
Submitted to Thai Nguyen University of Education on 2020-06-17
1% match (bài của học sinh từ 15-thg 4-2020)
Submitted to Banking Academy on 2020-04-15
1% match (Internet từ 29-thg 7-2020) http://doc.edu.vn/tai-lieu/de-tai-a-study-on-techniques-to-improve-the-first-year-english- majors-speaking-skill-at-hpu-94626/
Selvia Lestari, 231324396 "Exploring The Factors Affecting Students’ English Speaking Fluency", 2018 a ghi rủ h9 tộn)
CQNG HSA XP HQI CHU NGHIA VIET NAM
D9c lip - Ty do - Haiih phủc
NHAN XJT VG DC NHAN CUA DUN VJ THJ,fC TAP Sinh vién: NGUYEN THJ QUE
Dủ horn thõnh qua trinh thqc tjp tit: Ngủn hdng TMCP Sri G6n — Ha Npi (SHB), chi nhanh Thing Long
Trong thoi gian thuc tap, sinh viộn NGU N THJ QUE dủ the hijn duqc nlng lqc vit hoan thõnh củng vipc duqc giao ii muc:
Xâc nhan ciia d- •i yc typ