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Cấu trúc

  • 1. Rationale (10)
  • 2. Aims of the study (10)
  • 3. Research questions (11)
  • 4. Methods of the study (11)
  • 5. Significance of the study (11)
  • 6. Scope of this study (11)
  • 7. Structure of the Thesis (12)
  • CHAPTER 1: LITERATURE REVIEW (13)
    • 1.1. Speaking skills in second/ foreign language learning (13)
      • 1.1.1. Definition of speaking (13)
      • 1.1.2. Nature of speaking (13)
      • 1.1.3. Factors contributing to a successful speaking activity (14)
    • 1.2. Attitudes in language learning (15)
    • 1.3. The concept of reluctance and students’ reluctance in EFL classrooms (16)
    • 1.4. Reluctance and willingness / unwillingness to communicate (17)
    • 1.5. Factors making learners reluctant to participate in EFL classrooms (18)
      • 1.5.1. Learners’ factors (18)
      • 1.5.2. Teachers’ factors (19)
      • 1.5.4. Factors associated with peers (20)
      • 1.5.5. Factors associated with culture ................................................................. 11 1.6. Review of previous studies related to learners’ reluctance in EFL classrooms. 12 (20)
  • CHAPTER 2: METHODOLOGY (23)
    • 2.1. Research questions (23)
    • 2.2. Research Setting (23)
      • 2.2.1. Introduction to English Department, Nam Dinh College of Education (23)
      • 2.2.2. Syllabus and Materials for Speaking (24)
    • 2.3. The participants (24)
    • 2.4. Data collection instruments (24)
      • 2.4.1. Students survey questionnaire (25)
      • 2.4.2. Interviews (26)
    • 2.5. Data collection procedures (26)
    • 2.6. Techniques of data analysis (27)
  • CHAPTER 3: FINDINGS AND DISCUSSIONS (28)
    • 3.1. Students’ attitudes towards learning speaking skills (28)
      • 3.1.1. Students’ perception on the importance of learning speaking skills (28)
      • 3.1.2. Students’ interest in speaking English in class (28)
      • 3.1.3. Students’ frequency of speaking English in class (29)
      • 3.1.4. Students’ frequency of volunteering to speak in class (30)
    • 3.2. Factors making second-year English majored students reluctant to participate (31)
      • 3.2.1. Factors associated with learners (31)
      • 3.2.2. Factors associated with teachers (35)
      • 3.2.3. Factors associated with speaking topics (38)
      • 3.2.4. Factors associated with peers (40)
    • 3.3. Students’ expectation to encourage learners to participate in speaking lessons (41)
      • 3.3.1. Students’ preference of activities in speaking lessons (41)
      • 3.3.2. Students’ perception of necessity of the ways to encourage language (43)
    • 1. Conclusions (46)
      • 2.1. Reduce the level of task difficulty (46)
      • 2.2. Build a supportive learning environment (47)
      • 2.3. Vary speaking activities (48)
      • 2.4. Promote positive attitudes among students (48)
    • 3. Limitations of the study (49)
    • 4. Suggestions for further studies (49)

Nội dung

Rationale

Engaging in English classroom activities poses significant challenges, particularly for students at Nam Dinh College of Education, where many exhibit passivity and reluctance to participate In speaking classes, students often refrain from answering questions unless directly called upon, with only a few demonstrating the confidence to engage Despite teachers' efforts to foster a student-centered learning environment, these attempts frequently fall short, resulting in unsatisfactory outcomes in oral English proficiency This highlights the need to explore the underlying causes of students' reluctance to participate in speaking activities and to identify strategies to enhance their engagement, ultimately improving the effectiveness of teaching and learning for these hesitant learners This research aims to address the issue of "English Majored Students’ Reluctance to Participate in Speaking Activities at Nam Dinh College of Education."

Research questions

- What are the EFL students’ attitudes towards learning speaking skills at Nam Dinh College of Education?

- Why are the students reluctant to participate in speaking activities in class from students’ perspectives?

- What are expected by students to get involved actively in speaking classes?

Significance of the study

The study aims to enhance the teaching practices of the researcher and her colleagues while increasing students' awareness of challenges faced in foreign language lessons Additionally, it seeks to address and resolve these issues, ultimately benefiting both the teaching and learning of English speaking skills.

Finally, it is hoped that this study can be used as a reference for other researchers who want to conduct the study related to teaching and learning speaking skills.

Scope of this study

Furthermore, the subjects chosen for the study are the second year English majored students.

Structure of the Thesis

Part A, Introduction, presents the rationale, the aims, the research questions, the scope and the methods, and the design of the study

Part B, Development, consists of three chapters

Chapter 1: Literature Review offers a foundational theoretical framework on speaking skills, explores attitudes toward language learning, and examines the concept of reluctance, alongside various studies focused on students' reluctance in English as a Foreign Language (EFL) classrooms.

Chapter 2: Research Methodology examines the current state of teaching and learning speaking skills, presenting findings from a survey conducted in the middle of the second term of the 2013-2014 academic year at the Foreign Languages Department of Nam Dinh College of Education The report details key insights and outcomes from this research.

- Techniques of data analysis + Chapter 3: Findings and Discussions Part C, Conclusion, summarizes all key issues as well as limitations of the study and suggestions for further study.

LITERATURE REVIEW

Speaking skills in second/ foreign language learning

Language is divided into four interrelated skills: listening, speaking, reading, and writing Listening and speaking are termed oral skills due to their reliance on articulatory organs, while reading and writing are known as literacy skills, associated with manual script Among these skills, speaking is often considered the most crucial, as it enables individuals to express their needs, opinions, and feelings, facilitating mutual understanding.

Speaking, according to McDonough and Shaw (1993), “enables us to produce utterances” to “achieve a particular end” He also emphasizes speaking

“involves expressing ideas and opinions; expressing a wish or desire to do something; negotiating and/or solving particular problems, or establishing and maintaining social relationships”

Speaking is an interactive process that involves constructing meaning through the production, reception, and processing of information, as noted by Florez (1999) in Balley (2005) This highlights the crucial roles of both speakers and listeners in maintaining a dynamic conversation.

According to Mackey (1965), effective oral expression requires not only the correct sounds and patterns of rhythm and intonation but also the appropriate choice of words and inflections arranged in the right order to convey accurate meaning (cited in Bygate, 1997:5) This emphasizes that speakers must select suitable forms, organize them correctly, and sound like native speakers while accurately producing meanings Therefore, developing speaking skills necessitates careful learning and practice.

1.1.2 Nature of speaking The nature of speaking has been discussed by many researchers Byrne (1976:8) clarifies, “speaking is a two-way process between speakers and listeners involving the productive skills of understanding” Byrne (1995: 10) introduces a diagram to show what happens in a speech production and incidentally, therefore, what is involved in oral activity

According to Bygate (1987), mastering a foreign language requires learners to grasp not only grammar and vocabulary but also the ability to effectively apply their knowledge in determining both what to communicate and how to express it.

Fluency and accuracy are crucial components of effective speaking skills According to Nunan (2003), accuracy refers to how closely students' speech aligns with authentic usage of the target language, while fluency pertains to the speed and confidence with which speakers communicate.

1.1.3 Factors contributing to a successful speaking activity Speaking activities in the classroom are an important part of teaching English as they help students to develop their language and fluency when talking Ur (1996) argues that the speaking skill is the most important one since foreign language learners are most of all interested in becoming actual speakers of a language Therefore, activities that develop learners’ speaking skills are an important part of a language course

According to Ur (1996: 120), there are four characteristics for a successful speaking activity

In speaking activities, learners tend to dominate the conversation, often filling the allocated time with their discussions A frequent issue arises when students only generate a few basic sentences in the target language, subsequently reverting to their native language for the majority of the activity.

Effective participation in classroom tasks is essential, whether conducted in whole-class discussions or small groups A successful activity should facilitate equal speaking opportunities for all students, regardless of their skill levels, ensuring that contributions are balanced To engage students, teachers should pose thought-provoking questions that spark curiosity and encourage connections to the topic This approach is enhanced when teachers reinforce the questions by writing them on the board and avoiding calling on the first hand raised, thereby promoting a more inclusive dialogue.

Motivation plays a crucial role in successful language learning, and teachers can significantly enhance and sustain student motivation through thoughtfully organized classroom tasks Engaging topics and clear objectives encourage students to participate actively in speaking activities Additionally, it is essential to align tasks with students' skill levels; overly easy tasks can lead to demotivation, while appropriately challenging tasks foster enthusiasm and engagement.

To ensure successful completion of speaking tasks, it is crucial to design them at a level that matches students' existing language skills When students face significant vocabulary gaps, they may become discouraged and resort to using their native language.

In summary, effective speaking activities are crucial for enhancing communication skills To ensure success, these activities should be engaging, introduce fresh ideas, and motivate participants to accomplish specific objectives.

Attitudes in language learning

Attitudes are defined as hypothetical constructs that explain the direction and persistence of human behavior (Baker, 1992) They encompass an individual's positive behavior and desire to experience certain outcomes (MacIntyre et al., 2001) In the context of learning a second language, success is heavily influenced by the learner's attitude towards different cultures, as this subject requires an understanding of cultural characteristics (Gardner, 1985).

Attitude refers to an individual's feelings, evaluations, and reactions towards objects or situations, encompassing their inner emotions and thoughts A positive attitude fosters constructive behaviors and facilitates the achievement of favorable outcomes, while a negative attitude often leads to failure and disappointment.

Language attitude plays a crucial role in second language acquisition, as highlighted by Lambert (1972) and Padwick (2010), who emphasize that students' mastery of a second language is influenced not only by their mental competence and language skills but also by their attitudes and perceptions towards the target language Positive attitudes can enhance the language learning process, shaping students' behaviors and beliefs about the language, its culture, and its community, which ultimately impacts their motivation to learn Research in this area is vital, as learners lacking interest in the target language are likely to develop negative attitudes, leading to decreased motivation and enthusiasm for language learning Therefore, it is essential for language teachers, researchers, and students to recognize that fostering positive attitudes can significantly facilitate second language learning and improve learning outcomes.

In brief, language attitude is the attitude towards the target language, which

The concept of reluctance and students’ reluctance in EFL classrooms

Reluctance is a prevalent phenomenon in EFL classrooms, yet a comprehensive definition remains elusive Hashemi et al (2013) define reluctance as a form of resistance and unwillingness Similarly, Sacasci (2013) highlights that reluctant learners tend to resist participating in speaking activities, failing to engage in active speech roles during lessons.

Hamouda (2013) identifies students hesitant to speak as those who are unwilling to volunteer answers, often exhibiting minimal responses to teachers and limited engagement in classroom discussions.

Learners who are reluctant are considered to be disengaged, unmotivated, and unhappy in the traditional environment (Husted & Cavalluzzo, 2001).

Reluctance and willingness / unwillingness to communicate

Willingness to Communicate (WTC) in a second language (L2) is defined as the readiness to engage in discourse with specific individuals at a given time According to MacIntyre (1994), higher WTC levels stem from enhanced communicative competence and reduced communication apprehension McCroskey and Richmond (1987) found that high willingness correlates with increased communication frequency and positive outcomes, while low willingness leads to decreased communication and negative outcomes They also noted that individuals vary significantly in their communication behaviors, often speaking more in certain contexts and to specific audiences than others.

Factors making learners reluctant to participate in EFL classrooms

Recent studies in ESL/EFL have investigated the factors contributing to students' reluctance in classroom participation Research indicates that learners' willingness to engage in speaking activities is influenced by a range of elements, including student characteristics, teacher dynamics, topic relevance, peer interactions, and cultural contexts.

1.5.1 Learners’ factors Firstly, students’ low English proficiency prevents them from speaking up in the classroom This is in line with Hamouda’s (2013) findings when he found that poor pronunciation, lack of vocabulary or grammar mistakes make Saudi Arabian students so anxious that they are not willing to participate in speaking activities However, Savasci (2013) shows the opposite when four among five participants in the interview stated that they had no problems with their language skills especially speaking skills

Many students struggle to engage in active communication due to a lack of confidence in their language skills (Savasci, 2013) This insecurity often leads them to choose silence over the possibility of making mistakes in English.

Learners' personalities significantly influence their engagement in educational settings Introverted learners tend to prefer solitary work, feeling more comfortable when studying alone (Harmer, 2001) In contrast, extroverted learners are more eager to participate, take risks, and communicate, even if their language skills are not fully developed (Hedge, 2000) Research by Barrett and Cornot (1986) indicates that introverted students are often less involved in school activities, which can lead to lower academic achievement Additionally, Hamouda (2013) found that less than half of the respondents felt their shyness impacted their participation in classroom discussions.

Students' anxiety significantly hinders their participation in speaking lessons, as highlighted by MacIntyre and Gardner (1991), who found that anxious language learners are less engaged and perform worse than their non-anxious peers Horwitz and Cope (1986) identified three key components of foreign language anxiety: communication apprehension, fear of negative evaluation, and test anxiety Those with communication apprehension struggle to express themselves in the target language, while learners fearing negative evaluation view language mistakes as failures rather than learning opportunities This often leads to silence and withdrawal from classroom activities, as noted by Ely (1986) Hamouda (2013) reported that fear of making mistakes and being ridiculed by classmates contribute to passive participation in over 50% of students As a result, many students refrain from responding to teachers or volunteering answers, worried about losing face with incorrect responses.

1.5.2 Teachers’ factors Firstly, teachers’ characteristics may have a great influence on students’ participation In his study, Hamouda (2013) emphasized that negative teachers’ traits has an influence on student’s participation at class Most of the students were afraid of teachers’ impatience or criticism Also, 47.16 % of the students were reported to get more anxious by teachers’ strictness or harsh comments

Students often fear correction from teachers, which can negatively impact their learning and communication Tanveer (2007) noted that an authoritative and humiliating attitude from teachers can severely affect students' cognition and willingness to engage in class discussions Additionally, Hamouda's study (2013) revealed that 55.34% of students felt anxious about being corrected while speaking, and 41.51% were reluctant to participate due to the harshness of the teacher's corrections.

The role of the teacher in the classroom significantly impacts students' willingness to engage According to Riasati (2012), participants reported feeling intimidated by authoritarian teaching styles, which led to a lack of motivation and a stressful classroom environment.

Factors influencing students' willingness to speak in EFL classrooms are closely linked to the discussion topics Research by Savasci (2013) highlights that students are more likely to engage in conversation when the topic aligns with their interests and prior knowledge Supporting this, Riasati (2012) identified key elements that enhance learners' participation, namely familiarity and interest in the topic Interview participants confirmed that possessing substantial knowledge about a subject significantly boosts their confidence and willingness to contribute to discussions.

1.5.4 Factors associated with peers Another factor that contributes to students’ unwillingness to take part in classroom discussions comes from peers Hamouda (2013) discovered that 34 % the students feel inferior to others, which make them anxious and hesitate to discuss in English This is in the same direction with the outcome of Jamali Ismail (1991, cited in Ali 2007)

A study by Riasati (2012) revealed that participants preferred not to be the only speaker in conversations They expressed a greater willingness to engage in discussions with familiar individuals, as this familiarity increased their comfort level Consequently, their motivation to speak was significantly higher when interacting with people they knew well.

1.5.5 Factors associated with culture Culture may also be one of the causes of reluctance in English classrooms The research has shown that some culture “forbid or strongly discourage individuals from speaking up in classroom settings” (Li and Liu 2011, cited in Sacasci 2013) This finding is somewhat the same as Sacasci’s (2013) He noted that Turkish people often judge people when they make mistakes while speaking in English For this reason Turkish learners feel uncomfortable to talk to each other in English, and prefer to speak English to native speakers like Americans

1.6 Review of previous studies related to learners’ reluctance in EFL classrooms

Numerous studies have explored the issue of learner reluctance in English as a Foreign Language (EFL) classrooms For instance, Savaşỗı (2013) conducted research with 22 young adults at an English-medium university in Turkey, identifying key factors that contribute to this reluctance, including anxiety, fear of judgment, teaching strategies, and cultural influences.

A study by Liu and Littlewood (1997) at the University of Hong Kong identified several factors contributing to learners' reluctance to participate, including tiredness, fear of making mistakes, inadequate knowledge of the subject matter, shyness, and a lack of time to develop ideas.

Gaudart (1992) noted that some educators believe students' passiveness during classroom discussions stems from a lack of motivation He linked this issue to students' difficulties in oral communication, which arise from insufficient daily exposure to the target language For many L2 learners, the classroom serves as the primary environment for practicing the language they are studying.

METHODOLOGY

Research questions

The research is carried out with an attempt to address the following research questions:

- What are the EFL students’ attitudes towards learning speaking skills at Nam Dinh College of Education?

- Why are the students reluctant to participate in speaking activities in class from students’ perspectives?

- What are expected by students to get involved actively in speaking classes?

Research Setting

2.2.1 Introduction to English Department, Nam Dinh College of Education

Nam Dinh College of Education employs nine English teachers aged between 25 and 59, with six focusing on professional subjects for major students and the remaining three teaching general English and ESP to non-majors All teachers are graduates of esteemed institutions such as the University of Languages and International Studies, Vietnam National University, and Hanoi University, ensuring a solid foundation in teaching methodology The English department is characterized by enthusiastic educators committed to enhancing their knowledge and engaging in self-study to elevate their teaching quality and boost students' English proficiency post-graduation.

In recent years, admission to this college has been primarily based on university entrance exam results Many students in the Foreign Languages department have entered with low scores, often below 5 out of 10 in English A significant number of these students hail from rural areas, where opportunities to practice speaking English are limited.

2.2.2 Syllabus and Materials for Speaking

At Nam Dinh College of Education, English majors engage in speaking skills training over four semesters The Speaking 4 syllabus, crafted by a department lecturer, aims to enhance students' accuracy and fluency in English By the conclusion of the course, students are expected to communicate effectively on personal and social issues in English.

The participants

The study involved 35 second-year English major students from the 2013-2014 academic year, all aged between 19 and 21 This group was unique as they were the only second-year students in the English department, participating in a total of 45 speaking sessions throughout the semester Despite having studied English for over seven years, their proficiency remained low, with many struggling to speak fluently and demonstrating weaknesses in grammar Additionally, most students hailed from rural areas, which contributed to their shyness in public speaking situations.

At Nam Dinh College of Education, a dedicated group of four experienced lecturers is committed to teaching second-year English major students These educators not only assist students in overcoming challenges in learning English but also actively participate in research, providing candid responses during interviews Their enthusiasm and support significantly enhance the learning experience for their students.

Data collection instruments

In order to gain reliable, objective and in – depth data, both quantitative and qualitative methods were employed

Two instruments were applied in this study, including the survey questionnaire for students, and semi-structured interviews with students and teachers

Methodological triangulation (i.e., the combination of methodologies in the study of the same phenomenon) was used to further the assurance of validity

For triangulation, Jick (1979) states that:

Utilizing a multi-method approach to gather research material enhances the reliability of findings, whether results converge or diverge When convergence occurs, researchers gain increased confidence as the results are less likely to be influenced by methodological artifacts Conversely, divergent outcomes lead to the exploration of alternative and often more intricate explanations Triangulation facilitates more robust interpretations, supporting both hypothesis testing and development, while also uncovering unexpected, context-specific insights Consequently, employing both questionnaires and interviews in the research process significantly bolsters the confidence in the study's results.

2.4.1 Students survey questionnaire The questionnaire used in this research was partly adapted from Hamouda’s study (2013), and many of the items were designed by the researcher in order to suit the purpose of the study

The questionnaire comprises three sections with a total of 41 items, focusing on students' attitudes towards learning speaking skills, identifying challenges that hinder their participation in speaking classes, and outlining expectations for teacher support Initially, students assess their attitudes towards speaking skills, followed by a five-point scale evaluation of factors contributing to their reluctance in speaking activities This scale ranges from "never" to "always." The questionnaire is informed by existing literature on the barriers to student participation in speaking exercises Finally, students express their expectations regarding teacher interventions to foster active engagement in speaking classes.

The questionnaire's main section, Part II, is structured around four key themes: (1) learner-related factors (questions 5-13), (2) teacher-related factors (questions 14-20), (3) factors linked to speaking topics (questions 21-23), and (4) peer-related questions (questions 24-25).

The interview questions for students:

The research involved semi-structured interviews with ten students who expressed reluctance to engage in speaking activities The aim was to gain deeper insights into the factors contributing to their hesitation and to explore their expectations for encouraging participation The interviews featured open-ended questions that allowed students to share their ideas, thoughts, and feelings freely Conducted in English, each interview lasted around ten minutes, and the researcher prepared additional questions to delve deeper into key topics.

The interview questions for teachers:

Data collection procedures

The data were collected by the researcher during 4 weeks The data collection procedures could be described as follows:

In the middle of the second term of the 2013-2014 academic year, a questionnaire was distributed to students, who were informed that their responses would be used solely for research purposes They were encouraged to answer honestly, and the entire process required approximately 15 minutes of class time.

After collecting and analyzing the survey questionnaire data, semi-structured interviews were conducted with ten students who exhibited a high level of reluctance, as indicated by their responses These students primarily selected options 4 or 5 on the questionnaire The interviews took place in the classroom setting.

Finally, a semi-structured interview with four teachers of English was carried out Each interview was conducted in the teachers’ room.

Techniques of data analysis

The study aimed to effectively address three research questions by utilizing data from questionnaires and interviews Questionnaire data was presented through figures and tables, while interview insights were incorporated as quotations The findings highlighted the factors contributing to the reluctance of second-year English majors at Nam Dinh College of Education in speaking lessons, alongside the students’ expectations to motivate greater participation in oral activities.

FINDINGS AND DISCUSSIONS

Students’ attitudes towards learning speaking skills

3.1.1 Students’ perception on the importance of learning speaking skills.

According to the data presented, a significant majority of respondents, specifically 80%, rated speaking skills as either quite important or very important This indicates that students recognize the critical role of speaking in their learning process Additionally, some students mentioned in interviews that oral tests at the end of the term necessitate the development of this essential skill.

3.1.2 Students’ interest in speaking English in class.

Figure 3.2: Students’ interest in speaking

CHAPTER 3: FINDINGS AND DISCUSSIONS Research findings are based on the analysis of the survey questionnaires for structured interviews with students and teachers Students attitudes are further analyzed according to the factors identified in Chapter 2.

Students’ attitudes towards learning speaking skills

3.1.1 Students’ perception on the importance of learning speaking skills.

Students’ perception on the importance of learning speaking skills.

A significant 80% of respondents recognized the importance of speaking skills in learning a foreign language, highlighting students' awareness of its value Additionally, many students noted the presence of oral tests during the final term, emphasizing the practical application of these skills in their assessments.

3.1.2 Students’ interest in speaking English in class

Students’ interest in speaking English in class very important quite important important little important

0.0% very interested quite interested interested little interested not interested at all

CHAPTER 3: FINDINGS AND DISCUSSIONS Research findings are based on the analysis of the survey questionnaires for structured interviews with students and teachers Students’ attitudes are further analyzed according to the factors identified in Chapter 2

3.1.1 Students’ perception on the importance of learning speaking skills the importance of learning speaking skills

A significant majority of respondents, specifically 80%, regarded speaking skills as either quite or very important in learning a foreign language This finding aligns with feedback from students during interviews, where they expressed concerns about oral tests being a critical component of their final assessments, indicating that speaking proficiency is essential for academic success.

A recent survey revealed that only 5.7% of students expressed a strong interest in learning to speak English, while 42.9% indicated some level of interest This data suggests that a significant majority of respondents have a low interest in speaking English, leading to the conclusion that students with minimal enthusiasm outnumber those with a high interest in the language.

3.1.3 Students’ frequency of speaking English in class

Figure 3.3: Students’ frequency of speaking English in class

As can be seen from the chart above, only 22.9 % of the respondents always or usually spoke English in class; whereas 43.1% rarely spoke English Also, 34.0

% of them said that they just sometimes spoke it in the class.

When answering the researcher’s question, one interviewee said:

“I know English is important for my future job, but I don’t know why I can’t speak English willingly.”

Another student shared the same idea:

“I rarely speak English in class although it’s a good environment for me to practice English with my teachers and classmates I’m not confident in my English

I just spoke English when my teacher asked me to do so.”

A recent survey revealed that only 5.7% of students expressed a strong interest in learning to speak English, while 42.9% showed some level of interest The data indicates that a significant majority of respondents exhibited low enthusiasm for speaking English, suggesting that students with minimal interest outnumber those who are highly engaged.

Students’ frequency of speaking English in class

Figure 3.3: Students’ frequency of speaking English in class

The data reveals that only 22.9% of respondents consistently spoke English during class, while a significant 43.1% rarely used the language Additionally, 34.0% of participants reported speaking English only occasionally in class.

When answering the researcher’s question, one interviewee said:

“I know English is important for my future job, but I don’t know why I can’t speak English willingly.”

A fellow student expressed a similar sentiment, noting that they seldom speak English in class, despite it being a valuable opportunity to practice with teachers and peers Their lack of confidence in their English skills holds them back from fully engaging in this supportive environment.

I just spoke English when my teacher asked me to do so.”

A recent survey revealed that only 5.7% of students expressed a strong interest in learning to speak English, while 42.9% indicated some level of interest This data suggests that the majority of respondents displayed low enthusiasm for speaking English, leading the researcher to conclude that students with minimal interest represent a significant portion of the population.

Figure 3.3: Students’ frequency of speaking English in class

As can be seen from the chart above, only 22.9 % of the respondents always or usually spoke English in class; whereas 43.1% rarely spoke English Also, 34.0

When answering the researcher’s question, one interviewee said:

Despite recognizing the importance of English for my future career, I struggle to speak it in class, even in a supportive environment with teachers and classmates My lack of confidence in my English skills holds me back from practicing effectively.

3.1.4 Students’ frequency of volunteering to speak in class

Figure 3.4: Students’ frequency of volunteering to speak in class

According to the data presented in Figure 3.2, only 9% of students frequently volunteered to speak during English speaking classes, while 17% did so occasionally In contrast, a significant 74% of students rarely participated, and 3% never spoke up in class Interviews revealed that many students only spoke when prompted by the teacher, aligning with Hamouda’s (2012) findings that Saudi students tend to be passive in responding to teachers' questions and participating in discussions.

An interview with teachers revealed that only a handful of students, approximately five or six, demonstrated high proficiency in English and actively participated in lessons The majority of students rarely volunteered to answer questions, often remaining silent unless directly prompted by the teachers This observation indicates a prevalent negative attitude among students during speaking lessons.

The data indicates that while a majority of respondents view speaking as a vital skill, there is a notable percentage of students who feel hesitant to engage in speaking activities This raises the question of what factors contribute to the reluctance or passivity observed in speaking classes among many students.

Very oftenOftenSometimesRarelyNever

Factors making second-year English majored students reluctant to participate

Students often hesitate to engage in speaking activities due to various factors, which can be grouped into categories related to learners, teachers, speaking topics, and peers.

3.2.1 Factors associated with learners The next items attempt to find out the causes of the students’ unwillingness associated with the learners themselves There are many factors causing students’ reluctance to participate in classroom activities

 Low level of English proficiency I’m unwilling to participate in speaking activities as…

5 My English pronunciation is not good

6 I cannot find ideas to answer my teacher’s questions

7 I cannot find appropriate words and structures to express my ideas

8 I have no confidence in my English proficiency

Table 3.1: Factors associated with learners’ low English proficiency

The findings reveal that students' hesitation to speak during English lessons is primarily due to their low proficiency levels A significant number of learners struggle to generate ideas to respond to teachers' questions, as indicated by the highest mean value of 3.8 This issue affects 54.3% of the respondents, highlighting a critical challenge in the learning process.

Besides, poor pronunciation and lack of vocabulary or structures are main obstacles to the majority 68.6 % of the learners perceived themselves to be not confidence in their English proficiency

When being asked why they were not willing to speak for lack of background knowledge of the topic, they averred in the interview that:

“If I can’t connect the background knowledge to the topic, it is difficult to express my idea.”

“I am worried because my background knowledge of all fields is so limited.”

Some other students responded more about their pronunciation and grammar:

“Even though it’s the second year since I learned speaking skills, my pronunciation seems terrible, so many mistakes I even cannot pronounce some familiar words correctly.”

“I learned English grammar for 7 years I don’t know I can’t say a full sentence grammar correctly.”

Teachers noted that students' proficiency in English significantly impacts their willingness to engage in speaking activities They observed that proficient students are more likely to participate actively and seek opportunities to speak, while those with limited vocabulary and sentence structures tend to remain silent.

 Fear of making mistakes and being laughed at I’m unwilling to participate in speaking activities as…

9 I am scared that I would make noticeable errors

10 I am afraid of being seen as foolish if

11 My classmates would laugh at me if my answer is wrong

Table 3.2: Factors associated with fear of making mistakes and being laughed at

A significant factor contributing to students' reluctance to participate is the fear of making mistakes, with 76.2% of learners expressing concern about noticeable errors Additionally, 45.7% admitted to fearing they would appear foolish if they made mistakes This anxiety is particularly pronounced in classroom settings, where some students avoid speaking out due to the fear of being laughed at by their peers for incorrect answers The average rating for this fear was relatively low at 2.6, yet it posed a problem for half of the respondents, indicating that this apprehension can hinder their engagement and participation.

Many students fear making mistakes in English due to a lack of confidence in their language skills, often feeling that their proficiency is inadequate One student highlighted that her desire for perfection prevents her from speaking until she feels completely certain, leading to hesitation and missed opportunities for practice.

Concerning about this problem, four teachers said that when a student made mistakes or gave wrong answers, some others laughed, which made her feel losing face As one teacher said:

“In most of classes, whenever a student said something wrong, some would laugh at them Of course, this will somehow make them feel embarrassed.”

 Learners’ personality I’m unwilling to participate in speaking activities as…

13 My introverted personality made me shy and anxious in speaking English in class

Table 3.3: Factors associated with learners’ personality

The data indicates that 22.9% of respondents frequently experience shyness and anxiety in English class due to their introverted personalities, which hinders their willingness to share ideas Additionally, 45.7% reported feeling this way sometimes, while only 31.4% did not experience such feelings Interview results further confirmed that several students struggle with significant shyness and anxiety.

“I keep silent due to anxiety I am afraid of being nominated to answer the questions I flush and blush, with my heart beating fast.”

“I am not used to speaking in English in front of others I feel terrible I hardly speak anything.”

Therefore, it is safe to go to a conclusion that many students in this study sometimes found it difficult to speak English in the classroom because of their personality

Teachers unanimously observed that introverted students displayed a lower willingness to participate in class activities These students often refrained from volunteering answers and remained silent during group discussions, highlighting the impact of personality on classroom engagement One teacher illustrated this point further during the interview.

“Introverted students tend to keep silent in their groups and just talk when the teacher comes near and asks them to do so.”

The following table indicates the means and percentage of students’ perception on factors related to teachers’ personality causing reluctance in increasing order of the means

I’m unwilling to participate in speaking activities as…

Table 3.4: Factors associated with teachers’ personality

The findings indicate that students' willingness to engage in speaking activities is significantly influenced by their teachers' personalities Over 80% of students reported feeling that their teachers often displayed unenthusiastic or impatient behavior, which contributed to their fear of approaching them.

Explaining about this factor some students said:

When he is in a good mood, our lessons become enjoyable and relaxed, featuring engaging activities that encourage full participation from all students However, there are times when he appears tired, which can lead to frustration with those who remain silent during class.

“She always appears with a strict face, no smile no laugh She even scolds at us when we don’ raise hands.”

An interview with teachers indicated that three out of four struggled to maintain composure during silent moments in the classroom Rather than fostering student participation, their frustration occasionally led them to halt lessons and engage in discussions with the students.

Silence can create a tense atmosphere in the classroom, disrupting the flow of lessons On one occasion, my frustration with the students escalated to the point where I had to pause the lesson and address the issue directly with them.

 Teachers’ teaching methods I’m unwilling to participate in speaking activities as…

16 I am afraid of my teacher’s harsh comments

17 My teacher corrects me in a very unhelpful way

18 My teacher is ready to correct every mistake I made

19 My teacher’s instructions are sometimes not clear

20 Classroom activities are not interesting

Table 3.5: Factors associated with teachers’ teaching methods

The survey results indicate that teachers' error treatment significantly influences students' willingness to engage in speaking activities, with item 18 receiving the highest mean value of 3.1 Over 90% of respondents reported that their teachers frequently corrected their mistakes, while only 2.9% stated this occurred seldom Additionally, student interviews revealed insights into their experiences regarding error correction in the classroom.

“Of course, mistakes should be corrected But how? This is very important Sometimes my teachers disturb us by making error correction.”

“When my teacher interrupts to correct a mistake, I get confused and forget what to say next.”

“If she corrects my mistakes in a harsh manner, I will lose my self- confidence.”

Harsh comments from teachers significantly impact students' willingness to participate in class activities, with 68.6% of participants reporting that negative feedback made them reluctant to engage In contrast, 31.4% indicated that such experiences occurred infrequently This aligns with Hamouda's (2013) findings, highlighting that negative teacher traits contribute to learners' anxiety, further discouraging them from speaking up in class.

Responded about their error treatment methods, most of the teachers said that they intended to correct most of the students’ errors The followings are what teachers shared:

“I often corrected errors about pronunciation, grammar, or vocabulary.”

“Many simple errors will not be omitted if they are not corrected So, it’s better to let them know.”

Furthermore, two of them often corrected errors right after they are made by interrupting the students because they’re afraid that they would forget them For another teacher:

“It’s better to correct during an activity so as all students would be aware of the errors.”

Only two waited for the students to finish Besides, these teachers often said negative words on their errors or wrong answers such as “You are wrong” or

“nonsense thing” or “I don’t agree with you”, and only one teacher tried to complement them at first for their effort by saying “Very good”

Item 19 was concerned with teachers’ instructions More than half of the students (68.5 %) sometimes or always did not understand them clearly, which made them unable to do the speaking tasks well Most of the student interviewees said that their teachers often gave clear instructions with average speaking speed and sometimes they explained in order to help them understand the tasks

Students’ expectation to encourage learners to participate in speaking lessons

3.3.1 Students’ preference of activities in speaking lessons Activities Mean Strongly dislike (%)

Table 3.8: Students’ preference of speaking activities

The results indicate that joke- and story-telling emerged as the most favored activities among learners, with mean values of 3.9 and 3.7, respectively A significant 80% of participants expressed a liking for telling jokes, while 65.7% enjoyed story-telling Poetry and songs followed, with 48.6% of participants liking them and 8.6% strongly liking them Students highlighted that these activities provided engaging topics for discussion, allowing them to share stories and poems and interact with peers Additionally, these activities offered opportunities for personal expression and performance Consequently, story-telling, joke-telling, and listening to songs were identified as key motivators for encouraging English speaking among learners Over half of the respondents also favored information gap activities, further emphasizing the importance of interactive learning.

“I like this activity as we have a purpose to talk with each other.”

Besides, 37.2 % expressed their preferences to describing pictures and problem-solving activities Explaining about the reasons, students said:

“Pictures always interest learners, especially when we do not have many ideas about the topics.”

Problem-solving can be both enjoyable and challenging, fostering a sense of responsibility among group members This collaborative process enhances our understanding of one another and strengthens our connections.

The activities that garnered the least interest among learners were news reporting and oral presentations, with mean values of 2.8 and 2.4, respectively Only 25.8% of students expressed a preference for news reporting, while a mere 8.6% favored oral presentations Students attributed this low interest to various factors, reflecting their perspectives on these activities.

“Oral presentations are difficult and fearful I don’t like talking in front of the whole class while others stare at me.”

“A lot of people observe and assess my English Thus, I have to concentrate on my accents, words and sentences.”

In conclusion, participants showed a preference for engaging activities, such as joke-telling and storytelling, along with communicative tasks like information gap exercises, picture descriptions, and problem-solving Conversely, they exhibited less enthusiasm for news reporting and oral presentations.

3.3.2 Students’ perception of necessity of the ways to encourage language learners to participate in speaking activities

Your teacher should Not necessary at all (%)

34 Let you choose topics to discuss in advance

35 Give you more time to work in pairs or in groups

36 Let you choose your partner

37 Select interesting and appropriate topics to your level

38 Be enthusiastic, friendly, and helpful

39 Conduct some interesting games and activities

41 Not correct my mistakes all the times

Table 3.9: Students’ perception of necessity of the ways to encourage language learners to participate in speaking activities

The data presented indicates that all students expressed concern regarding the speaking topics A significant majority, specifically 88.6%, believe it is essential to select topics that are either moderately, very, or extremely interesting and suitable for their proficiency level Additionally, some students highlighted this preference during interviews.

“Topics should match our interest and knowledge So, I would be more encouraged to speak if the teacher gives us that choice.”

“Of course, I like to talk about something interesting and things that I know When I have something to say, I feel more confident, and this keeps me going.”

Students emphasized the importance of teachers being friendly, enthusiastic, and helpful, with 86% agreeing that these qualities are essential for effective teaching One student elaborated on the significance of these traits, highlighting their impact on the learning environment.

Many students experience fear of their teachers, which can inhibit their willingness to speak up or share their ideas, especially when they are uncertain about their answers However, a friendly and approachable teacher can significantly alleviate this fear, creating a more open and encouraging classroom environment.

Furthermore, what all students would like their teacher to do in speaking lesson was giving them more time to discuss with their partners A student explained:

“We do not have many ideas about the topics So it takes us more time to brainstorm.”

A positive classroom atmosphere is essential, with all participants (100%) expressing a desire for teachers to foster this environment One student highlighted that the ideal setting for practicing speaking involved classmates supporting one another, where both strong and weaker students exchanged ideas, and collaboration between the teacher and students was encouraged to solve tasks together.

Next, 89 % of the learners took the great notice to their partners They preferred their teachers to give them the choice of whom to work with As two students said:

“I like to work with a person who is sociable, and outgoing, humourous She will motivate me to discuss So, it’s very necessary if my teacher lets me choose my partner.”

“I prefer to talk with my close friend She understands me and she is very cooperative.”

In addition, 50 % of the participants wanted their teachers not to interfere them to correct while they were speaking

In conclusion, students desire their teacher to develop engaging and appropriate topics tailored to their skill level, allow them to select discussion topics and partners, and exhibit enthusiasm, friendliness, and support Additionally, the teacher should foster a pleasant and comfortable learning atmosphere while providing ample time for collaborative work in pairs or groups.

Conclusions

A key finding of the study is that while most students recognize the importance of developing speaking skills, many show hesitation in engaging in speaking activities during classroom sessions.

Research indicates that several factors influence learners' willingness to engage in speaking activities, primarily stemming from students, teachers, speaking topics, and peers Notably, low English proficiency, classroom activities, and the relevance of speaking topics are the most significant barriers Additionally, students have high expectations of their teachers, desiring engaging and appropriate topics, the freedom to choose discussion partners, and a supportive, friendly atmosphere that fosters a comfortable learning environment.

These findings are very helpful for the researcher to change the problematic reality of teaching and learning speaking skills at Namdinh College of Education

2 Recommendations for teachers to encourage students to participate in speaking classes

2.1 Reduce the level of task difficulty The findings of the study show that the most prominent reason for students’ unwillingness comes from their low second language level If they lack words or structures to express their ideas, teachers should provide examples to help enrich their vocabulary as well as grammatical structures in pre-speaking stage Besides, it’s necessary for the teachers to provide help while their learners are speaking by asking guiding questions

To enhance student motivation in speaking, it is essential to select topics that are interesting and suitable for their age and real-life experiences By allowing students to choose subjects they are passionate about, teachers can leverage their background knowledge, fostering a greater desire to engage in conversation This approach not only addresses individual needs and abilities but also significantly boosts motivation in language learning.

A tense classroom environment can lead to heightened anxiety among students, discouraging them from engaging in speaking activities In contrast, a cooperative atmosphere fosters open expression, allowing learners to share their opinions, build on their strengths, and feel more comfortable making mistakes.

Teachers should prioritize immediate praise, compliments, and encouragement over criticism, ensuring that positive feedback is given before addressing areas for improvement.

Teachers should engage with students beyond the classroom to foster trust and build strong relationships This approach enhances rapport and boosts students' confidence in speaking English.

Also, it’s advisable that students are allowed to choose who they are going to work with as the study found that some had to suffer from peer pressure

Students should have more opportunities to practice speaking English outside the classroom, as English clubs provide a valuable platform for interaction and conversation Engaging in these clubs can significantly boost their confidence in public speaking Additionally, participating in projects beyond the classroom helps learners expand their knowledge and experience while strengthening bonds with their classmates.

2.3 Vary speaking activities Teachers should stimulate students’ participation by providing them with a variety of speaking activities Speaking classes should include games which gives learners more fun in language learning Games can be played at the opening stages of lessons or at the production phase or whenever students feel tired after long time of learning; they will draw more attention to the lesson with lower stress

To enhance engagement and prevent monotony in learning, it is essential to introduce a variety of activities such as jokes, stories, poems, and songs Additionally, focusing on information gaps, picture descriptions, and problem-solving tasks is crucial, as these are activities that most students find enjoyable and stimulating.

2.4 Promote positive attitudes among students According to Tsiplakides & Keramida (2010), students who have positive attitudes towards language learning are less likely to suffer from anxiety and more likely to participate actively in learning tasks Therefore, it’s necessary for English teachers to build up positive attitudes among students in order to encourage them to speak in the language class

Teachers should adopt a tolerant attitude towards students' mistakes, viewing them as a natural part of the language learning process Research indicates that many students are hesitant to speak due to fear of making errors Therefore, it is essential for teachers to provide positive feedback and maintain a friendly demeanor, rather than expressing frustration over mistakes This supportive approach helps to transform students' negative beliefs and attitudes towards their errors, fostering a more conducive learning environment.

Encouraging self-confidence in students significantly enhances their learning experience Teachers can foster this by gradually increasing task difficulty in line with students' developing abilities Additionally, breaking down overarching goals into manageable short-term objectives allows students to experience a sense of achievement, even if they haven't yet reached the final targets.

Limitations of the study

The research was conducted on a limited scale, involving a small number of students in the survey; therefore, the findings may not be applicable to all students at other colleges.

This study identifies four key factors that contribute to students' reluctance to engage in speaking activities: student-related issues, teacher influences, the relevance of speaking topics, and peer dynamics.

Suggestions for further studies

1 Abidin, M.J.Z (2012) EFL Students’ Attitudes towards Learning English Language: The Case of Libyan Secondary School Students Asian Social Science, 8(2) February, 2012, 71-84.

2 Ali Z (2007) Willing learners yet unwilling speakers Asian journal of university Education 3(2), 57-73

3 Baker, C (1992) Attitudes and Language Clevedon, England: Multilingual Matters

4 Balley, K.M (2005) Practical English Language Teaching: Speaking, McGraw Hill, Inc

5 Barrett, L & Connot R (1986) Knowing students’ personality can help school, classroom, activity participation, NASSP Bulletin, 39-45.

6 Burchfield, C M., & Sappington, J (1999) Participation in classroom discussion Teaching of Psychology, 26, 290-291 (ES)

7 Bygate, M (1987) Speaking Oxford Oxford University Press

8 Bygate, M (1997) Speaking (6 th ed.) Oxford University Press

9 Byrne, D (1976) Teaching oral speaking Longman Group UK Limited

10 Byrne, D (1995) Teaching oral speaking Longman Group UK Limited

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& Evaluation in Higher Education, 30, 445-454 (ES)

12 Ehrman, M E (1996) The affective dimension: Motivation, self-efficacy, and anxiety In M E Ehrman (Ed.), Understanding second language difficulties SAGE publications

13 Ellis, R (1994) The study of Second Language Acquisition Oxford Oxford University Press

14 Ely, C (1986 a) An analysis of discomfort, risk taking, sociability and motivation in the L2 classroom Language learning A journal of research in language learning, 36, 1-25

15 Fassinger, P A (2000) How classes influence students’ participation in college classrooms Journal of Classroom Interaction, 35, 38_47 (ES)

16 Gardner, R.C (1985) Social psychology and second language learning: The role of attitudes and motivation London: Edward Arnold publishers

17 Gaudart, H (1992) Persuading students to speak in English In Wijasuria, B and Gaudart, H (Eds), Teaching and Learning English in Challenging Situations Proceedings for the first Malaysian English Language Teaching Association International Conference

18 Green D (2008) Class participation in a teacher training college: What is it and what factors influence it? ELTED Vol 11, 15-26 [Online] Available: http://www.elted.net/issues/volume-11/3%20Green.pdf

19 Hamouda A (2013), An exploration of causes of Saudi students’ reluctance to participate in the English language classroom International journal of English language education Vol 1 (1), 17-34 [Online] Available: http://www.academia.edu/2255996/An_Exploration_of_Causes_of_Saudi_St udents_Reluctance_to_Participate_in_the_English_Language_Classroom

20 Hashemi Z et al (2013) Coaxing, Begging and Pleading for a Response: Reticence among Iranian EFL Students Life Science Journal 10(9s)

21 Handelsman, M M., Briggs, W L., Sullivan, N., & Towler, A (2005) A measure of college student course engagement The Journal of Educational Research, 184-191 [Online] Available: http://web.stanford.edu/dept/SUSE/projects/ireport/articles/self- regulation/self-course%20engement%20measure.pdf

22 Harmer, J (2001) The practice of English Language Teaching Longman

23 Hedge, J (2000) Teaching and learning in the Language Classroom Oxford, Oxford University Press

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25 Huong, Nguyen Thi Thu (2010) Teaching speaking skill for non-major MA students at VNUH MA thesis Hanoi VNU (Vietnam National University)

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29 Liu, N and Littlewood W (1997) Why do many students appear reluctant to participate in classroom learning discourse? System, 25(3), 371-384

30 MacIntyre, P D., Baker, S C., Clément, R, & Conrad, S (2001) Willingness to communicate, social support, and language-learning orientations of immersion students Studies in Second Language Acquisition, 23, 369-388

31 MacIntyre, P D., & R C Gardner (1991) Language anxiety: Its relation to other anxieties and to processing in native and second languages Language Learning, 41, 513-534

32 McDonough and Shaw (1993) Materials and methods in ELT: a Teacher Guide, Massachusettes: Blackwell publishers

33 Nunan, D (2003) Language Teaching Methodology: A textbook for teachers New York: Prentice Hall

34 Riasati M (2012) EFL Learners’ Perception of Factors Influencing Willingness to Speak English in Language Classrooms: A Qualitative Study World Applied Sciences Journal 17 (10) , 1287-1297

35 Sacasci M (2013) Why are some students reluctant to use L2 in EFL speaking classes? An action research at tertiary level Procedia-Social and Behavioural Sciences, 2682-2686

36 Smith, D G (1977) College classroom interactions and critical thinking Journal of Educational Psychology, 69, 180-190 (ES)

37 Tanveer M (2007) Investigation of the factors that cause language anxiety for ESL/EFL learners in learning speaking skills and the influence it casts on communication in the target language, Unpublished M.Ed thesis University of Glasgow, 10-53 [Online] Available: https://www.academia.edu/4051629/Investigation_of_the_Factors_that_Caus e_Language_Anxiety_for_ESL_EFL_Learners_in_Learning_Speaking_Skill s_OK_FOR_AB_RESEARCH

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10 th -form minority students at Gia Phu High School in the New Set of English Textbook, M.A thesis Hanoi Vietnam, Hanoi National University

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APPENDIX 1: SURVEY QUESTIONNAIRE FOR STUDENTS

This survey questionnaire is designed for my research into “English Major

Students at Nam Dinh College of Education often show reluctance to engage in speaking activities Your participation in the survey is invaluable, as it will contribute significantly to our research Rest assured, all information you provide will be used exclusively for academic purposes Thank you for your support in this study.

Thank you very much for your cooperation!

2 Your years of learning English?

Please circle the answer that is the most true to you

I Students’ attitudes towards learning speaking skills:

1 How is speaking skill important to you?

A very important B quite important E not important at all

2 How much do you feel interested in speaking English in class?

A very interested B quite interested E not interested at all

3 How often do you speak English in class?

4 How often do you volunteer to speak in speaking classes?

II Factors making students reluctant to participate in speaking activities The following is a list of some of the factors commonly thought to make language learners reluctant to participate in oral activities In your experience – as a second language learner, which factors seem to be the most appropriate to your situation?

Please circle the number 1,2,3,4 or 5

1 Never or almost never true to me

5 Always or almost true to me I’m unwilling to participate in speaking activities as…

5 My English pronunciation is not good 1 2 3 4 5

6 I cannot find ideas to answer my teacher’s questions

7 I cannot find appropriate words and structures to express my ideas

8 I have no confidence in my spoken English 1 2 3 4 5

9 I am scared that I would make noticeable errors 1 2 3 4 5

10 I am afraid of being seen as foolish if I make mistakes

11 My classmates would laugh at me if my answer is wrong

13 My introverted personality made me shy and anxious in speaking English in class

16 I am afraid of my teacher’s harsh comments and negative gestures

17 My teacher corrects me in a very unhelpful way

18 My teacher is ready to correct every mistake I made

19 My teacher’s instruction is sometimes not clear

20 Classroom activities are not interesting

21 The topic of discussion is not of interest 1 2 3 4 5

22 The topic of discussion is unfamiliar or difficult

23 I don’t have background knowledge of the topic

24 My partner is not ready to discuss with me 1 2 3 4 5

25 My partner and I rarely talk to each other outside the class

III Your expectation to encourage you to participate in speaking lessons

1 Here are some activities commonly used in speaking lessons How much do you like them? Please circle 1, 2, 3, 4, or 5

2 The following is a list of some ways to encourage language learners to participate in speaking activities How necessary do you think these ways are? Please circle 1, 2, 3, 4, or 5

5 Extremely necessary Your teacher should…

34 Let you choose topics to discuss in advance 1 2 3 4 5

35 Give examples on words, structures and ideas in pre-speaking stage

36 Let you choose your partner 1 2 3 4 5

37 Select interesting and appropriate topics to your level

38 Be enthusiastic, friendly, and helpful 1 2 3 4 5

39 Conduct some interesting games and activities 1 2 3 4 5

41 Not correct my mistakes all the times 1 2 3 4 5

THANK YOU FOR YOUR CO-OPERATION!

APPENDIX 2: INTERVIEW QUESTIONS FOR STUDENTS

1 How often do you feel reluctant to participate in speaking activities?

2 What factors related to you make you unwilling to participate in speaking activities?

3 Why does lack of background knowledge affect your willingness?

4 In the questionnaire you agreed that your introverted personality made you unwilling to speak Can you explain?

5 What teacher-related factors make you reluctant to speak?

6 How did the speaking topics affect your willingness? Why kinds of topics do you want to talk about?

7 Why do you prefer your teachers to be friendly and enthusiastic?

8 Who do you want to discuss with?

9 Why do you like information gap activities?

10 How do picture description and problem solving interest you?

11 Why don’t you like oral presentations?

APPENDIX 3: INTERVIEW QUESTIONS FOR TEACHERS

This is a semi-structured interview The followings are areas that the teachers were asked for

I Teachers’ perception of students’ reluctance Question 1: How are you students willing to participate in speaking activities?

II Factors related to learners cause students’ reluctance

Question 1: How does your learners’ proficiency affect their willingness to speak?

2 Fear of making mistakes and being laughed at Question 1: When a student gave wrong answers, how did others react?

3 Learners’ personality Question 1: How does your students’ personality affect their willingness to take part in classroom activities?

III Factors related to teachers cause students’ reluctance

1 Teachers’ personality Question 1: Have you ever got angry with students who kept silent at class?

2 Teachers’ teaching methods Question 1: What kinds of errors do you often correct? How do you deal with them?

Question 2: When do you correct your students’ mistakes, during or after an activity?

Question 3: What do you often say when your students make mistakes or don’t give right answers?

Question 4: What class activities do you often organize at class? Do you often use communicative games in speaking lessons?

IV Factors related to speaking topics cause students’ reluctance

Question 1: On what bases do you choose a topic for speaking lessons, from textbooks or your own choice?

Question 2: How are speaking topics appropriate to your students’ levels? And how are they familiar to them?

V Factors related to peers cause students’ reluctance

Question 1: How willing are the learners when being asked to work in pairs/groups with others?

APPENDIX 4: SUMMARY OF INTERVIEW FOR STUDENTS RESULTS

The followings are the summary of the data analysis of the interview for students

1 How reluctant the students are The interview matches the results of the survey in that all 10 students in the interview said that they did not often raise hands or answer teachers’ questions They just spoke unless they were asked to

2 Factors related to learners cause students’ reluctance The interview helped the researcher to understand more about the causes of reluctance related to learners For these students, their English level was really a big problem to them Poor pronunciation, many grammar mistakes, and lack of words were considered as the problems that made them unwilling to express their ideas Also, this perception appeared in their mind so often that they were always worried of making mistakes whenever they talked One more reason mentioned by a student is that she always considered everything to be perfect, so she only started to speak when she’s sure about it

Concerning about their personality, they admitted they were so shy that they blushed with their heart beating fast when talking in front of the crowd

3 Factors related to teachers cause students’ reluctance The students in the interview revealed that their teachers rarely smiled at class A teacher even got angry with ones who did not raise hands or actively participate at class This proved that their teachers were impatient and rather strict to the students

The questionnaire results indicated that most teachers corrected various errors during conversations Additionally, students expressed a preference for discussion-based activities in class but were frustrated by repetitive requests to work in pairs or groups without clear rationale.

4 Factors related to speaking topics cause students’ reluctance The results of the interview were the same as those of the survey questionnaire as these students said that sometimes the topics were not interesting or difficult to them such as politics or economics

5 Factors related to peers cause students’ reluctance Five of the interviewees in the interview said that sometimes they afraid of working with ones who they did not often talk to as they would just them negatively Another one mentioned the reason is that the other girls from urban had different points of view

6 Students’ expectation to encourage you to participate in speaking lessons

The findings align with the questionnaire results, revealing that all participants favored humorous activities such as joke-telling and storytelling Additionally, this analysis provided deeper insights into the motivations behind their preferences for these engaging activities.

These students also helped the researcher understand more about the reasons for their preferred solutions

APPENDIX 5: TRANSCRIPTS OF INTERVIEW FOR TEACHERS

I Teachers’ perception of students’ reluctance

Question 1: How are your students willing to participate in speaking activities?

Teacher 1: Some students don’t actively participate in speaking activities They rarely volunteer to answer my questions

Teacher 2: Oh, in speaking lessons? Speaking lessons are not as interesting as other ones Most of my students don’t take part in speaking activities attentively Only some good students do well, but the number of good students is very few… only keep quiet all the time, or speak until I asked them to do so

Teacher 3: Only some good students work hard and the others do not respond to my questions unless being asked

Teacher 4: Most of the students don’t join in speaking activities actively Although they participate in the speaking tasks, they need a lot of time to think before they can talk a sentence or express their ideas in English and even they don’t talk anything except “sorry, I don’t know” However, there are five or six students with good English They enjoy speaking in English and in class they often seek for chances to talk

II Factors related to learners cause students’ reluctance

Question 1: How does your learners’ proficiency affect their willingness to speak?

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