Rationale
In today's globalized world, English has emerged as a vital international language, significantly enhancing job prospects for learners in Vietnam Despite this, many Vietnamese English learners struggle with effective communication, prompting numerous non-English-majored graduates to pursue additional degrees in English For these part-time students, mastering fluent communication is crucial, yet research addressing their unique needs remains limited Unlike full-time undergraduates, part-time learners are often highly motivated and willing to invest time and resources into their English studies, but many find it challenging to translate this motivation into actionable progress This study aims to explore the teaching and learning of English speaking skills in everyday classrooms, ultimately guiding educators and students in making informed decisions to improve their English proficiency.
Objectives of the study and research questions
This study targets at addressing the following issues
To investigate the current situation of teaching speaking skills to the second-degree freshmen in the In-Service Department, ULIS, VNU
To explore the mismatches between learners’ expectations and teachers’ assumptions
This study investigates the teaching of speaking skills to second-degree freshmen at the University of Languages and International Studies, Vietnam National University, Hanoi The research aims to identify effective methodologies and challenges in enhancing speaking proficiency among students Through a comprehensive analysis, the study provides insights into current teaching practices and offers recommendations for improvement, ultimately contributing to the development of more effective English language instruction at the university level.
To suggest measures to help teachers improve their teaching of English speaking skills
The above objectives can be realized through these research questions:
1 What is the situation of teaching speaking skills to second-degree freshmen at the In-Service Department, ULIS VNU?
2 What are the mismatches between second-degree learners’ expectations and their teachers’ assumptions?
3 What should teachers do to improve their students’ learning of English speaking skills?
Significance of the study
English has become an essential tool for communication, necessitating diverse teaching methods to meet the varying needs of learners Educators must be attuned to the educational, institutional, and social contexts that influence foreign language acquisition Therefore, English language teachers at the In-Service Department of ULIS VNU should prioritize enhancing their students' speaking skills This study aims to provide valuable reference material for teachers at ULIS VNU and similar institutions seeking to improve their English speaking lessons.
Scope of the study
This study emphasizes enhancing learners' fluency in English speaking over accuracy, targeting second-degree freshmen at the In-Service Department of ULIS VNU These students are highly motivated to learn English but require guidance to improve their speaking skills effectively.
Method of the study
This survey research utilized two primary instruments: questionnaires and observations The analysis of data formed the basis for all comments, remarks, recommendations, and conclusions The effectiveness of survey research made it the optimal choice for this study.
This study investigates the teaching of speaking skills to second-degree freshmen at the University of Languages and International Studies, Vietnam National University, Hanoi By employing a combination of research instruments, the study aims to gather reliable data and provide a comprehensive understanding of the current teaching practices and challenges in this specific context.
This study utilized qualitative data collection methods, including open-ended questionnaires and classroom observations Both teachers and students completed survey questionnaires with thoughtfully crafted questions, allowing for a comprehensive understanding of the educational environment.
Class observations served as a method for gathering triangulated data from teachers, students, and the researcher These observations can reveal discrepancies between the teachers' responses in questionnaires and their actual classroom practices.
Design of the study
The study consists of 3 parts
Part A: Introduction is a brief description of the research including the rationale, scope, subjective, research questions, method, and design of the study
Part B: Development is the main part of the study, which is divided into 3 chapters:
Chapter 1: Literature Review presents theoretical background of the study and review of the previous related studies
Chapter 2: Methodology provides background information on the participants, instruments, procedures of data collection, and method of data analysis
Chapter 3: Findings and Discussion outlines the current state of teaching speaking skills at the In-service Department of ULIS, VNU, and provides insightful recommendations based on these findings.
Part C: Conclusion gives some concluding remarks, presents the limitations and gives suggestions for further studies
This article investigates the teaching of speaking skills to second-degree freshmen at the University of Languages and International Studies, Vietnam National University Hanoi It aims to analyze current methodologies and challenges faced in developing effective speaking competencies among students The study highlights the importance of interactive and communicative approaches in language instruction, emphasizing the need for tailored teaching strategies that cater to diverse learning styles Through this investigation, the article seeks to contribute valuable insights for educators and policymakers in enhancing English speaking proficiency within the academic context.
LITERATURE REVIEW
Theoretical background of speaking skills in language learning
Speaking is defined as a productive, oral skill in language teaching, which encompasses four macro language skills: speaking, listening, reading, and writing These skills are categorized based on their direction and mode, where speaking and writing are considered productive language generated by learners, while reading and listening are classified as receptive language directed at learners (Savignon, 1991) The mode of language refers to its medium, distinguishing between aural/oral and written forms (Bailey and Savage, 1994).
Speaking is defined as an interactive process that constructs meaning through the production, reception, and processing of information (Florez, 1999) This process is typically spontaneous, open-ended, and continuously evolving, highlighting its dynamic nature in communication (Bailey and Savage, 1994).
To sum up, speaking is an oral skill which requires learners to make much effort to produce the language without too much time planning
1.1.2 Factors affecting English speaking abilities
There are many factors that influence the success or failure in learning English speaking However, the two most important factors are motivation and attitude (Gardner and Lambert: 1972)
Motivation plays a crucial role in a learner's readiness to communicate effectively, as highlighted by Gardner (1985) Harmer (2001) defines motivation as an internal drive that compels individuals to take action toward achieving their goals Additionally, Carroll (1962) emphasizes that motivation influences the time learners dedicate to language acquisition, asserting that higher motivation correlates with increased learning engagement in a second language.
1962) Motivation not only plays an important role in learners’ learning but it also helps the teacher Lile (2002) confirms that “Motivation is the backbone of any classroom
When the students are motivated, the teacher can perform his/her job the best.” Teachers
An investigation into the teaching of speaking skills to second-degree freshmen at the University of Languages and International Studies, Vietnam National University Hanoi, highlights the importance of motivation in foreign language learning According to Harmer (2001), motivation can be categorized into two types: extrinsic and intrinsic Extrinsic motivation stems from external factors, such as the need to pass exams or the potential for future travel, while intrinsic motivation arises from internal factors, including enjoyment of the learning process and a desire for self-improvement Ultimately, motivation plays a crucial role in helping learners set goals and maintain a positive attitude towards language acquisition.
Attitude plays a crucial role in language learning, as defined by Gardner and Lambert (1972) as the learner's persistence towards a goal A positive attitude in language learners is closely linked to their motivation levels; those with strong intrinsic or extrinsic motivation tend to exhibit more favorable attitudes compared to learners who view language acquisition as a mandatory task.
Language learning strategies play a crucial role in second and foreign language education, with various definitions provided by experts in the field Tarone (1983) described these strategies as efforts to enhance linguistic and sociolinguistic competence, integrating them into one's interlanguage Rubin (1987) emphasized that such strategies directly influence the learner's construction of their language system O'Malley and Chamot (1990) further defined language learning strategies as specific thoughts or behaviors that aid individuals in comprehending, learning, or retaining new information.
1.1.3 Some problems in learners’ speaking performance
According to Ur (1996), there are a number of problems in learners’ speaking performance as follows
Inhibition in language learning occurs when learners hesitate to express themselves in a foreign language due to fears of making mistakes, facing criticism, or feeling embarrassed by the attention their speech may draw.
This article presents an investigation into the teaching of speaking skills for second-degree freshmen at the University of Languages and International Studies, Vietnam National University, Hanoi The study aims to assess current teaching methods and their effectiveness in enhancing students' speaking abilities By analyzing the challenges faced by both educators and learners, the research seeks to identify strategies for improving speaking instruction The findings will contribute to the development of more effective pedagogical approaches, ultimately fostering better communication skills among students in an increasingly globalized context.
Many students express frustration when they feel unable to articulate their thoughts, often lacking the motivation to speak beyond a sense of obligation This common challenge highlights the importance of fostering an encouraging environment that inspires learners to share their ideas confidently.
In foreign language classes where learners share the same mother tongue, they often resort to using it instead of the target language This tendency arises from several factors: using their native language feels easier, communicating in a foreign language can feel unnatural, and they experience reduced confidence when attempting to converse in a new language.
“exposed” if they are speaking their mother tongue.
Theoretical background of speaking skills in language teaching
Nunan (1999) highlights the significance of accuracy in language speaking instruction, which encompasses the proper use of vocabulary, grammar, and pronunciation During controlled and guided activities, teachers emphasize accuracy through feedback, often incorporating ongoing correction In contrast, Harmer (2001) defines fluency as the ability to maintain spontaneous conversation, allowing students to convey their messages effectively despite grammatical errors Both accuracy and fluency play crucial roles in developing proficient language speakers.
Bailey (2005) emphasizes that fluency and accuracy often conflict for teachers to consider, particularly for students at beginning or pre-intermediate levels During this stage, grammar rules are not yet automatic, and learners are still building their essential vocabulary As a result, the simultaneous application of grammar rules and retrieval of the right words can create a challenging mental process, hindering speech flow and causing learners to feel awkward Conversely, while some language learners may speak more rapidly without adhering strictly to grammar rules, this approach can lead to a decrease in accuracy.
In short, students should be encouraged during fluency activities In feedback afterwards, on the other hand, favorable comments are needed to increase their accuracy
This article investigates the teaching of speaking skills to second-degree freshmen at the University of Languages and International Studies, Vietnam National University, Hanoi It explores the methodologies and challenges faced in enhancing students' speaking abilities The study aims to identify effective teaching strategies that can improve communication skills among learners, contributing to their overall language proficiency By focusing on practical applications and classroom dynamics, the research seeks to provide valuable insights for educators in the field of language instruction.
Byrne (1988) distinguishes three following phases to develop learners’ oral ability: the presentation phase, the practice phase and the production phase
During the presentation phase, teachers play a central role in the learning process, serving primarily as information providers Students typically engage by observing and listening, absorbing information passively It is usually at the conclusion of this phase that they are invited to participate in activities such as role-plays or dialogues, allowing them to practice their speaking skills.
During the practice phase, learners engage actively by participating in controlled and guided activities that enhance their vocabulary, grammar, and speaking fluency They respond to the teacher’s guided questions and collaborate with partners to explore new ideas related to the topic This phase is crucial for maximizing practice opportunities and reinforcing language skills.
In 1996, it was proposed that teachers focus on improving learners' speaking fluency by ensuring full attention during speaking activities, providing clear auditory input of the target language, facilitating comprehension of new materials, and fostering short-term memory retention for future lessons.
In the final phase of language acquisition, known as the production phase, learners are encouraged to speak English freely in real-life situations This phase includes various uncontrolled activities, such as individual, pair, and group work, with a particular emphasis on pair and group interactions These collaborative efforts are crucial as they allow all learners to actively participate in discussions, fostering greater confidence and motivation when working alongside their peers Additionally, this approach can significantly enhance time efficiency in the learning process.
While the ideal combination of personal qualities for an effective teacher remains elusive (Barry, 1993:94), it is essential for teachers to actively engage students in classroom activities.
This investigation focuses on the teaching of speaking skills to second-degree freshmen at the University of Languages and International Studies, Vietnam National University, Hanoi It emphasizes the importance of teacher prestige in fostering a safe learning environment where students feel comfortable participating in class activities The study highlights that when students respect and trust their teachers, they are more likely to engage actively in the learning process, thereby enhancing their speaking skills.
(1993) mentions a number of characteristics that a teacher should have:
- Being natural: The teacher should present himself as a real person such as the feeling of happiness, sympathy, annoyance or humor
- Being warm: The teacher regards students as his fellow people, respects their personal characteristics and is happy to have them around
- Being pleasant: The teacher’s attitude towards students expresses his relaxation, friendliness in the relationship with his students
An approachable teacher fosters a welcoming environment, making students feel comfortable and valued This type of educator encourages open communication, allowing students to seek help and share their concerns without hesitation By creating a supportive atmosphere, approachable teachers enhance student engagement and promote a positive learning experience.
- Being tolerant: In learning a foreign language, students’ mistakes are inevitable The teacher needs to be tolerant with those mistakes instead of criticizing them tactlessly
Establishing a positive teacher-student relationship is essential for fostering a supportive classroom environment; teachers must be cordial, accepting, and tolerant to prevent students from feeling intimidated or hesitant to speak Research by Tsui (1996) highlights that teachers' intolerance of silence significantly contributes to students' reluctance to participate in discussions Additionally, Oxford (1998) emphasizes that the dynamics of teacher-student relationships, along with differing attitudes and styles, play a crucial role in demotivating student participation.
While not every teacher possesses all the ideal characteristics, fostering a positive rapport with students is crucial Effective interaction during lessons not only cultivates a supportive learning environment but also boosts student engagement in activities.
Characteristics of a successful speaking lesson
Different people have defined a successful lesson in different ways Ur, P (1996) provides characteristics of a successful speaking lesson as follows:
This article investigates the teaching of speaking skills to second-degree freshmen at the University of Languages and International Studies, Vietnam National University, Hanoi It explores effective methodologies and challenges faced in enhancing students' speaking abilities, aiming to improve overall language proficiency The research highlights the importance of practical speaking exercises and interactive learning environments in fostering communication skills among learners.
In a successful lesson, it is essential for teachers to embrace the purposeful noise generated by student interactions, as this often signifies engagement and enjoyment in speaking activities Teachers should strive to maintain an acceptable level of communicative noise to ensure that it does not disrupt other classes Additionally, providing clear instructions for speaking tasks is crucial to prevent misunderstandings that could lead to unproductive noise.
Successful speaking lessons thrive on students' strong motivation to participate As Haycraft (1978) emphasizes, motivation is defined as the learners' desire and need to speak, serving as the driving force that encourages them to engage, concentrate, and put in the effort required for effective learning.
Motivation in the classroom is influenced by various external factors, including the learning environment and engaging activities To foster motivation, teachers should incorporate a diverse range of interesting and relatable activities tailored to students' proficiency levels This approach not only encourages participation but also alleviates the fear of making mistakes, allowing students to engage eagerly in lessons and successfully meet their learning objectives.
A successful lesson requires not only high learner engagement and motivation but also active participation from all students, ensuring that speaking opportunities are evenly distributed rather than dominated by a few talkative individuals Effective teachers encourage quieter students to contribute by prompting them to raise their hands during speaking tasks Ultimately, a productive speaking lesson provides every student with the chance to express themselves in the language they are learning.
This article investigates the teaching of speaking skills to second-degree freshmen at the University of Languages and International Studies, Vietnam National University, Hanoi It emphasizes the importance of teachers understanding each student's abilities and employing appropriate teaching methods and techniques to encourage all students to express their ideas effectively.
An acceptable level of language
A key aspect of an effective language lesson is ensuring that students communicate at an acceptable level of language proficiency This means that their utterances should be relevant and easily understandable For beginners, using simple language is appropriate, while intermediate and advanced students should demonstrate a richer vocabulary, diverse sentence structures, and relevant linguistic tools to enhance their expression.
Review of previous studies related to the research area of the thesis
Numerous researchers have undertaken empirical studies to assess the current state of English speaking skills in learning and teaching, focusing on effective strategies to enhance students' speaking abilities.
In a study by Tsui A (1996) on the challenges in teaching and learning speaking skills, it was found that low motivation among learners is a significant issue The research suggests several strategies for teachers to enhance student motivation, including making instructional goals clear, breaking learning into manageable steps, connecting lessons to learners' needs and interests, and encouraging students to incorporate their own knowledge and perspectives into the learning process.
Hamzah & Ting (2009) conducted a qualitative action research study at SMK Damai Jaya in Malaysia, focusing on the effectiveness of group work in teaching speaking skills in English The study involved 33 students and 3 English teachers, utilizing questionnaires, observations, and interviews for data collection Through a series of questionnaires administered in Malay, students shared their opinions on group work activities aimed at enhancing their speaking skills and increasing their awareness of participation.
This investigation into the teaching of speaking skills to second-degree freshmen at the University of Languages and International Studies, Vietnam National University Hanoi, analyzed student participation and behavior during lessons, alongside interviews with three English teachers The findings revealed that students showed enthusiasm for group work activities and demonstrated proficiency in spoken language, as they felt secure expressing themselves in small groups, which alleviated anxiety about speaking in a foreign language Hamzah and Ting (2009) emphasized that to ensure every student participates in group work, activities must align with their skill levels and interests, highlighting that engaging students is crucial for successful language learning.
Another technique named language games was mentioned in Urrutia & Vega
A 2006 research study indicated that students often find speaking to be the most challenging skill to develop due to limited vocabulary, shyness, and fear of humiliation The authors emphasized the significance of incorporating games in the classroom as an effective method to enhance speaking skills among students.
In Rama, Ying, lee & Luei Luei’s (2007) study, the participants expressed that games allowed more than a half of students to improve communication in the second language
Numerous research studies highlight effective techniques for enhancing students' English speaking skills Notable methods include the use of animated videos by Nugroho (2011), jigsaw activities by Khomah (2009), U-shape seating arrangements by Hanim (2011), outdoor activities by Awaliaturrahmawati (2012), games by Hartati (2012), storytelling by Ristyawati (2012), and stimulation techniques by Wijayani (2012) These diverse approaches demonstrate the importance of varied instructional strategies in improving language proficiency.
(2011) with Role Play and Sulistyatini (2011) with semantic mapping
A study conducted by Nguyen Thi Thu Huong in 2010 at Vietnam National University Hanoi examined the teaching of speaking skills to non-English-majored MA students The research aimed to identify the current challenges in learning and teaching speaking skills, uncover the reasons behind students' reluctance to speak English, and address the difficulties faced by teachers in this context.
This investigation focuses on the teaching of speaking skills to second-degree freshmen at the University of Languages and International Studies, Vietnam National University Hanoi The study involved non-English-majored MA students and their teachers, utilizing questionnaires and interviews for data collection Findings revealed that over two-thirds of students were hesitant to participate in class discussions due to factors such as varying levels of language proficiency, unengaging topics, previous speaking experiences, and fear of embarrassment, often remaining silent until directly called upon by the teacher.
The studies conducted aimed to enhance understanding of English speaking skills in teaching and learning contexts They identified challenges faced by both students and teachers, leading to recommendations for improving speaking proficiency The primary research methods utilized included questionnaires, observations, and interviews, with the author leveraging two of these tools to gather data effectively.
In summary, Chapter 1 provides essential theoretical insights into speaking skills, including their definitions and relevance in learning and teaching It also reviews prior research in this field The next chapter will outline the methodology, procedures, and findings of the study, contextualized within the discussed theories.
This investigation explores the teaching of speaking skills to second-degree freshmen at the University of Languages and International Studies, Vietnam National University, Hanoi The study aims to identify effective teaching methods and strategies that enhance students' speaking abilities By analyzing current practices, the research seeks to improve pedagogical approaches and contribute to the overall development of language proficiency among freshmen The findings will provide valuable insights for educators and curriculum developers in fostering effective communication skills in higher education.
METHODOLOGY
Research settings
2.1.1 Time allocation and the textbooks
The study focused on second-degree freshmen at ULIS, VNU, who had two class time options: weekday evening sessions from 18:00 to 20:30, five times a week, or a combination of two weekday evening classes and two afternoon weekend classes from 13:00 to 17:30 Regardless of the chosen schedule, each semester consisted of 180 periods, which were divided into either 60 or 45 lessons.
The beginner-level course is designed to equip students with foundational knowledge in English grammar, vocabulary, and pronunciation while equally developing their four language skills The curriculum utilizes two key textbooks: Interaction Access and Interaction 1 (Silver Edition).
Mc Graw-Hill Companies were adopted In each set there were four separate books for individual skills named: Interaction Listening and Speaking, Interaction Reading, Interaction Writing, and Interaction Grammar
The "Interaction Listening and Speaking" course book is designed for first-year students, utilizing a theme-based approach across 10 chapters Semester 1 focuses on Interaction Access (Elementary), while Semester 2 covers six chapters of Interaction 1 (Pre-Intermediate) The book's content addresses familiar topics such as social life, sports, work, leisure, eating habits, and education Each topic introduces vocabulary in a communicative context, and teachers are encouraged to supplement the textbook with additional relevant materials For a detailed overview, refer to the table of contents in Appendix 8.
The English language instruction at the Foreign-Language-Specialized High School, situated within the ULIS, VNU campus, highlights the significance of adequate facilities in enhancing the learning and teaching experience.
This article investigates the teaching of speaking skills to second-degree freshmen at the University of Languages and International Studies, Vietnam National University Hanoi It explores the methods and effectiveness of current teaching practices, aiming to enhance students' speaking abilities in an academic context The study highlights the challenges faced by both educators and students and proposes recommendations for improving speaking skill instruction By focusing on practical applications and student engagement, the research seeks to contribute to the development of more effective language teaching strategies.
English classes here were equipped with basic facilities such as cassette players and blackboard whereas modern equipment such as projectors and computers was not available
The class size of approximately 30 students is beneficial for teaching and learning English, particularly in developing speaking skills This optimal number allows teachers to tailor and implement speaking activities that cater to the individual needs of students, enhancing the overall learning experience.
At the In-service Department of ULIS VNU, a total of 14 English teachers, aged 24 to 43, are responsible for teaching freshmen The oldest teacher boasts over twenty years of experience, while the youngest has nearly two years These educators can be categorized into two groups: those currently teaching at ULIS VNU and those teaching at other institutions Regardless of their group, all teachers are graduates of the Faculty of English Language Teaching Education at ULIS VNU, with approximately 70% having obtained or pursuing an MA Degree at the Faculty of Post Graduate Studies This diverse experience level among teachers highlights potential methodological challenges, particularly in effectively implementing communicative speaking activities Nevertheless, all teachers are energetic and recognize the critical importance of English communication skills, playing a vital role in enhancing students' speaking abilities.
The total number of second-degree freshmen at In-service Department was approximately 120 divided into four classes This population had the following features
an individual who was above the age of 22
an individual who had already had a university degree, which was a requirement for them to enroll in the course
This article investigates the teaching of speaking skills to second-degree freshmen at the University of Languages and International Studies, Vietnam National University, Hanoi It explores the methodologies employed in the classroom, the challenges faced by both students and instructors, and the effectiveness of current practices in enhancing speaking proficiency The findings aim to provide insights for improving English language teaching strategies and fostering better communication skills among students.
Many second-degree freshmen, who pursued English language learning independently from their workplaces, had approximately 10 years of English education through high school and university These students came from diverse backgrounds, including both employed individuals and some who were unemployed They primarily worked in private companies or government organizations, attending English classes in the evenings or on weekends Additionally, some recent graduates were enrolled in two concurrent programs: an English degree and a master's degree in their primary field of study.
Despite all students passing the entrance test, their English proficiency varied significantly While some were proficient in speaking, others excelled only in grammar and reading, leading to a lack of self-confidence and fear when it came to communicating in English.
Students enrolled in English courses for various reasons, with many eager to integrate the language into their daily lives This motivation led them to diligently attend all lessons and actively participate in speaking activities, sharing ideas and engaging in discussions Conversely, some students pursued their studies solely to meet degree requirements for career advancement within government organizations, resulting in a lack of enthusiasm and a mere focus on attendance.
The study
This research utilized a survey approach, employing two primary instruments: questionnaires featuring open-ended questions and observational methods The findings, insights, recommendations, and conclusions were derived from a thorough analysis of the collected data.
Survey research is the optimal method for this study, focused on assessing the teaching of speaking skills to freshmen in a specific context Utilizing a combination of various instruments will yield reliable data and provide the researcher with a comprehensive understanding of the situation.
This article investigates the teaching of speaking skills to second-degree freshmen at the University of Languages and International Studies, Vietnam National University Hanoi It explores the current methodologies employed in speaking instruction and assesses their effectiveness in enhancing students' communicative abilities The study aims to identify challenges faced by both educators and learners in the speaking skills curriculum, ultimately providing recommendations for improving teaching practices and student engagement in language acquisition.
This study involved a sample of 10 randomly selected teachers and 84 participating students Although survey questionnaires were distributed to approximately 120 students across four classes, the final number of respondents was 84 due to absenteeism and incomplete responses.
First-year part-time students, well-acquainted with English, demonstrated a strong understanding of the language but were still influenced by traditional teaching methods, resulting in better reading and grammar skills than speaking and listening The majority of English teachers were female, and during informal discussions, they expressed concerns about enhancing students' speaking abilities, particularly through the implementation of diverse communicative activities to boost oral skills.
Information on the subjects can be found in the table below
Two types of questionnaires were used in this study (one for students and the other for teachers) The questionnaires consisted of close and open-ended questions
The questionnaire for students consisted of four main parts with 15 questions Part
This article explores students' attitudes towards learning English speaking skills, focusing on their psychological and linguistic challenges in Part II Part III gathers feedback on their speaking lessons, while the final section examines their preferences in English learning.
This study investigates the teaching of speaking skills to second-degree freshmen at the University of Languages and International Studies, Vietnam National University, Hanoi The research aims to identify effective teaching methods and address challenges faced by both instructors and students By focusing on improving speaking proficiency, the study seeks to enhance communication skills essential for academic and professional success The findings will provide valuable insights for educators to refine their teaching strategies and foster a more engaging learning environment.
The teacher questionnaire comprised three sections with a total of seven questions The first section assessed teachers' attitudes towards their students' English speaking skills development The second section focused on gathering teachers' opinions regarding their teaching methodologies Finally, the third section allowed teachers to express the challenges they face in teaching English speaking skills.
In addition to survey questionnaires, the researcher employed classroom observations to validate the reliability of the data collected from teachers and students A total of four English speaking lessons were observed, where the researcher documented teachers' activities, teaching techniques, and students' engagement and attitudes towards the speaking activities using a detailed checklist.
The data of the research was collected by means of questionnaires and classroom observations The procedure of data collection could be divided into 4 major phases as follows
Phase 1: The first step of the process was preparation for the collecting of the data including the questionnaire designing
Phase 2: Next, the participants were contacted and invited to take part in the research The purpose of the study was concisely explained and confidentiality of the participants was confirmed The instruction was clearly delivered and any questions arising from the participants were answered immediately to guarantee the quality of the information
Phase 3: After collecting the information from the questionnaires, the author started observing some classes to confirm the validity and reliability of the data collected
Phase 4: The data after being collected was analyzed, synthesized and interpreted
The data collected from the questionnaire was analyzed using descriptive statistics to address the research questions The survey results were organized in Microsoft Office Excel, where they were visually represented through tables and charts for clearer interpretation.
This investigation focuses on the teaching of speaking skills to second-degree freshmen at the University of Languages and International Studies, Vietnam National University, Hanoi The study aims to assess current teaching methods and their effectiveness in enhancing students' speaking abilities By analyzing various instructional strategies, the research seeks to identify best practices that can improve language proficiency among learners The findings will contribute to the development of more effective teaching approaches tailored to the needs of students in higher education.
2.2.6 Data Analysis 2.2.6.1 Results of students’ survey questionnaire 2.2.6.1.1 Students’ attitudes towards the learning of English speaking skills
Questions 1 to 3 concerned students’ attitudes towards learning the speaking skills The first two questions were about the students’ attitudes towards the importance of speaking skills and their effort in learning to speak English The result was illustrated in the following chart (Figure 1)
A significant majority of students, 71%, recognize the importance of English speaking skills for their careers, while an additional 28% also consider it important This awareness is particularly evident among adult learners who aspire to advance professionally However, 6 out of 84 students expressed that English speaking was of little or no importance to their roles, with some noting that their work as researchers primarily involves writing and reading in English Despite this, 51% of the students reported putting considerable effort into mastering English speaking, with 17 students stating they are fully committed to improving their speaking abilities.
Figure 1: Students' attitudes towards English speaking and their effort in learning
Series 1: The importance of speaking skills
Series 2: Students' effort in learning
This article investigates the teaching of speaking skills to second-degree freshmen at the University of Languages and International Studies, Vietnam National University, Hanoi It highlights that a significant portion of students, approximately 25%, put considerable effort into developing their spoken communicative skills Conversely, only 7% of students reported not attempting to learn these essential skills, indicating a general awareness of the importance of speaking proficiency among the student body.
Question 3 was concerned with students’ frequency of speaking English in their class and Figure 2 was shown below to illustrate the result
FINDINGS AND DISCUSSIONS
Findings and Discussions
In a study observing four speaking lessons by various teachers, the author analyzed questionnaire data and identified several advantages that could enhance the speaking abilities of second-degree freshmen at ULIS VNU However, certain challenges persist, hindering students' progress in improving their communicative competence The findings and discussions are detailed below.
What is the situation of teaching speaking skills to second-degree freshmen in the In- Service Department, ULIS VNU?
A recent survey reveals that most teachers at the In-Service Department of ULIS VNU possess a solid understanding of Communicative Language Teaching (CLT) and its key features Despite this knowledge, the implementation of CLT remains limited in practice Classroom observations indicate that many educators prioritize accuracy over fluency and fail to adequately motivate students to participate in speaking activities Consequently, when students struggle to speak, teachers often overlook them in favor of more active participants, hindering the development of self-confidence and speaking skills among reluctant speakers.
Students and teachers’ attitudes towards speaking skills
At the In-Service Department of ULIS VNU, both teachers and learners highly value speaking skills and communicative activities, recognizing their crucial role in mastering a foreign language A recent survey reveals learners' expectations and preferred learning styles, highlighting key factors that contribute to the success of speaking lessons.
Students’ level of participation in class speaking activities
By analyzing the questionnaires and classroom observations, the first thing we could conclude is that the level of participation of second-degree freshmen at ULIS VNU
An investigation into the teaching of speaking skills for second-degree freshmen at the University of Languages and International Studies, Vietnam National University Hanoi, reveals several challenges Despite students recognizing the importance of speaking skills, many exhibit reluctance to engage in oral communicative activities Survey results indicate that students' talking time during speaking lessons ranges from only 30% to 50% Classroom observations highlight that students often provide brief responses using simple language and tend to remain passive, speaking primarily when prompted This limited participation hinders their creative and active learning Furthermore, there is an uneven distribution of participation, with some students dominating the conversation while others contribute minimally.
Students’ difficulties in learning to speak English
Second-degree freshmen often face challenges that can be divided into psychological and linguistic factors Psychologically, many students experience boredom and a lack of motivation due to topics that do not engage them, and they feel anxious when speaking English aloud as they are not accustomed to it Linguistically, inadequate vocabulary and a scarcity of ideas significantly impede their ability to communicate confidently in English.
Teachers’ difficulties in implementing speaking activities
Teachers at the In-Service Department, ULIS VNU face significant challenges in teaching speaking skills, primarily due to students' low English proficiency and their shyness Additionally, many educators struggle with classroom management stemming from limited experience and the time-consuming nature of lesson planning Furthermore, a lack of essential equipment, such as computers and projectors, hinders the effective design of communicative activities.
What are the mismatches between second-degree learners’ expectations and their teachers’ assumptions?
This article presents a comprehensive investigation into the teaching of speaking skills for second-degree freshmen at the University of Languages and International Studies, Vietnam National University Hanoi It explores the effectiveness of current teaching methodologies, identifies challenges faced by both students and instructors, and offers insights into improving speaking proficiency among learners The findings aim to enhance pedagogical practices and contribute to the development of effective language instruction at the university level.
Second-degree freshmen at ULIS VNU are practical and goal-oriented, seeking to apply their learning to real-life situations A significant 85% of students express a desire to practice English in real contexts, highlighting their focus on applicable skills Furthermore, they excel in their studies when actively involved in setting their own learning objectives.
Secondly, these part-time learners need appropriate materials and activities that are suitable for their needs and interests and allow them to demonstrate their knowledge and abilities
Students seek encouragement from their teachers through constructive feedback on their speaking performance, which helps them identify their strengths and weaknesses for future improvement Additionally, learners greatly value the corrections provided by their teachers.
Second-degree freshmen at ULIS VNU thrive in a cooperative learning environment, where they seek an accepting, secure, and supportive atmosphere that encourages them to express their thoughts and ideas freely.
Teachers at the In-service Department of ULIS VNU identify that students often feel nervous during speaking lessons due to their unfamiliarity with speaking English Additionally, limited vocabulary and ideas contribute to this challenge Despite this, only one-third of the teachers introduce new vocabulary or guide students in generating main ideas related to the topic Furthermore, while half of the teachers encourage pair or group discussions, this approach tends to result in higher-level students dominating the conversation.
Teachers effectively address error correction by waiting until after students' performances to provide feedback This approach allows students to speak without interruptions, fostering motivation and confidence However, it would be beneficial for teachers to guide students in identifying and correcting their mistakes at the end of the performance, enhancing their learning experience.
This investigation focuses on the teaching of speaking skills to second-degree freshmen at the University of Languages and International Studies, Vietnam National University, Hanoi It highlights a common issue where teachers promptly correct students' mistakes, which may lead to increased passiveness in their learning process over time The study aims to explore more effective teaching methodologies that foster active engagement and improve speaking proficiency among students.
Many teachers express satisfaction with the textbook topics, resulting in their reliance on these materials and a limited provision of additional resources for students.
=>Mismatches between learners’ expectations and teachers’ assumptions
Many students experience demotivation and boredom due to topics that do not align with their needs or skill levels, often without teachers realizing this issue Additionally, while adult learners possess certain background knowledge, they require foundational ideas on specific subjects, as expertise varies among individuals Lastly, teachers often feel challenged in fostering a cooperative speaking environment where students feel comfortable and encouraged to express their thoughts.
What should teachers do to improve their students’ learning of English speaking skills?
Recommendations
In a classroom, students exhibit varying levels of participation, with some eager to engage in conversation while others may feel hesitant or anxious about speaking the target language To foster an inclusive learning environment, teachers should ensure a balanced distribution of speaking opportunities among all students.
To enhance student confidence and thoughtfulness in their responses, teachers should increase the wait-time before calling for answers Additionally, fostering a more tolerant attitude towards students' answers can create a supportive learning environment.
To enhance classroom engagement, teachers must refine their questioning techniques Nolasco and Athur (1988) emphasize the importance of keeping students alert and motivated through rapid questioning This approach involves teachers posing questions and randomly selecting students to respond, ensuring that all learners are prepared to participate actively in the discussion.
Teachers should assign suitable tasks to students to enhance participation, especially for low-level learners For instance, allowing these students to take notes during group work or provide feedback on their peers' responses can help diminish their inhibitions This approach fosters a more inclusive environment, encouraging all students to engage actively in classroom activities.
Creating a cooperative classroom environment encourages students to engage in oral activities and express their opinions without fear of making mistakes To maintain motivation, teachers must tactfully correct errors and provide constructive feedback, comments, or praise Additionally, teachers should steer clear of high-pressure tasks, such as unexpected and challenging quizzes, to foster a more supportive learning atmosphere.
This article explores the teaching of speaking skills to second-degree freshmen at the University of Languages and International Studies, Vietnam National University, Hanoi It examines the effectiveness of various instructional methods, particularly focusing on the impact of competitive activities and spontaneous speaking opportunities on student performance The investigation aims to identify best practices for enhancing speaking proficiency among students, emphasizing the importance of preparation and confidence in fostering effective communication skills.
3.2.3 Establishing good rapport with students
A strong relationship between teachers and students is essential for fostering trust and respect, leading to a positive classroom environment When rapport is established, students feel happy, comfortable, and eager to share their thoughts during class discussions To cultivate this beneficial relationship, teachers can implement strategies recommended by Brown (1994).
- Show interest in each student as a person
- Give feedbacks on each student’s progress
- Openly solicit the students’ ideas and feelings
- Value and respect what the students think and say
- Work with the students as a team and not against them
- Develop a genuine sense of vicarious joy when they learn something
3.2.4 Combining the textbook with other authentic relevant materials
The Interaction Silver Edition textbook is a solid resource, but it may not fully cater to the diverse interests and proficiency levels of all students To enhance the creativity and engagement of speaking lessons, educators should integrate the textbook with authentic materials sourced from the Internet, magazines, and newspapers.
Teachers can enhance students' learning by encouraging them to deliver oral presentations on selected topics This practice allows students to research various sources, broadens their knowledge, and boosts their confidence Additionally, it fosters a sense of purpose in their English language acquisition.
To effectively motivate students in English speaking, it's essential to diversify activities that align with their interests and proficiency levels Oral tasks should address learners' needs, enhance intrinsic motivation, and incorporate authentic language in meaningful contexts Teachers can implement various engaging activities, including discussions, role plays, storytelling, interviews, and picture descriptions, to foster a dynamic learning environment.
This investigation focuses on the teaching of speaking skills to second-degree freshmen at the University of Languages and International Studies, Vietnam National University Hanoi The study aims to evaluate current teaching methods and their effectiveness in enhancing students' speaking abilities By analyzing instructional strategies and student engagement, the research seeks to identify areas for improvement in the curriculum Ultimately, the findings will contribute to the development of more effective teaching practices that foster better communication skills among language learners.
Effective communication activities are essential for fostering free expression among students However, it is important for students to first engage in controlled and semi-controlled communication practices to build their confidence and skills Therefore, the researcher will outline a step-by-step approach for teachers to gradually reduce their control over these activities, enabling students to progress towards more independent communication.
Incorporating songs at the beginning of lessons serves as an effective warm-up activity, aiding students in developing their listening skills while simultaneously improving their oral abilities through retelling the song's content This approach is particularly beneficial in both speaking and listening lessons.
The teacher provides handouts featuring song lyrics with missing words for students to complete while listening to the song Once the gaps are filled and verified by the teacher, students collaborate in groups of four or five to discuss the song's content Finally, the teacher selects students from various groups to share their opinions, allowing peers to offer support and insights.
- Material: The song “Ain’t got no /I’ve got life” (provide vocabulary of body parts)
Communicative games are effective tools for enhancing speaking skills, as they motivate learners to engage in conversation and actively participate These games enable students to use English more naturally, focusing on problem-solving rather than language mechanics Among the various speaking games available, "What is the word?" and "Spot the difference" stand out as particularly suitable for first-year students, helping them to improve their speaking abilities.
Recapitulation of main ideas
This study examines the current state of teaching and learning English speaking skills, focusing on enhancing the speaking abilities of second-degree freshmen at ULIS, VNU Data was gathered through questionnaires and classroom observations, beginning with the design of the questionnaires A total of 84 students and 10 teachers participated in the research Following the data collection, classroom observations were conducted to validate the findings The collected data was then analyzed, synthesized, and interpreted The thesis addresses theoretical aspects related to language teaching, the nature of spoken language, and the roles of teachers, while also answering the research questions posed at the outset.
The research on the current state of teaching and learning English speaking skills at ULIS, VNU reveals that both second-degree freshmen and teachers recognize the significance of these skills However, student participation in speaking classes is low and uneven, hindering the overall success of the lessons This situation highlights the need to examine teachers' instructional methods and the challenges faced by both students and educators.
The research highlights significant mismatches between learners' expectations and teachers' assumptions, leading to issues such as student demotivation and boredom due to unsuitable topics Many students feel their needs and levels are not being considered, while teachers remain unaware of these concerns Additionally, although adult learners possess specific background knowledge, they require foundational ideas on particular topics to enhance their understanding and engagement.
This article investigates the teaching of speaking skills to second-degree freshmen at the University of Languages and International Studies, Vietnam National University, Hanoi It highlights that teachers often fall short of expectations in fostering a cooperative speaking environment, which is essential for students to feel comfortable and confident in expressing their ideas The study emphasizes the need for improved pedagogical strategies to enhance student engagement and participation in speaking activities.
To enhance students' speaking skills, teachers should implement several key strategies, including managing speaking turns for balanced participation, fostering a cooperative classroom environment, building strong rapport with students, and integrating authentic materials alongside the textbook Recommended communicative activities, such as role plays, classroom discussions, and songs, can be effectively utilized in conjunction with the chapters from the Interaction Speaking and Listening Silver Edition textbook.
In conclusion, this study aims to enhance the understanding of English speaking teaching and learning in everyday classrooms, ultimately assisting teachers in making informed teaching decisions It is essential for English language instructors at the In-Service Department, ULIS VNU, to prioritize strategies that improve the speaking abilities of non-English-majored students Teachers should actively implement communicative activities aligned with Communicative Language Teaching (CLT) in their speaking lessons, despite any challenges they may face Additionally, strong support from educational administrators is crucial, including the creation of conditions that allow teachers to fully utilize their expertise, creativity, and enthusiasm The culmination of these efforts should result in students achieving strong communicative competence.
Limitations of the study
The study has notable limitations, primarily due to its survey sample, which included only 10 teachers and 84 students from the In-Service Department at ULIS VNU This limited sample size does not encompass the entire student body of the department, potentially failing to provide a comprehensive overview of the situation.
Secondly, some suggested communicative activities are not enough and not very systematic; therefore, there should be more activities to enhance speaking skills for the first-year students
Thirdly, the method of the study, the survey method itself has the disadvantage of artificiality There is a risk that people's answers to questionnaire items may not reflect
This investigation focuses on the teaching of speaking skills to second-degree freshmen at the University of Languages and International Studies, Vietnam National University, Hanoi While surveys can appear superficial compared to field research, classroom observations were employed to provide deeper insights into the teaching process To enhance the credibility of the findings, the use of audio and video recordings during these observations is recommended.
Suggestions for further studies
To address the limitations of this study, future research should involve a larger sample size and incorporate qualitative data collection methods, such as interviews or video recordings, to enhance data richness Additionally, subsequent studies could concentrate on communicative speaking activities aimed at improving English speaking skills among part-time working learners Suggested topics for further exploration in this area are essential for developing effective speaking skills.
- Communicative activities to enhance students’ English speaking skills
- Strategies to maximize students’ participation in English speaking lessons
- Personalizing oral activities to increase students’ participation
- Using authentic materials to motivate students in English speaking lessons
- Understanding and meeting English learners’ needs in the speaking lessons
- Creating a classroom atmosphere conducive to English speaking learning
This investigation focuses on the teaching of speaking skills to second-degree freshmen at the University of Languages and International Studies, Vietnam National University Hanoi The study aims to analyze current teaching methods and their effectiveness in enhancing students' speaking abilities By examining the challenges faced by both instructors and learners, the research seeks to identify strategies for improving speaking skill instruction, thereby contributing to better language proficiency among students.
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English to Speakers of other Languages, Inc
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Pedagogy, Englewood Cliffs, NJ: Prentice Hall Regents
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Retrieved in Language Aptitude Reconsidered ERIC Digest http://www.ericdigests.org/pre-9215/language.htm
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VNUH, submitted in partial fulfillment for the requirements of the degree of Master of Arts at ULIS, VNU
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14 Nolaso, R & Arthur, L.(1988) Large classes, London: Macmillan Publishers
15 Nunan, D (1999), Second Language Teaching & Learning, Boston: Heinle & Heinle
This investigation focuses on the teaching of speaking skills to second-degree freshmen at the University of Languages and International Studies, Vietnam National University Hanoi It aims to analyze current pedagogical approaches and identify effective strategies for enhancing students' speaking abilities The study highlights the importance of interactive learning environments and practical communication exercises in fostering language proficiency among students By examining both student and instructor perspectives, the research seeks to contribute valuable insights into improving speaking skill instruction within the university context.
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Theoretical Framework, The Modern Language Journal, 78, 12-28
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22 Ur, P (1996), A Course in Language Teaching, Cambridge [England]; New York:
23 Urrutia, W., & Vega, E (2006), Encouraging teenagers to improve speaking skills through games in a Colombian public school, PROFILE Issues in Teachers'
This article explores the teaching of speaking skills to second-degree freshmen at the University of Languages and International Studies, Vietnam National University Hanoi It investigates current methodologies and their effectiveness in enhancing students' speaking abilities The study aims to identify challenges faced by both instructors and learners in the speaking skills curriculum By analyzing various teaching strategies, the research seeks to propose improvements that can lead to better student engagement and proficiency in spoken language The findings are intended to contribute to the ongoing development of English language education at the university level in Vietnam.
APPENDIX 1 SURVEY QUESTIONNAIRE (for students)
This survey is part of my research titled “An Investigation into the Teaching of Speaking Skills to Second-Degree Freshmen at the University of Languages and International Studies, Vietnam National University Hanoi.” Your participation in completing the questionnaire is greatly valued, and rest assured that your identity will remain confidential The information you provide will solely be used for research purposes.
How long have you been learning English? …… years Part 1: Students’ attitudes towards the learning of English speaking skills
1 How important is English speaking to you?
2 How is your effort in learning to speak English?
3 Do you often speak English in speaking lessons?
A Yes I always volunteer to speak
B Yes I speak when I like the topics
C No I only speak when the teacher orders me
D No I never speak and often keep silent in speaking lessons
This study investigates the teaching of speaking skills to second-degree freshmen at the University of Languages and International Studies, Vietnam National University, Hanoi It aims to evaluate current pedagogical practices and identify effective strategies for enhancing students' speaking abilities The research emphasizes the importance of developing communication skills in a globalized context, highlighting the challenges faced by both instructors and learners Through comprehensive analysis, the study seeks to contribute valuable insights into improving English language education at the university level.
Part 2: Students’ difficulties in the learning of English speaking skills
4 Do you feel reluctant to speak in English speaking lessons? If yes, why? If no, skip this question
A Being afraid of losing face when making mistakes and being laughed at by my classmates
B Being not used to speaking English in front of other people, therefore, feel nervous
C Learning goal is not to communicate, so feel indifferent in the speaking class
D Feeling bored and demotivated because the topic is too easy or too difficult
5 What difficulties do you face when learning to speak English? (Choose no more than 2 options)
A Lack of vocabulary to express my idea
B Not enough time for preparation
C I don’t have ideas to talk about the topic
D My pronunciation is very poor
E My grammar is very poor
Part 3: Students’ feedbacks on their speaking class
6 What do you think of the textbook you are using at your English speaking class?
A Many activities are unsuitable and boring
B Many activities are interesting and suitable
C Many activities are difficult and boring
D Many activities are easy and boring
7 On average, students’ talking time accounts for ……… of a speaking lesson in your class
A Less than 30%, and your teachers talk for more than 70%
B From 30 to 50%, and your teachers talk from 50% to 70%
C From 50% to 70%, and your teachers talk from 30% to 50%
D More than 70%, and your teachers talk for less than 30%
This investigation focuses on the teaching of speaking skills to second-degree freshmen at the University of Languages and International Studies, Vietnam National University, Hanoi The study aims to assess current teaching methods and their effectiveness in enhancing students' speaking abilities By identifying challenges and opportunities in the curriculum, the research seeks to provide insights for improving instructional strategies and fostering better communication skills among students This comprehensive analysis contributes to the ongoing discourse on language education and aims to enhance the overall learning experience for freshmen in higher education.
8 What do you think about your teachers’ talking time?
A too much B much C all right D little E too little
9 After giving a topic, your teachers often (Choose no more than 2 options)
A Provide new words and structures related to the given topic
B Provide main ideas of the topic
C Let students discuss the topic in pair or group
D Immediately ask you to discuss the topic
10 What does your teacher do while you practice Speaking?
A Go around the class to monitor and help you with new words or structures when you need
B Stay at their seat and relax
C Take time to do other things
11 What do your teachers do after you finish your speaking performance?
A Give good comments although your presentation is not really good
B Point out your mistakes and encourage you to correct your mistakes by yourselves
C Point out and correct your mistakes
12 What do your teachers do when you make mistakes in speaking?
A Interrupt you and correct your mistakes immediately
B Not correct your mistakes and encourages you to continue speaking until you finish
C Wait until you finish, point out your mistakes and encourage you to correct your mistakes by yourself
D Just listen to you until you finish and no correction
13 How do you think about your class’ speaking lessons?
A All students are very active
This article presents an investigation into the teaching of speaking skills for second-degree freshmen at the University of Languages and International Studies, Vietnam National University, Hanoi The study aims to assess the current methodologies and effectiveness of speaking skill instruction, highlighting challenges faced by both educators and students It emphasizes the importance of enhancing speaking proficiency to improve overall communication skills in a global context The findings aim to provide insights that could inform future teaching practices and curriculum development in language education.
B Many students are active, happy and willing to speak
C Many students are reluctant to speak and the class is quite boring
D All students are reluctant to speak and the class is very boring
E It depends, some students are active and others are passive
14 What would you like your teacher to do to encourage you to speak in English speaking lessons? (Choose no more than 2 options)
A Not interrupt when you make mistakes
B Give marks or comments for your speaking performance
C Give you speaking tasks suitable to your ability
D Create a co-operative English learning environment
E Combine textbook and other relevant materials
F Give more careful instructions at the beginning of the activity
15 Please read the sentences carefully, tick the ones that apply to you
In class, I like to learn by games
In class, I like to learn by pictures, films and video
I like to learn the target language in pairs and groups
I like to practice English in real situations
I like the teacher to let me find my mistakes
At home, I like to learn by watching TV in the foreign language
I like the teacher to explain everything to us
I want to write everything in my notebook
I like to study the foreign language by myself
I like the teacher to give us problem to work on
I like to make my language performance perfect before reporting to the class
THANK YOU VERY MUCH FOR YOUR CO-OPERATION
This article presents an investigation into the teaching of speaking skills for second-degree freshmen at the University of Languages and International Studies, Vietnam National University, Hanoi The study aims to evaluate current teaching methods and their effectiveness in enhancing students' speaking abilities It emphasizes the importance of effective communication skills in academic and professional contexts, providing insights into pedagogical strategies that can improve student engagement and performance in speaking tasks The findings contribute to the ongoing discourse on language education, highlighting best practices and areas for improvement in teaching speaking skills at higher education institutions.
APPENDIX 2 SURVEY QUESTIONNAIRE (for teachers)
This survey is part of my research titled "An Investigation into the Teaching of Speaking Skills to Second-Degree Freshmen at the University of Languages and International Studies, Vietnam National University Hanoi." Your participation in completing this questionnaire is greatly valued Rest assured, your identity will remain confidential, and your responses will solely be utilized for this research.
Female How long have you been teaching English: year(s) Part 1: Teachers’ attitudes towards their students’ learning of English speaking skills
1 What do you think about the importance of English speaking to your students?
2 What do you think about your students’ speaking ability?
3 In your experience, what makes your students feel reluctant to speak English in the class?
A Being afraid of losing face when making mistakes and being laughed at by their classmates
B Being not used to speaking English in front of other people, therefore, feel nervous
C Learning goal is not to communicate, so feel indifferent in the speaking class
This investigation explores the teaching of speaking skills to second-degree freshmen at the University of Languages and International Studies, Vietnam National University Hanoi The study aims to identify effective strategies and methodologies for enhancing speaking proficiency among students By analyzing current teaching practices, the research seeks to improve the overall quality of language instruction and better prepare students for real-world communication challenges The findings will contribute to the development of a more effective curriculum tailored to the needs of learners in the context of higher education in Vietnam.
D Feeling bored and demotivated because the topic is too easy or too difficult
4 In your experience, what are your students’ difficulties in learning to speak English?
A Lack of vocabulary to express their idea
B Not enough time for preparation
C They don’t have ideas to talk about the topic
D Their pronunciation is very poor
E Their grammar is very poor
Part 2: Teachers’ opinion in their teaching methodology
5 As for you, Communicative Language Teaching:
A always emphasizes fluency over accuracy
C its final goal is students’ communicative competence
E is used only for teaching Speaking skills, not for other skills
F focuses on meaningful tasks rather than the language itself
G gives students opportunities to communicate with each other
6 Do you apply Communicative Language Teaching in teaching Speaking?
Part 3: Teachers’ difficulties in their English speaking lesson
7 What difficulties do you meet when carrying out the speaking activities? (Choose no more than 2 options)
7.1 In terms of students’ side
A they often keep quiet and only speak when they are asked
B learners are too shy to speak in front of the class
C they are not interested in the topic
D they have low proficiency of English
This article investigates the teaching of speaking skills to second-degree freshmen at the University of Languages and International Studies, Vietnam National University, Hanoi It explores the methodologies employed in teaching speaking, assesses the effectiveness of these approaches, and identifies challenges faced by both students and instructors The findings aim to enhance pedagogical strategies and improve students' speaking proficiency, contributing to the overall quality of language education at the university.
7.2 In terms of your own side
A it is difficult to organize
B it takes too much time to make a lesson plan
7.3 In terms of objective factors
A lack of equipment in the classroom (computers and projectors)
Other difficulties that you face:
THANK YOU VERY MUCH FOR YOUR CO-OPERATION
This article investigates the teaching of speaking skills to second-degree freshmen at the University of Languages and International Studies, Vietnam National University, Hanoi It explores the methodologies and effectiveness of current teaching practices, aiming to enhance students' speaking abilities in an academic setting The research highlights the importance of interactive learning and practical application in developing communication skills among language learners By assessing the challenges faced by both educators and students, the study seeks to propose strategies for improving speaking instruction and fostering a more engaging learning environment.
1 Students’ level of participation in speaking activities Very low 1 2 3 4 5 Very high
2 Students’ interaction with the teacher and other partners Very bad 1 2 3 4 5 Very good
3 Students’ attitudes towards speaking activities Not interested 1 2 3 4 5 Very interested
4 Teacher’s teaching techniques & speaking activities
5 Classroom learning atmosphere Not active 1 2 3 4 5 Very active
This article investigates the teaching of speaking skills to second-degree freshmen at the University of Languages and International Studies, Vietnam National University, Hanoi It aims to evaluate current methodologies and effectiveness in developing students' speaking abilities The research highlights the challenges faced by educators and students in the speaking curriculum, emphasizing the need for improved instructional strategies to enhance communication proficiency Through this investigation, the study seeks to contribute valuable insights into language education practices within the Vietnamese higher education context.
APPENDIX 4 SAMPLE OF THE SPEAKING ACTIVITY: SONG
This article investigates the teaching of speaking skills to second-degree freshmen at the University of Languages and International Studies, Vietnam National University Hanoi It explores the methodologies and effectiveness of current practices in enhancing students' speaking abilities The study aims to identify challenges faced by both instructors and learners in the speaking skills curriculum Additionally, it seeks to provide recommendations for improving teaching strategies to foster better communication skills among students.
APPENDIX 5 SAMPLE OF THE COMMUNICATIVE GAME: SPOT THE DIFFERENCE