Aims
The study is aimed at:
This study explores the current state of English language teaching and learning among first-year students at TNC-ET, focusing on the challenges faced by English teachers and various external factors that impact the educational process.
Identifying the factors which make the students inhibited or unwilling to speak English in class
Making some suggestions for the teachers at TNC-ET with the hope of helping the students overcome their inhibition and unwillingness, and thereby, improve their speaking skills
Suggesting some realistic and appropriate class teaching techniques with the hope that they can enhance the learners in speaking skills.
Research questions
The above aims can be realized through the following research questions:
1 What are the problems in teaching and learning speaking skills for the first- year students at TNC-ET?
2 How can teachers and students minimize these difficulties?
Scope of the study
This article addresses the challenges in teaching speaking skills to first-year students at TNC-ET, emphasizing the importance of speaking in language acquisition Given that speaking is often equated with language proficiency, the study highlights the specific difficulties faced by students in this area Additionally, it offers recommendations for English teachers to help mitigate these challenges The research is limited in scope, focusing on a small sample of 50 non-English first-year students in their second semester due to time constraints and the researcher’s capabilities.
Organization of the study
The study is structured into three main sections Part A serves as the Introduction, outlining the study's rationale, objectives, research questions, scope, and overall framework Part B, titled Development, includes three chapters: Chapter One provides a Theoretical Background, examining the challenges of teaching speaking skills to non-English major students across three key areas: the essence of oral communication, the obstacles in teaching and learning English speaking skills, and the perceptions of both teachers and students regarding the importance of speaking skills Chapter Two focuses on Research methodologies.
Methods, mentions the concrete reality of teaching and learning speaking skills at TNC-
ET, methods of the study and data analysis Chapter Three, Findings and
This article addresses the challenges encountered in teaching speaking skills to first-year English students at TNC-ET, highlighting difficulties stemming from teachers, students, and external factors It offers recommendations and activities proposed by study participants to mitigate these issues The conclusion summarizes the study's findings, acknowledges its limitations, and suggests areas for future research.
Teaching speaking skills to first-year students at Thai Nguyen College of Economics and Technology presents several challenges These challenges include students' lack of confidence, limited vocabulary, and insufficient practice opportunities To address these issues, it is recommended that instructors implement interactive teaching methods, encourage group discussions, and provide more speaking practice through role-playing and presentations By fostering a supportive learning environment, students can enhance their speaking abilities and gain greater confidence in their communication skills.
THEORETICAL BACKGROUND
The nature of speaking
Speaking is an interactive process of meaning construction that involves both producing and receiving information Its form and significance are influenced by context, including the participants, their shared experiences, the physical setting, and the reasons for communication This process is typically spontaneous, open-ended, and dynamic.
Speaking is the verbal expression of language, involving the coordination of various body parts such as the lungs, vocal tract, vocal cords, tongue, teeth, and lips (Burn & Joyce, 1997) Initially, children acquire language skills through listening, followed by speaking, which is typically the second language skill developed As they progress in their education, children then learn to read and write Speaking necessitates at least one listener and can occur in a natural dialogue between individuals or be structured and rehearsed, such as in a speech or presentation.
Speaking can be formal or informal:
Informal speaking is typically used with family and friends, or people you know well
Formal speaking occurs in business or academic situations, or when meeting people for the first time
Speaking is probably the language skill that most language learners wish to perfect as soon as possible
According to Bygate (1987), speaking has the following characteristics:
The form and meaning of communication are influenced by the context, including the participants, their shared experiences, the physical setting, and the intent behind their speech This process is typically spontaneous, open-ended, and continually evolving.
Learners should not only master specific language elements like grammar, pronunciation, and vocabulary, but also grasp the context, purpose, and methods for effectively using these language components.
Thirdly, speech has its own features, structures, and conventions different from written language
Bygate (1987) emphasizes that speaking is often an undervalued skill, primarily because it is a common ability that many people possess, leading to a tendency to take it for granted He highlights the importance of speaking, asserting that it serves as a crucial medium through which a significant amount of language is acquired.
In conclusion, effective speaking is essential for successful communication By analyzing the practices of proficient speakers, incorporating relevant speaking tasks in the classroom, and addressing the specific needs expressed by learners, educators can significantly enhance students' speaking skills and overall oral proficiency.
1.1.3 Development approach in teaching speaking skills
Traditional speaking methodologies often involved rote repetition, memorization, and drill responses However, the rise of communicative language teaching in the 1980s transformed syllabus design and teaching methods, influencing contemporary approaches to speaking skills Grammar-focused syllabuses gave way to communicative ones, emphasizing notions, functions, skills, and tasks over traditional grammatical structures As a result, fluency emerged as a primary objective in speaking courses, fostering learner development through structured phases in teaching speaking skills.
Teaching speaking skills to first-year students at Thai Nguyen College of Economics and Technology presents unique challenges and opportunities It is crucial for language instructors to focus on fostering real communication, even when students have limited English proficiency Instead of emphasizing rote memorization, educators should create an engaging environment that encourages meaningful interaction To achieve this, effective speaking lessons should incorporate three main phases: the Presentation phase, the Practice phase, and the Production phase.
During the Presentation phase, the teacher serves as a model for accurate language use, guiding students in their pronunciation The teacher introduces new language concepts and encourages students to repeat them until they achieve both correctness and confidence in their speech.
The teacher is a prompt during the Practice phase, encouraging students to think about how to use the new language they are learning
In the Production phase, the teacher acts as an organizer, encourager, and monitor, facilitating students' practice of fluency in pairs or groups It is essential for the teacher to effectively organize the groups, support students who may fear making mistakes or struggle with what to say, and maintain an appropriate noise level while ensuring that all students are engaged in their tasks.
Baker and Westrup (2003) denote some important features of the Presentation phase of a PPP lesson:
- This phase should only last about 5 or 10 minutes
- The information the teacher gives is for students to use later in the lesson
- The teacher should try to involve students in this stage as much as possible When presenting new language, it is important to include four things:
What the new language means;
When the new language is normally used;
The pronunciation of the new language, that is, the sounds and stress and the intonation pattern;
Teacher can present language directly, present through situations, present through pictures and real objects, present through students„ own knowledge
Students require extensive practice to effectively utilize the new language acquired during the Presentation phase The Practice phase is a crucial component of the lesson, encompassing exercises in listening, reading, and writing Throughout this phase, the teacher collaborates with students to enhance their speaking skills through various methods at different stages of learning.
Guided or less controlled practice stage
In the initial stages of language learning, the teacher closely supervises students, correcting pronunciation, sentence structure, and language usage As students progress, they engage in activities with reduced teacher intervention, practicing the language in pairs or groups while the teacher acts as a guide The teacher continues to monitor student interactions, providing occasional corrections and ensuring clarity on task requirements Ultimately, students are expected to use the new language effectively and speak more fluently with the skills they have acquired.
After students engage in the Practice phase, they transition to the Production phase, where the focus shifts to enhancing their speaking fluency with minimal teacher guidance In this phase, the teacher's role is to ensure students are well-prepared from earlier stages and to facilitate engaging activities that motivate students, followed by constructive feedback and corrections to support their fluency development.
To enhance students' confidence, teachers can encourage the use of their first language during group discussions about activities This approach allows students to quickly and easily gather their thoughts in their native language before sharing their ideas in English with the class or other groups.
In short, during the Production phase, students will speak with little help from the teacher, so the language they say and hear is more unpredictable This is why
Teaching speaking skills to first-year students at Thai Nguyen College of Economics and Technology involves addressing various challenges Effective preparation and support are crucial before the production phase to ensure students can successfully develop their speaking abilities Recommendations for improvement include enhancing instructional strategies and providing additional resources to facilitate better learning outcomes.
Difficulties in teaching and learning speaking skills
According to Larsen-Freeman, challenges in language teaching, specifically in developing English speaking skills, arise from a combination of factors related to teachers, students, and external influences impacting the educational process.
Teacher talk plays a crucial role in classroom organization and language acquisition, as highlighted by Nunan (1991) It significantly impacts the success of teaching plans and serves as a primary source of comprehensible input for learners The quantity and quality of teacher talk are decisive factors in classroom effectiveness, with the manner of correcting student mistakes also affecting their mindset To enhance teaching and learning, fostering a friendly, non-threatening classroom atmosphere is essential, built on strong teacher-learner relationships Conversely, inappropriate pedagogical practices, including excessive teacher talk, can hinder the development of speaking skills, as research indicates that teachers dominate classroom discussions, comprising over 70% of total talk (Cook, 2000; Chaudron).
In educational settings, excessive teacher talk can significantly limit student participation To foster a more interactive learning environment, many researchers advocate for maximizing student talking time (STT) while minimizing teacher talking time (TTT).
Teacher corrections may not always be appropriate, as learners naturally make mistakes during the learning process These errors are valuable, offering insights into how language is acquired and the strategies learners use to navigate their language discovery journey.
Effective correction of students' mistakes is essential for enhancing their understanding of language, but it must be approached sensitively to avoid damaging their confidence Additionally, the teacher-student relationship is crucial; neglecting to build rapport can lead to significant teaching challenges, particularly in speaking classes When teachers fail to engage with students on a personal level, it can exacerbate anxiety and hinder language acquisition To foster a supportive learning environment, educators should actively communicate with students about their feelings, helping them address and manage their speaking-related anxieties.
- Teachers’ deficiency in English communicative competence
A significant challenge in teaching speaking skills is the lack of English communicative competence among teachers Traditionally, language instruction focused on developing linguistic competence, emphasizing the mastery of sounds, vocabulary, and grammar This approach suggested that by learning individual components of a language, students would eventually be able to combine them and communicate effectively.
To effectively teach speaking skills, educators must possess comprehensive language teaching competence, which encompasses five interconnected areas: linguistic competence, pragmatic or sociolinguistic competence, discourse competence, strategic competence, and fluency Linguistic competence, which includes knowledge of syntactic structures, vocabulary, and pronunciation, forms the foundation of effective communication.
Teaching speaking skills to first-year students at Thai Nguyen College of Economics and Technology presents significant challenges One major issue is that English oral classes often focus primarily on linguistic competence, neglecting practical communication skills As a result, students struggle to effectively communicate in English To enhance their speaking abilities, it is essential to incorporate interactive activities and real-life practice into the curriculum, fostering a more comprehensive approach to language learning.
The interconnected challenges in education often stem from unengaged teachers who focus solely on creating syllabuses and tests at the end of each semester This assessment method emphasizes written tests for reading and writing skills, leading to a widespread examination-oriented culture among both students and teachers Consequently, essential skills such as listening and speaking are neglected, a trend observed not just in one school but throughout Vietnam's educational landscape.
1.2.2 Difficulties from non-native students in studying speaking skill
There exist many student-related problems in teaching speaking skill in English classes Many learners, as reported by studies into speaking (e.g Tsui:
“Reticence and anxiety in second language learning”), are unprepared or unwilling to speak Their reluctance and reticence in English oral classes pose a big challenge for teaching speaking skills
Vietnamese learners often exhibit reluctance to speak due to various factors, primarily cultural influences stemming from their previous learning experiences and expectations Additionally, linguistic challenges, such as difficulties with phonetics, grammatical structures, and a lack of understanding of cultural nuances, hinder their speaking abilities Many teachers' limited English proficiency further restricts the curriculum's focus on developing speaking skills, compounded by an examination system that does not prioritize oral communication Affective factors, including low motivation, anxiety, negative social experiences, and culture shock, also contribute to students' hesitancy Ultimately, students fear making mistakes and losing face, possess a low self-assessment of their language skills, have limited practice opportunities outside the classroom, and encounter uneven participation and unclear input, all of which affect their speaking confidence.
The external factors like large and multilevel classes, time constraint, class condition and text book also result in the difficulties in teaching speaking skills
Multilevel and large classes are prevalent in Vietnam, posing significant challenges for teachers in organizing effective speaking activities that cater to diverse learner levels and interests Despite their commonality, these large classes can be particularly daunting, even for well-trained and experienced educators, as teaching oral skills becomes a formidable task.
Many Vietnamese teachers face challenges in implementing communicative practices due to their focus on grammar-based examinations and strict textbook content requirements With classes often consisting of 60 students, the immediate goal of passing exams takes precedence over developing long-term communicative competence Additionally, the limitations imposed by pre-determined syllabi further hinder the adoption of communicative methods, leaving teachers concerned about meeting curriculum demands while striving for effective communication skills in their students.
In summary, this article has examined the theoretical framework surrounding the challenges of teaching English speaking skills, focusing on the nature of language skills and oral communication It has highlighted the specific difficulties encountered in teaching speaking skills in English The next section will explore real-life situations at TNC-ET to provide practical insights.
The roles of speaking skills…
The poor quality of teaching speaking skills at a university in Vietnam results in a large number of graduates who have difficulty in communicating in
Teaching speaking skills to first-year students at Thai Nguyen College of Economics and Technology presents various challenges These challenges include students' lack of confidence, limited vocabulary, and insufficient practice opportunities To address these issues, it is recommended to implement interactive teaching methods, such as group discussions and role-playing, which can enhance student engagement and improve speaking proficiency Additionally, providing targeted vocabulary exercises and regular feedback can further support students' development in speaking skills.
Teaching oral skills in English is crucial yet challenging for educators, as transforming the teaching landscape takes time Many teachers find that clearly understanding their role and gradually improving their lessons is an effective approach Active educators strive to minimize obstacles during speaking sessions To enhance oral skills, as outlined by Hutchinson, three key activities should be emphasized: pronunciation, situational conversation, and argumentation However, teachers often neglect to explain the mechanics of sound production, leading to students forgetting correct pronunciations Additionally, situational conversations lack motivation from teachers, resulting in limited student engagement and cooperation.
In 2004, it was noted that inadequate collaboration among teachers often leads to a neglect of argumentation skills, as many educators feel discouraged by past failures in this area Instead, teachers prioritize writing and reading instruction, believing these skills are more beneficial for students aiming for high exam scores.
Teachers often struggle to prioritize speaking skills in their curriculum, creating a vicious cycle where increased focus on reading and writing diminishes verbal communication in English This issue largely stems from syllabus designers who overlook the importance of speaking skills An English teacher emphasizes that speaking is crucial as it enhances students' writing, aids in understanding reading materials, and significantly boosts their self-esteem, fostering confidence for real-world interactions.
In 2003, it was noted that if assessments prioritize all four language skills equally, the situation may vary significantly However, organizing oral exams can be costly and time-consuming, leading many education managers to view them as economically unfeasible This perspective is increasingly being questioned due to the rapid advancement of technology and the rise of English as a global language, which enables seamless communication among people worldwide.
Studying English primarily aims to enhance communication, with speaking skills, referred to as oral production, being crucial for language development Despite the challenges teachers face in fostering this skill, they remain dedicated and enthusiastic about promoting students' speaking abilities.
1.3.2 Learning speaking skills in Vietnam
Learning English is often perceived as challenging, particularly when it comes to oral skills, which many students find the most difficult to master Despite the high value placed on conversational ability, anxiety surrounding speaking often hinders progress However, with the increasing necessity for English communication in today’s world, learners are shifting towards a more proactive approach, seeking to enhance their skills and achieve clear, measurable goals.
Students enrolled in in-service English courses engage in a variety of activities to enhance their command of the language, each pursuing unique goals based on their individual understanding of English learning Their eagerness to learn and curiosity about the language stem from a genuine love for English In my opinion, this passion is the most crucial factor in language acquisition Young learners recognize that strong English speaking skills can unlock countless opportunities in life.
Many students who dislike English often recognize its advantages, even if they view it as a mandatory subject While some may engage in homework or practice to satisfy teachers or parents, many prefer exploring websites that offer engaging and relevant content related to the English language.
Students must recognize the importance of learning English, particularly oral skills, as they will improve more effectively when they embrace the possibility of making mistakes Being willing to take risks is essential for their progress in mastering the language.
Teaching speaking skills to first-year students at Thai Nguyen College of Economics and Technology presents various challenges Key issues include students' lack of confidence, limited vocabulary, and insufficient practice opportunities To address these problems, it is recommended that educators implement interactive teaching methods, create more speaking activities, and foster a supportive classroom environment By focusing on these strategies, instructors can enhance students' speaking abilities and overall communication skills, ultimately improving their academic performance and readiness for the professional world.
RESEARCH METHODS
The reality of teaching and learning English speaking skills at
The research was carried out at Thai Nguyen College of Economics and Technology, where all first-year students must complete two semesters of English as part of their general education curriculum This involves finishing the General English (GE) program, which consists of 108 periods Notably, there is no subsequent English for Specific Purposes (ESP) program offered.
The main course book used is New Headway Elementary by Liz & John
The Soars syllabus is tailored to align with students' English proficiency and the college's educational objectives, encompassing 14 units, though only 10 are covered over two semesters Upon completing these units, students are expected to be communicatively proficient, focusing on listening and speaking skills Each of the 10 units introduces unfamiliar topics and includes grammar, vocabulary, exercises, and communicative skills However, the initial page of the book outlines the topics and grammar points, while speaking activities are often underrepresented and may lack relevance to the main themes The course book, developed by a group of English teachers, presents specific activities and drills aimed at enhancing speaking skills.
Unit Speaking activities; Content Topics
4 Answering questions; Liking Leisure activities
7 Answering questions; Famous firsts Past life
9 Answering questions; Polite requests Food
10 Answering questions; Describing Cities & towns
Table 1: Speaking activities and topics designed for New Headway (Elementary)
The data indicates that speaking activities are notably limited, with question-answering being the predominant method Consequently, the effectiveness of these activities heavily relies on teachers' experience and enthusiasm in creating engaging speaking tasks that enhance students' speaking skills.
The New Headway Elementary textbook is designed to enhance students' understanding of English grammar, vocabulary, and phonology while prioritizing the development of their speaking skills To assess progress, two types of tests are administered at the end of each semester: an oral test accounting for 30% of the total score and a written test contributing 70%.
Although the oral test accounts for only a small part, a lot of students are too nervous to pass it
The objectives of the English course are quite impractical At the end of the course which includes 108 periods, students are required to obtain:
General knowledge of everyday English and a relatively big amount of vocabulary in use
The capability to communicate in English in common situations
TNC-ET students come from three primary faculties: Economics and Business Administration, Industrial Technology, and Agriculture and Forestry The English language proficiency among new students varies significantly; while some have studied English for seven years in junior and senior high schools, others have only three years of experience, and a few have never learned the language at all, particularly those from minority groups in remote provinces Despite this disparity, many students demonstrate a commendable ability in English.
Teaching speaking skills to first-year students at Thai Nguyen College of Economics and Technology presents several challenges While students excel in grammar and can complete exercises efficiently, they struggle to communicate effectively in English, often lacking confidence and feeling intimidated when speaking Additionally, motivation to learn English is low, as many view it merely as a mandatory subject rather than a valuable skill Therefore, it is crucial for the English department to identify and implement effective strategies to enhance students' speaking abilities and boost their confidence in communication.
Teachers play a crucial role in the teaching process, particularly at TNC-ET, where seven English teachers aged 27 to 35 lack experience in English-speaking countries Their training backgrounds include Hanoi College of Foreign Languages, Hue University, and Thai Nguyen College of Education Currently, over half of the teaching staff is pursuing MA courses at prestigious institutions in Hanoi With six out of seven teachers having 6 to over 10 years of experience, they possess significant pedagogical competence However, most employ the traditional Grammar Translation method, with limited use of alternative teaching strategies A recent study highlights the challenges these teachers face, particularly in teaching speaking skills to non-English major students, attributing difficulties to factors related to the teachers, students, and external conditions Addressing these issues is essential for enhancing the quality of English instruction at TNC-ET.
TNC-ET to find out effective ways to minimize the difficulties in teaching English and from then, to improve the quality of English speaking lessons
To assess the current state of speaking skills instruction at TNC-ET, a survey titled "The Position of Speaking from Students and Teachers' Points of View" was conducted This survey included two distinct questionnaires: one aimed at students and the other at English teachers Respondents were allowed to select multiple answers, which means that the total percentage of responses for any given question may exceed 100 percent.
The initial questionnaire was distributed to seven teachers at TNC-ET, who specialize in teaching English to non-English major students The purpose of this study was to identify the challenges these educators face in teaching English speaking skills Among the participants, there is one male teacher involved in the research.
The teaching staff consists of six female teachers, primarily aged between 25 and over 30, reflecting a youthful and dynamic workforce They have received their qualifications through full-time English language teaching programs at esteemed institutions like Hanoi College of Foreign Languages and Thai Nguyen College of Education Committed to professional development, the majority of these educators are pursuing advanced degrees, with five currently enrolled in Master's programs.
The second questionnaire was administered to 50 students at TNC-ET They are male and female students who were randomly chosen from the total number of
A study involving 500 non-English major students from northern mountainous provinces reveals a diverse range of English learning experiences While some began their English education in grade 6, others started in grade 10, and a portion had never learned the language at all The student population is predominantly composed of minorities, leading to varied cultural backgrounds and standards Most participants are aged between 18 and 20 years old, highlighting the unique challenges and opportunities they face in language acquisition.
The study focuses on teaching speaking skills to first-year students at Thai Nguyen College of Economics and Technology Specifically, it addresses the challenges encountered by these students during their English learning process A questionnaire was distributed to the second-term first-year students who were actively engaged in English studies, aiming to identify the difficulties they face in developing their speaking skills.
The first questionnaire was designed for the students with four questions:
Question 1: Why are you learning English?
Question 2: How is speaking skill important to you?
Question 3: What makes you reluctant to speak in English class?
Question 4: Do you often find your speaking lessons interesting?
The second questionnaire is designed for the teachers and consists of thee questions
Question 1: How confident do you feel about teaching speaking?
Question 2: According to you, what are the reasons for ineffective speaking lessons?
Question 3: What do you do to motivate students to speak in class?
50 copies of the questionnaire delivered to the students and 07 copies of the questionnaire delivered to the teachers have been all responded
2.3 Data analysis 2.3.1 Procedure of the survey
The respondents were approached in their classrooms, where the study's purpose was explained to them After securing their consent, they were provided with a research questionnaire to complete in one sitting by selecting the most appropriate response regarding their experiences in learning and teaching English The process for teachers was straightforward, with seven questionnaires distributed to seven teachers, accompanied by a set time for their return For the students, to ensure comprehension, the researcher translated each question into Vietnamese individually, allowing three minutes after each translation for students to select their answers.
The data gathered from two sources was initially reviewed to gain an overall understanding Subsequently, it underwent both descriptive and interpretative analysis The results from the questionnaire were presented in tabular format for clarity.
2.3.2 Presentation of the statistical results a - Teaching and learning speaking skills at TNC-ET as seen from students’ perspective
Because English is an international language
To learn something about the target culture
To communicate with foreign people 9 Speaking English has prestige 9
2 How is speaking skill important to you?
Table 2: Students’ opinion on learning English
The low percentages in Table 2 reveal the fact that there is hardly special reason for students at TNC-ET to study English seriously
Teaching speaking skills to first-year students at Thai Nguyen College of Economics and Technology presents several challenges Key issues include students' lack of confidence, limited vocabulary, and insufficient practice opportunities To address these problems, it is recommended to implement interactive teaching methods, enhance vocabulary training, and create more speaking practice environments, such as group discussions and presentations These strategies aim to improve students' speaking abilities and overall communication skills, fostering a more engaging learning experience.
Data analysis
The respondents were approached in their classrooms, where they were informed about the study's purpose and asked for their consent before completing a research questionnaire focused on their English language learning and teaching experiences The questionnaire for teachers was straightforward, with seven copies distributed and a set time for their return To assist students in understanding the questions, the researcher translated each question into Vietnamese, allowing three minutes after each translation for students to select their answers.
The data gathered from two sources was initially reviewed to understand the overall context Subsequently, it was analyzed using both descriptive and interpretative methods The findings from the questionnaire were presented in tabular format for clarity.
2.3.2 Presentation of the statistical results a - Teaching and learning speaking skills at TNC-ET as seen from students’ perspective
Because English is an international language
To learn something about the target culture
To communicate with foreign people 9 Speaking English has prestige 9
2 How is speaking skill important to you?
Table 2: Students’ opinion on learning English
The low percentages in Table 2 reveal the fact that there is hardly special reason for students at TNC-ET to study English seriously
This article explores the challenges and recommendations for teaching speaking skills to first-year students at Thai Nguyen College of Economics and Technology It highlights the importance of effective communication in academic and professional settings while addressing common obstacles faced by students in developing these skills The study suggests various strategies to enhance speaking proficiency, including interactive teaching methods and practical exercises, aimed at fostering a more engaging learning environment Ultimately, the findings emphasize the need for continuous improvement in teaching approaches to better equip students for future success.
Only 20% of students express a genuine interest in learning English, largely because many have never studied a foreign language before An equal percentage acknowledges the importance of English as an international language Additionally, 30% of students are motivated by a desire to understand the target culture, while 32% see English as a pathway to better job opportunities Subjective motivations, such as the prestige of speaking English and the desire to communicate with foreigners, account for only 9% of students' interest The overwhelming majority, 82%, feel compelled to learn English, highlighting the necessity of the language in today’s world.
A recent survey revealed that 85% of students consider English speaking skills to be highly important, while 15% view them as somewhat important Only a minimal 2% of respondents believe that these skills are either of little importance or not important at all.
3 What makes you reluctant to speak in English class?
Topics are not familiar and interesting
I can‟t find exact words to express my ideas 59 I‟m not in the habit of speaking English in class 39
I‟m afraid that my classmates will laugh at me if I make mistakes
My teacher often corrects my mistakes when I‟m speaking
It‟s ok if I don‟t speak The teacher never complains about that
My teacher hardly ever pays attention to me 56
My teacher and other students speak almost all the time 56
My teacher never explains requirements in Vietnamese so I don‟t understand what she/he is talking about
Table 3: The reasons that make students unwilling to speak in English class
Statistics provided in Table 3 prove to be well-matched with those in Table
2 It seems that many students share the same reasons for their being uninterested in classroom English speaking
According to the survey data presented in Table 3, 59% of students reported that their teachers maintained a distance during oral English lessons, contributing to a stressful classroom environment This indicates that the teacher-student relationship may pose challenges in developing speaking skills in English classes A lack of warmth, such as infrequent smiling, may lead students to perceive their teachers as overly strict and unapproachable, resulting in a tense atmosphere in the classroom.
A significant portion of students, approximately 60%, attribute their reluctance to participate in class discussions to unengaging topics Additionally, nearly 59% express a lack of interest in speaking due to difficulties in finding the right words to articulate their thoughts.
Approximately 39% of students exhibit passive behavior in class, engaging only when prompted Notably, 28% of these students have never received complaints from teachers regarding their lack of participation.
Many adult learners struggle with the fear of making mistakes, with 35% expressing concerns about being ridiculed Consequently, 31% of these students feel discouraged when teachers interrupt them for corrections, as it impacts their confidence and willingness to participate.
Psychological factors significantly influence students' willingness to speak English in class A notable 56% of students feel discouraged when they receive minimal attention from teachers or when teachers and peers dominate the conversation Additionally, many students report that their shyness hampers their desire to participate in discussions.
Teaching speaking skills to first-year students at Thai Nguyen College of Economics and Technology presents several challenges These challenges include students' lack of confidence, limited vocabulary, and insufficient practice opportunities To enhance speaking proficiency, it is essential to implement interactive teaching methods, provide regular speaking exercises, and create a supportive learning environment Recommendations for improvement include incorporating technology in lessons, fostering peer collaboration, and offering targeted feedback to help students develop their communication skills effectively.
A concerning 53% of students reported uncertainty in their speaking activities due to their teacher's exclusive use of English This poses a significant challenge for first-year students, who struggle to meet the demands of a fully English-speaking environment.
4 Do you often find your speaking lessons interesting?
Yes, sometimes I like the activities 25 Yes, sometimes But the activities are not interesting and varied enough
Yes, very often I like the activities 0
Yes, very often But the activities are not interesting and varied enough
Table 4: Students’ assessment of speaking activities given by teachers
Table 4 reveals that while all teachers incorporate classroom speaking activities, they do so infrequently Despite this, 54% of students express interest in these activities, indicating a motivation for speaking practice Interestingly, only 15% of students find the activities unengaging Furthermore, 25% of students report that their teachers occasionally use speaking activities, which they find interesting This highlights a potential gap between student interest and the frequency of engaging speaking activities in the curriculum, emphasizing the need for teachers to enhance their use of these methods in teaching speaking skills at TNC-ET.
Question Options No of teachers
1 How confident do you feel about teaching speaking?
Very confident (be willing to communicate in all various situations) 0
Confident enough (communicate in different situations if expected) 2
Not very confident (avoid communicating in various situations as much as possible) 4
Not confident at all (feel a bit frightened if coping orally with different situations) 1
Table 5: Teachers’ English communicative competence
Table 5 reveals that most English teachers (4 out of 7) lack self-confidence in teaching speaking skills, often avoiding real-life communicative situations in the classroom This deficiency is attributed to their limited English communicative competence, which encompasses not just linguistic skills but also sociolinguistic and conversational abilities, as outlined by Nunan (1991), Littlewood (1994), and Hedge (2000) Effective English speaking instruction requires teachers to impart grammatical structures, vocabulary, and pronunciation while facilitating practical speaking opportunities across diverse contexts Consequently, when questioned about challenges related to English communicative competence, many teachers acknowledged their shortcomings, which hinder their ability to teach speaking skills effectively This lack of competence is a shared issue among both teachers and students.
Teaching speaking skills to first-year students at Thai Nguyen College of Economics and Technology faces significant challenges, particularly in creating an environment conducive to developing communicative competence These issues hinder students' ability to communicate effectively in English To address these problems, it is essential to implement targeted recommendations that foster a more supportive learning atmosphere.
Question Options No of teachers
2 According to you, what are the reasons for ineffective speaking lessons?
Students‟ levels of proficiency are varied 7
Students are unwilling to speak 5
Teaching speaking takes time when I have to cover all other contents of the course book
English classes are often large and multi-level 4
I can‟t find suitable and interesting speaking activities 3
I don‟t have enough time to prepare speaking activities 3
Table 6: Teachers’ difficulties in teaching speaking at TNC-ET
FINDINGS AND RECOMMENDATIONS
Findings
Table 6 reveals that most teachers lack confidence in their English speaking abilities, facing challenges in teaching speaking skills due to their proficiency being limited to grammar, vocabulary, and pronunciation This raises concerns about effectively teaching speaking to students when teachers themselves struggle with fluency To facilitate successful spoken interactions, students need to be equipped with essential conversational management skills, such as initiating conversations and turn-taking However, teachers often find these skills confusing, even with available examples, which can lead to students feeling neglected during speaking lessons as teachers focus on managing the complexities of the classroom.
The prevalence of traditional teaching methods, such as Grammar Translation, contributes to a lack of effective communication skills in both teachers and students Many educators, having been shaped by these outdated practices, continue to rely on them, while students often lack a supportive language environment necessary for enhancing their communicative competence Additionally, teachers' lack of enthusiasm in preparing engaging teaching activities further hinders the development of fruitful English communication.
When being asked about the reasons for ineffective speaking lessons, most of the teachers blamed on students‟ low proficiency, their unwillingness to speak in
Teaching speaking skills to first-year students at Thai Nguyen College of Economics and Technology presents several challenges A limited number of teachers reported insufficient time and difficulty in finding engaging activities for their lessons Conversely, many students perceive the speaking topics and activities as unfamiliar and uninteresting The motivation of students in oral English classes is significantly influenced by their teachers, highlighting a reciprocal relationship that necessitates collaborative efforts to enhance the teaching and learning of speaking skills.
Teachers often express challenges in teaching speaking skills due to the time-intensive nature of this process They feel constrained by the necessity to cover all aspects of the course material, leaving little room to focus on speaking proficiency.
Teachers often struggle to motivate students to speak in English classes due to their own shortcomings A significant number of educators fail to prepare engaging activities for speaking lessons, citing a lack of time as their reason However, this explanation is subjective, especially considering the abundance of supplementary materials available for teaching English skills Consequently, such complaints may reflect a lack of enthusiasm or effort on the part of the teacher, highlighting the need for more effective pedagogical practices.
Inappropriate teacher pedagogical practices are examined in terms of incomprehensible teacher input, too distant teacher-learner relationship and unsuitable teacher topic selection
A significant challenge in English classes is the incomprehensible input from teachers, which hinders students' speaking skills According to Krashen (1985), effective learning occurs when learners have access to comprehensible input The input hypothesis in the Natural Approach (Koch & Terrell, 1991) emphasizes that language acquisition happens when students understand material slightly above their current proficiency To facilitate understanding, teachers should simplify their language and occasionally incorporate their mother tongue However, many first-year students reported that their instructors relied too heavily on English or avoided using Vietnamese, making it difficult for them to follow along Additionally, some teachers employed overly complex language, while students benefit more from basic sentences and commonly used vocabulary.
Students often receive limited attention and encouragement from their teachers during oral English lessons, resulting in a stressful classroom environment Data analysis indicates that both high and low proficiency students are more motivated when teachers actively engage with them and encourage participation Conversely, many students feel demotivated when teachers neglect to provide support and attention.
The speaking topics presented by teachers at TNC-ET are often unsuitable, leading to a lack of student engagement in speaking activities Many students express that boring or unfamiliar topics hinder their willingness to participate, with only a few finding the subjects interesting Interest plays a crucial role in fostering active participation, as one student noted, “when something is not interesting, most people are not willing to talk about it.” Additionally, a student's activity level is influenced by their familiarity with the topic; those with more knowledge tend to engage more, while those with less remain quiet Given that over half of the students come from northern mountainous provinces, they often find topics such as air travel, Western festivals, and internet pros and cons unfamiliar, which is understandable.
The article addresses the challenges faced in teaching speaking skills to first-year students at Thai Nguyen College of Economics and Technology It identifies key problems such as lack of confidence, limited vocabulary, and insufficient practice opportunities Additionally, it offers recommendations to enhance speaking proficiency, including interactive teaching methods, increased speaking exercises, and the incorporation of technology in the classroom By focusing on these areas, educators can significantly improve students' speaking abilities and overall communication skills.
As seen from students‟ point of view, there are both subjective and objective factors that contribute to students‟ unwillingness to speak in English class a - Students’ limited English proficiency
Despite having learned English since secondary school, student respondents still struggle with vocabulary, grammar, and pronunciation, hindering their ability to express ideas during oral activities This limited vocabulary and low proficiency create anxiety and negative feelings, preventing them from participating in class discussions Consequently, they rarely speak in English, leading to a decline in interest and discouragement in using the language.
Many college students view English as a compulsory subject, often overlooking its significance in today's globalized world, where the internet, music, and Western films highlight its importance Teachers tend to focus their motivational efforts on high-achieving students, leaving a small number of proficient English learners, which creates challenges for weaker students to catch up Consequently, this disparity leads to a prolonged learning process for all students involved.
The passive learning habits of students significantly contribute to their silence in oral English classes, with many preferring to listen rather than speak unless prompted This issue is rooted in the didactic and exam-oriented nature of secondary education in various parts of Asia, where both teachers and students prioritize written tests over oral communication Consequently, speaking skills are undervalued, and lessons often focus on grammar and reading exercises, fostering a culture of quiet listening Vietnamese students, in particular, face barriers to speaking out, as they are rarely encouraged to express themselves verbally Additionally, a lack of confidence plays a crucial role in their reluctance to participate; students fear making mistakes, being ridiculed, or having their errors highlighted, which leads them to remain silent and anxious about contributing to discussions.
Many students often refrain from speaking in class unless prompted by teachers, as they are accustomed to being chosen rather than volunteering This reluctance to raise their hands has a long-standing history and is deeply ingrained in their mindset, contributing to a lack of motivation for learning English.
Motivation (Howe, 2003) refers to the combination of effort plus desire to achieve the goal of learning the language plus favorable attitudes towards learning the language
The data from Table 2 indicates that students have a low motivation to learn English, as they lack a clear understanding of its relevance to their future careers Many first-year students perceive English as unnecessary, believing they will not use it in their professional lives This disconnect diminishes their motivation and engagement in learning the language Specifically, TNC-ET students show little enthusiasm for English, often viewing it merely as a compulsory subject, leading to reluctance in attending classes.
At Thai Nguyen College of Economics and Technology, first-year students face significant challenges in developing their speaking skills in English Despite acknowledging the importance of English, many do not engage in additional learning outside of their two required semesters, leading to a high rate of retakes for English exams The lack of motivation to improve oral communication skills, essential for effective interaction and enhancing job prospects, is evident, resulting in a scarcity of students who actively pursue opportunities to practice and refine their speaking abilities.
Recommendations
This study investigates the challenges faced by TNC-ET English teachers in teaching speaking skills to first-year students and offers suggestions to alleviate these difficulties The research involved English teachers and non-major students at TNC-ET, revealing significant obstacles in teaching and learning speaking skills, attributed to factors related to teachers, students, and external circumstances Many teachers acknowledged their own limitations in English communicative competence, while the most significant challenge identified was the presence of low-ability students in classes These students come from diverse backgrounds, with some having years of English study from urban areas, while others from rural regions have little to no exposure to the language This disparity in English proficiency levels creates additional challenges for teachers, who must effectively engage and communicate with students who vary widely in their language skills.
From the students‟ perspectives, it seems that the teachers should create a better English learning environment and introduce more extracurricular communicative activities
The study offers valuable recommendations for addressing challenges in teaching speaking skills to first-year students at TNC-ET It provides English teachers with effective coping strategies to enhance their instructional methods and improve student engagement in speaking activities.
3.2.2 Suggested solutions for the situations at the college
While learners are central to the teaching process, the role of teachers is equally vital To effectively address educational challenges, teachers must shift their attitudes and mindsets, a transformation that heavily relies on their commitment Fortunately, educators at the college recognize the necessity for improvement in their teaching methods English teachers, in particular, acknowledge the need to enhance their communicative skills and adapt to the demands of large, diverse classrooms through effective techniques and activities, ultimately fostering student success They recognize their current performance may not meet expectations, which fuels their desire for professional growth To facilitate this development, teachers need support in exploring new pedagogical strategies, understanding student learning theories, and embracing technological advancements Continuous learning is essential, even for the most experienced educators, to maintain their effectiveness in the classroom.
To address the significant issue of varying student proficiency levels that contribute to hesitance in speaking classes, teachers can implement whole-class activities alongside pair and group work Starting and concluding classes with whole-group activities promotes a sense of unity among students Additionally, teachers may opt to divide students into pairs or small groups for specific activities, enhancing collaboration and confidence in speaking.
Teaching speaking skills to first-year students at Thai Nguyen College of Economics and Technology involves addressing various challenges and implementing effective strategies Grouping students by similar ability levels allows them to engage in activities at a comparable pace, while mixed-ability groups foster collaboration and peer support Teachers can either manage multiple groups simultaneously or rotate between them, tailoring instruction to meet specific needs Creating a safe learning environment is crucial for building students' confidence in speaking a foreign language, ensuring that every student participates, even if it's just a single sentence Clear explanations of speaking tasks in both English and Vietnamese help alleviate anxiety Utilizing pair and group work not only reduces classroom tension but also enhances students' independence and confidence, with pair work being particularly beneficial as it simulates real-life communication scenarios.
To foster an engaging classroom atmosphere and encourage reluctant learners to participate in speaking activities, teachers should select topics that are age-appropriate, relevant to students' lives, and aligned with their English proficiency levels Allowing students to choose their own discussion topics can significantly increase their interest and engagement, as they are more likely to discuss subjects they are passionate about, such as family, love, and careers However, it is essential to ensure that the content and objectives outlined in the course book are still addressed, even if some topics may seem uninteresting or unfamiliar By creatively adapting textbook materials and introducing diverse discussion ideas, teachers can make even the less appealing topics more relatable and stimulating for adult learners.
3.2.3 Some teaching strategies for the teachers
Many students believe that speaking a language is simply a result of language learning; however, it is an essential component of the learning process itself Effective educators should equip students with speaking strategies to enhance their language proficiency and boost their confidence This is particularly vital for TNC-ET students, who often struggle with English Burkart (1998) identifies key speaking strategies, such as employing minimal responses, recognizing conversational scripts, and discussing language itself.
Many language learners struggle with confidence during oral interactions, leading them to remain silent while others converse To encourage participation, it's beneficial to equip these learners with a repertoire of minimal responses suitable for various exchanges This approach can be particularly advantageous for beginners, as it fosters engagement and boosts confidence in communication.
Minimal responses are common, predictable phrases used in conversations to express understanding, agreement, or doubt By utilizing a repertoire of these responses, students can concentrate on the speaker's message without the distraction of formulating their replies simultaneously.
Recognizing scripts in communication involves understanding predictable spoken exchanges that adhere to social and cultural norms These scripts encompass various functions such as greetings, apologies, compliments, and invitations, which often follow established patterns By identifying these scripts, one can anticipate the relationship between a speaker's turn and the subsequent response, facilitating smoother interactions.
Teaching speaking skills to first-year students at Thai Nguyen College of Economics and Technology presents various challenges These challenges include students' lack of confidence, limited vocabulary, and insufficient practice opportunities To address these issues, it is recommended to implement interactive teaching methods, provide more speaking practice sessions, and encourage peer collaboration By focusing on these strategies, educators can enhance students' speaking abilities and overall communication skills, leading to improved academic performance and confidence in public speaking.
Teachers can enhance students' speaking skills by familiarizing them with scripts for various scenarios, enabling them to anticipate both the dialogue they will encounter and their appropriate responses By engaging students in interactive activities, educators can provide valuable practice in adapting and modifying the language found within these scripts.
Language learners frequently feel embarrassed or shy when they encounter misunderstandings in conversations To address this issue, teachers can reassure students that miscommunication is a common occurrence, regardless of language proficiency By providing effective strategies and useful phrases for clarification and comprehension checks, educators can empower students to engage more confidently in discussions.
Teachers can foster a supportive classroom environment by encouraging students to use clarification phrases when misunderstandings arise By responding positively to these efforts, educators help students develop essential clarification strategies, boosting their confidence This practice not only enhances communication skills within the classroom but also prepares students to navigate various communication scenarios they may face outside of school.
3.2.4 Some suggested activities in speaking lessons
After a content-based lesson, discussions can serve multiple purposes, such as reaching conclusions, sharing ideas, or solving problems within groups It's crucial for the teacher to establish the discussion's objective beforehand to ensure that students remain focused and avoid irrelevant chatter For instance, students can engage in agree/disagree discussions by forming small groups of 4 to 5 members and debating controversial statements like “people learn best when they read” versus “everyone needs a smartphone.” Each group explores their topic for a set time and presents their viewpoints to the class, ensuring that speaking time is evenly distributed among all members Regardless of the discussion's goal, students should be encouraged to ask questions, paraphrase ideas, express support, and seek clarification.