(LUẬN án TIẾN sĩ) AN INVESTIGATION INTO EFL TEACHERS’ AND STUDENTS’ PERSPECTIVE ON FACTORS INFLUENCING ORAL FLUENCY IN THE CONTEXT OF THE UNIVERSITY IN VIETNAM

INTRODUCTION

Background of the study

Internationalization in higher education has become a key strategy for attracting a diverse student body and enhancing competition among institutions globally (Wallitsch, 2014) As English solidifies its status as the dominant international language, it serves as the primary communication tool across various regions (Chen, 2009) This global reliance on English has led to its use in diverse contexts, such as academia and the workplace, creating new challenges in English language learning and teaching Consequently, the focus has shifted from identifying the most effective teaching methods to embracing core teaching principles (Jacobs & Renandya, 2016, p 4).

EFL teachers should prioritize developing procedural knowledge, which includes negotiation strategies, over propositional knowledge, such as language norms and conventions This focus on procedural knowledge equips students with essential strategies to navigate the complexities of globalization effectively.

The primary objective of Teaching English as a Foreign Language (TEFL) is to enhance learners' communicative competence, addressing the increasing global demand for English as a communication tool Proficiency in oral language skills, particularly in speaking and listening, is essential for students' academic, personal, and professional success.

Emanuel (2011) found that college students spent over 75% of their academic communication time on oral activities, such as listening and speaking, while reading and writing constituted less than 25% This highlights the importance for instructors to promote and enhance effective oral communication skills among their students.

After all, the fact is that language is communication, and language teaching is for communication In order to advocate and support a balance of opportunities for teaching

An investigation into the perspectives of EFL teachers and students in Vietnam reveals critical factors influencing oral fluency in language learning According to Nation (2014), a balanced approach in language courses should include meaning-focused input, output, language-focused learning, and fluency development, yet fluency often receives less emphasis For effective language acquisition, it is essential to identify and address the factors that enhance speaking fluency, as fluency is a primary goal in teaching English as a second language Research indicates that various elements, including temporal, lexical, speaker-related, and external factors, significantly impact foreign language speaking proficiency (Kopnická & Calgary, 2016) While EFL practitioners believe that practice improves production mechanisms, the exact process remains unclear (Biancarosa et al., 2016) Some argue that fluency cannot be explicitly taught but develops naturally, particularly through immersive experiences such as living abroad (Chambers, 1997).

Fluency is a crucial component of language proficiency, as highlighted by Leonard (2015) and Chambers (1997) To achieve optimal fluency in English as a Foreign Language (EFL), effective teaching methods and well-structured instruction from EFL teachers are essential (Segalowitz, Gatbonton, & Trofimovich, 2009; Kopnická & Calgary).

Language teachers must identify key factors that influence fluency to enhance oral proficiency effectively Additionally, L2 instructors should minimize their own speaking time and foster interaction among students by incorporating engaging learning activities and tasks.

Optimizing speaking fluency significantly enhances academic success and real-life conversations in the target language As highlighted by Bygate (2009), fluency is crucial as it directly correlates with effective communication.

Research indicates that for EFL learners, speaking proficiency in English and other foreign languages is often the most difficult aspect of language acquisition Effective speaking requires the integration of multiple skills, making it a complex challenge for learners (Young, 1990; Price, 1991; Horwitz, Horwitz, & Cope, 1991).

Ztürk & Gürbüz, 2014) This is because speaking skills depend on the context of the situation, including the participants, their shared experiences, the physical

This article investigates the perspectives of EFL teachers and students regarding the factors that influence oral fluency in Vietnamese universities It emphasizes that promoting speaking skills requires learners to understand not only the mechanics of language production—such as grammar, pronunciation, and vocabulary—but also the contextual aspects of language use, including when, why, and how to communicate effectively Furthermore, it highlights the significance of the learner's emotional state, which can greatly impact language learning success, as noted by Oxford (1990).

Learners encounter various influential factors that contribute to the development of speaking fluency (Heyun, 1999; Bahrani, 2011; Davies, 2014; Samuel, 2020; Marisca, Venansia & Norma, 2020) In English as a Foreign Language (EFL) contexts, such as Vietnam, students often face limited opportunities for fluency practice due to restricted language exposure and use, which is primarily confined to the classroom Additionally, the absence of fluency exercises within the classroom further exacerbates this challenge.

Despite the growing interest among researchers and educators in exploring new theories and methodologies for enhancing English proficiency and oral fluency for EFL learners since the start of the 21st century, the efforts to improve speaking fluency among EFL students in Vietnam have largely been unsuccessful Teaching English as a foreign language presents significant challenges, and fostering speaking fluency in EFL students proves to be even more complex This thesis addresses these pressing issues.

AN INVESTIGATION INTO EFL TEACHERS’ AND STUDENTS’

PERSPECTIVE ON FACTORS INFLUENCING ORAL FLUENCY IN THE CONTEXT OF THE UNIVERSITY IN VIETNAM

Statement of the problem

Vietnam is undergoing industrialization and modernization to achieve the status of a modern industrialized nation by 2020, as outlined in the 11th National Party Congress in 2011 A key element in this transformation is the development of human resources, particularly through education and training Proficiency in English as a foreign language (EFL) is vital for successful integration into the global community.

(2008), English has likely played the principal role in the foreign language teaching curriculum at Vietnamese higher education institutions for the last few decades

Notably, the Vietnamese Ministry of Education and Training (MOET) adopted the Common European Framework of Reference (CEFR) as the learning outcome for the

This investigation explores the perspectives of EFL teachers and students on the factors influencing oral fluency within Vietnamese universities Despite the establishment of tertiary education in Vietnam in 2014, the expected learning outcomes, particularly in speaking skills, have not been met (Huyen & Ha, 2013; Tran, 2013; Tuan & Mai, 2015) The study aims to identify key elements that affect oral fluency, providing insights for educators and curriculum developers to enhance language proficiency among students.

The lack of literature on factors affecting speaking fluency and teaching strategies in higher education in Vietnam highlights a significant gap in understanding To enhance oral fluency and communicative competence, it is crucial to first identify the challenges and factors that impact students' ability to speak English fluently.

The significance of English in the workplace cannot be overstated, as key factors influencing language learning outcomes (LOF) are crucial and should be highlighted in the educational process Many students are graduating from universities with insufficient English skills to meet real-world demands Despite English language instruction beginning in the third grade of elementary school in Vietnam and continuing through university, Vietnamese students often face persistent challenges in achieving communicative fluency for academic and professional interactions in English.

Despite years of instruction based on established syllabuses, language learners in 1983 could still communicate to some extent in a second language (L2) However, communication failures, particularly those related to loss of fluency (LOF), present a complex array of challenges.

This study aims to identify key factors that affect communication, specifically speaking fluency among students By addressing the challenges they face, the research seeks to enhance their speaking abilities Given the importance of fluent English communication in various contexts, especially in academic settings, it is crucial to assess the factors influencing speaking fluency in Vietnamese universities.

Purpose of the study

This research aims to explore various factors affecting oral fluency, focusing on both affective and external challenges It delves into the concept of oral fluency, highlights the significance of Language Oral Fluency (LOF), identifies obstacles to achieving fluency, and proposes strategies for enhancing oral skills among English major students in Vietnamese universities The findings reflect the perspectives of both teachers and students regarding oral fluency and the elements that impact speaking proficiency within the context of Vietnamese higher education, offering valuable insights for improving teaching and learning practices.

This study investigates the perspectives of EFL teachers and students on the factors influencing oral fluency within Vietnamese universities The findings aim to enhance the oral fluency of Vietnamese EFL learners, providing valuable insights that can benefit both educators and students By addressing these factors, the research seeks to boost confidence in effective teaching and learning practices related to oral fluency.

Research questions

Fluency, while often perceived as a vague concept, plays a crucial role in effective communication for EFL students, who encounter challenges in expressing knowledge, ideas, and emotions (Brumfit, 1984) Speaking extends beyond mere message delivery; it involves active participation in discussions This study aims to explore the various factors affecting speaking proficiency among EFL learners at Vietnamese universities, seeking to provide valuable insights into these challenges.

1 What are the students' and the teachers' perspectives on oral fluency?

2 What are teachers' and students' perspectives on the factors influencing the oral fluency of tertiary English majors?

This study adopts an exploratory, meaning-centered approach to investigate the perspectives of teachers and students, focusing on their views, attitudes, practices, and beliefs Recognizing that these research questions do not align with traditional positivistic methods, the inquiry is context-embedded and qualitative, supplemented by quantitative data from questionnaire responses, referred to as "quasi-statistics" (Becker, 1970; cited in Maxwell, 2010, p.476).

Scope of the study

Second language acquisition theory highlights that speaking performance, particularly oral fluency, is influenced by various factors, including linguistic, cognitive, social, and affective elements For Vietnamese EFL students, these factors pose significant challenges to achieving fluency and accuracy in English This research specifically examines affective factors, such as anxiety, motivation, and attitude, which are crucial for language learning and the willingness to engage in fluency activities (Yang, 2014).

More than that, this research also examines external factors in second language acquisition The external factors include technology, instruction, exposure to English, task type, and environment-class size factors

This article investigates the perspectives of EFL teachers and students regarding the factors that influence oral fluency in the context of Vietnamese universities It explores the challenges and strategies identified by educators and learners, highlighting the importance of effective teaching methods, practice opportunities, and the role of motivation in enhancing students' speaking skills The findings aim to provide insights that can improve English language instruction and support the development of oral proficiency among university students in Vietnam.

This study specifically examines the affective and external factors influencing the speaking fluency of EFL students, focusing solely on teachers' and students' perspectives regarding speaking skills The findings are limited to oral fluency within the language classroom, yet they extend to broader social communication contexts Speaking fluency encompasses both formal settings, such as language instruction, and informal environments, including activities like watching movies, reading books, or listening to the radio, highlighting the diverse contexts in which language learning occurs.

The study examines how implementers, specifically teachers and students, perceive and respond to factors influencing the Learning of Fluency (LOF) in university settings It aims to uncover the realities of teaching and acquiring speaking skills, exploring any challenges faced by both educators and learners and their strategies for addressing these issues Ultimately, the research seeks to provide valuable methodologies and pedagogical implications for English as a Foreign Language (EFL) teachers, enhancing the learning experience for EFL students.

The current study focuses on language learning for teachers and students, as well as student language use and production, acknowledging that varying perspectives from administrators may lead to different outcomes and implications in the implementation process.

Third, the study focuses on English-major university students who have different goals and linguistic skills than non-English-major university students

Students primarily engage in an L2 environment, utilizing the L2 almost exclusively during their learning Additionally, the curriculum, materials, assessments, and teaching methods are distinctive Consequently, the results of this study cannot be applied to non-English majors at the same university.

This study also emphasizes the viewpoints of university educators, who are seen as active contributors and creators of educational knowledge Specifically, the research investigates the domain of teacher effectiveness.

The study is conducted at universities in Central Vietnam, where admission is contingent upon passing an entrance exam Consequently, while the findings may be relevant to similar institutions, they should not be generalized to universities outside of Vietnam.

This investigation explores the perspectives of EFL teachers and students regarding the factors that influence oral fluency in the context of Vietnamese universities It aims to identify key elements that impact language proficiency, emphasizing the importance of understanding both educators' and learners' viewpoints The study highlights the significance of pedagogical approaches, classroom environment, and student motivation in enhancing oral communication skills among learners By analyzing these factors, the research seeks to provide insights that can improve English language teaching practices in Vietnam.

Significance of the study

Previous research on L2 fluency has largely overlooked teachers' perspectives on speaking fluency, particularly in the context of Vietnamese L2 learners Despite fluency being a fundamental skill that many L2 learners aspire to achieve, the insights of EFL teaching staff have been largely absent from empirical studies This research aims to fill this gap, offering valuable contributions to both the theoretical and practical dimensions of language studies.

This research explores the oral speaking fluency of Vietnamese EFL students in tertiary education, highlighting the nature and components of their speaking proficiency It examines how learners' backgrounds and characteristics influence their EFL learning, providing insights into factors that impact oral fluency The findings aim to enhance awareness of the key elements affecting communication fluency among students in Vietnam.

Higher education often represents the final phase of formal learning, especially in English as a Foreign Language (EFL) courses This study identifies key factors that affect the Learning Outcomes Framework (LOF) for second language (L2) learners By understanding these factors, students can better prepare to improve their speaking fluency The findings aim to empirically illustrate the various influences on learners' spoken English proficiency Ultimately, this research is significant for enhancing students' English speaking fluency throughout the teaching and learning process.

This research explores the pedagogical effectiveness of speaking fluency in foreign language communication among Vietnamese EFL learners in higher education It emphasizes the identification of variables related to the EFL learning process, aiming to diagnose factors that influence spoken English fluency in Vietnam Additionally, the findings offer insights into elements affecting students' speaking abilities, enabling both teachers and students to enhance their awareness and improve communication skills in English.

This investigation explores the perspectives of EFL teachers and students regarding the factors that influence oral fluency in Vietnamese universities The research aims to enhance teaching practices in speaking skills, addressing barriers to fluency improvement and fostering a positive attitude towards change To overcome these challenges, it is essential to implement teacher development programs that provide participants with continuous opportunities to stay informed about the latest research in language learning and access new educational resources.

Definitions of key terms

Fluency is commonly defined as the ability to process language easily and accurately, as noted by the Oxford English Dictionary, which describes it as the capacity to speak or write a foreign language with ease However, research suggests that language proficiency should be understood as a construct intertwined with various societal literacies and their relationship to power (Montero-Sieburth, 2014) Additionally, the Association of Teachers of English to Speakers of Other Languages (TESOL) emphasizes that language proficiency encompasses the ability to communicate information, ideas, and concepts across different content areas.

Language fluency is commonly understood within communities of practice and research as the contextualized use of language, contrasting with language proficiency, which focuses on grammar and pronunciation knowledge However, it is often critiqued for being used without a clear definition or lacking a solid theoretical foundation.

Besides, in this research, the terms "oral fluency" and "speaking fluency" are used interchangeably to refer to different aspects of language

Perspectives are about individual ways in which people consider a situation per se while being impacted by personal experiences or considerations (Nkwe &

According to Pajares (1992), all educators possess beliefs regarding their work, students, subject matter, and responsibilities, as highlighted in his analysis of 35 educational investigations These beliefs, which are often more impactful than knowledge, play a crucial role in shaping how individuals perceive and approach tasks and challenges in the educational environment.

This investigation explores the perspectives of EFL teachers and students on the factors influencing oral fluency within the university context in Vietnam It highlights how their attitudes, values, and beliefs shape their classroom practices and approaches Understanding these perspectives is crucial for identifying stronger predictors of behavior in language learning, as they play a significant role in justifying and characterizing educational methods.

Teachers' beliefs significantly influence their knowledge, attitudes, and instructional methods, evolving over time through their experiences This evolution affects their understanding of the purpose and practices of second language speaking, ultimately shaping how teaching is perceived and interpreted.

Research highlights the significance of teacher perspectives and beliefs in shaping instructional decisions and practices (Borg, 2003, 2013; Borg & Burns, 2009; Tsui, 2003) Furthermore, engagement in teacher research is shown to have a "powerful transformative" effect on language teachers' development (Borg, 2013, p 6) The current study draws on substantial data indicating that participation in teacher research can have "at least a moderate impact on their teaching" (Borg, 2013, p 126).

Research into the individual perspectives of higher education in Vietnam reveals how teachers perceive the influence of Language of Fluency (LOF) factors and their approaches to integrating them into teaching Emphasizing the significance of language teachers' beliefs, knowledge, and practices regarding LOF, this study offers valuable insights and practical guidance for education stakeholders aiming to enhance oral fluency Additionally, exploring students' perspectives and attitudes towards LOF is essential for adapting educational paradigms and fostering collaboration among academic staff to create effective speaking skills resources The qualitative data gathered provides a nuanced understanding of the diverse perspectives and attitudes surrounding LOF, which can significantly affect the teaching and learning dynamics for both EFL teachers and students Ultimately, incorporating both teachers’ and students’ viewpoints contributes to a more comprehensive understanding of the role boundaries in education, enhancing the overall teaching and learning experience.

Organization of the thesis

This thesis is structured into five chapters The first chapter introduces the tudy's background, followed by research problems, the purposes of the study, research

This study investigates the perspectives of EFL teachers and students regarding the factors that influence oral fluency within Vietnamese universities It explores key questions related to the research area selection, highlights the significance of the study, and outlines the organizational structure of the thesis By examining these factors, the research aims to enhance understanding of oral fluency challenges and opportunities in the EFL context.

The second chapter explores the literature on oral fluency among language learners and educators across diverse educational settings, highlighting the various factors that impact Learners' Oral Fluency (LOF) It identifies both speaker and external influences that affect LOF, culminating in a discussion of the theoretical frameworks guiding this research: Gardner's socio-educational model and Krashen's Monitor Theory These theories will be analyzed within the pragmatism and positivist paradigms to interpret the research findings related to the factors influencing LOF among participants in their academic and social interactions.

The third chapter details the research methodology, encompassing the research paradigm and design, participant selection, data collection procedures, and instruments used It further discusses data analysis methods, ensuring reliability and validity, as well as ethical considerations The chapter concludes with a concise summary of the key points.

Chapter four reveals the findings from both quantitative and qualitative data analyses, focusing on the factors that influence oral fluency It discusses the perspectives of both students and teachers regarding these influencing factors in two distinct sections.

The fifth chapter concludes the study by summarizing its key research contributions and findings, while also addressing the limitations encountered It explores the implications of the research and its contributions to the field, offers recommendations for future studies, and presents final conclusions.

This article investigates the perspectives of EFL teachers and students regarding the factors that influence oral fluency within the context of Vietnamese universities It explores the challenges faced by learners in achieving fluency and highlights the importance of teaching methodologies and classroom dynamics The study aims to provide insights into how both teachers and students perceive the elements that contribute to effective oral communication in English, ultimately seeking to enhance language proficiency in academic settings.

REVIEW OF LITERATURE

Overview of teaching speaking and speaking Fluency in Vietnam

This study examines English language education at universities in Vietnam, highlighting the similarities and differences in learning contexts with other Asian countries where spoken English is a mandatory subject from grades 1 to 12 It emphasizes that educational practices cannot be universally applied, necessitating a focus on the specific context of English-major students in Vietnamese universities.

English has become an essential foreign language in Vietnam, largely due to the country's open-door policy initiated in 1986 and the rise of English as a global language in the early 1990s It is now a fundamental and compulsory subject in the educational curriculum, spanning from primary to higher education Despite the emergence of other foreign languages like Chinese, Korean, and Japanese, English remains the most significant foreign language in K-12 education and tertiary institutions In response to the increasing demand for English proficiency, the Ministry of Education and Training (MOET) has implemented frameworks for a pilot program that mandates English instruction as a compulsory subject starting from Grade 3.

As for the study of factors affecting speaking Fluency, Vietnam presents a rich cultural milieu with socio-economic, historical, and political factors shaping the higher

This investigation explores the perspectives of EFL teachers and students on the factors influencing oral fluency within the context of Vietnamese universities It highlights the significance of English as both a discipline and a subject, particularly for students pursuing BA, MA, or doctoral degrees in English The study also examines the education system's impact on students' attitudes and motivation toward learning English, emphasizing the need for effective teaching strategies to enhance oral fluency.

English is a mandatory subject in Vietnam's higher education system, with tertiary students showing greater motivation to learn the language compared to their secondary and high school counterparts Proficiency in English opens up excellent job opportunities domestically and abroad Additionally, the evolution of a computer-based learning environment, fueled by Vietnam's expanding global ties and advancements in communication technology, has further encouraged students to enhance their English language skills Consequently, Vietnamese students are increasingly inspired to improve their English competency, facilitating more effective interactions with international peers and addressing diverse needs.

Many students approach English language studies solely due to curriculum requirements, often lacking an appreciation for its practical importance This mindset contributes to the low language competency observed among university undergraduates at the start of their courses For these students, learning English is viewed more as a potential asset for future career opportunities rather than an immediate necessity.

From the standpoint of second language acquisition, the learning environment should be considered while learning a language after learning the mother tongue

Vietnamese students learning English in formal educational settings face unique challenges due to the limited social context for language use Unlike naturalistic environments where informal language acquisition occurs, English is often not utilized outside the classroom, leading to a "poor-acquisition setting." In this context, students primarily rely on language teachers, textbooks, and learning aids, which can hinder their exposure to authentic language experiences Consequently, this lack of real-world engagement frequently impedes their development of oral competency and fluency in English.

The challenges faced by language learners often stem from various shortcomings in real-life learning materials As a result, these students tend to enhance their language skills primarily through grammar and vocabulary acquisition Consequently, it is likely that these obstacles hinder their progress in achieving speaking fluency.

This article investigates the perspectives of EFL teachers and students regarding the factors that influence oral fluency within the university context in Vietnam It highlights the critical elements affecting students' speaking abilities, emphasizing the roles of teaching methods, classroom environment, and student motivation By understanding these factors, the research aims to enhance oral communication skills among EFL learners, ultimately contributing to more effective language education in Vietnamese universities.

The exam-oriented education system significantly hinders communicative teaching and learning, presenting considerable challenges for both language teachers and learners In this context, language acquisition often becomes focused solely on achieving grades and passing exams Consequently, students are reduced to passive learners, primarily engaging in activities such as attending classes, listening to lectures, completing assignments, and preparing for final exams For many Vietnamese students, English is perceived merely as an academic task rather than a language to be mastered, leading to a lack of intrinsic motivation to study beyond what is necessary for passing language assessments.

In contrast to Western education, Vietnamese and other Asian students often experience a deficiency in communicative competence, highlighting a significant educational gap This observation aligns with progressive education philosophies, which advocate for a focus on enhancing communication skills within the learning process.

Learning by doing is essential for students today, as it fosters interaction with their contemporary environments Collaborating with classmates and engaging with the wider community enhances this experience, allowing students to apply their knowledge in meaningful ways Ultimately, this approach not only enriches their education but also empowers them to improve the lives of others.

The Vietnamese MOET has approved the national plan for "Teaching and Learning Foreign Languages in the National Formal Educational System between

The 2008 and 2020 plans (Decision No 1400, 2008) emphasize a practical approach to education, prioritizing English as a key component to enhance competitiveness with other nations both regionally and globally.

In 2014, the Ministry of Education and Training (MOET) launched a foreign language program encouraging Vietnamese institutions to adopt English as the medium of instruction (EMI) for academic courses This initiative aims to enhance English language teaching and learning in higher education, addressing the challenges of integration, internationalization, and globalization While EMI implementation may face obstacles, it is being piloted at select colleges before broader application across the higher education system Additionally, Nguyen et al (2016) examined institutional autonomy in Vietnamese higher education, highlighting that many autonomous universities struggle to meet essential conditions for effective EMI programs, particularly regarding lecturers' English proficiency and available teaching materials.

This article investigates the perspectives of EFL teachers and students on the factors influencing oral fluency within the context of Vietnamese universities It highlights the importance of effective resources, comprehensive teacher training, and the establishment of supportive social and pedagogical environments to enhance both content and language learning outcomes.

Globalization has led to significant changes in English language instruction in Vietnam, impacting English and foreign language policies (Ngo, 2015) This transformation has notably altered the procedures for English language learning and teaching, the materials used, the curriculum, and the competencies of Vietnamese English Language Teaching (ELT) teachers (P Le & Ngan, 2016).

Theoretical background

This study examines the perspectives of teachers and students regarding their current situations and conditions It is important to note that there is no established theory guiding the research on Learning Outcomes Framework (LOF) As outlined in the thesis, clarifying definitions of LOF and related concepts is essential for comprehending the factors that influence educational outcomes.

This article investigates the perspectives of EFL teachers and students regarding the factors that influence oral fluency within Vietnamese universities It aims to identify key elements affecting students' speaking abilities in English, shedding light on both educators' and learners' views By understanding these factors, the study seeks to enhance teaching methodologies and improve students' oral communication skills in an academic setting.

LOF encompasses various definitions and distinctions related to speaking fluency, which can often confuse those seeking to understand oral fluency better (Préfontaine, 2010) Additionally, Préfontaine advocates for a multi-dimensional approach to fluency, highlighting its complex nature.

The complexity of fluency phenomena has led to varying conceptualizations and conflicting definitions of Language Oral Fluency (LOF) within research These definitions often stem from the theoretical frameworks utilized to define oral fluency To establish a solid theoretical foundation for this study, it is essential to examine the construct of fluency This dissertation adapts Segalowitz's (2010) model, which identifies three key aspects of second language (L2) fluency: L2 utterance fluency, L2 cognitive fluency, and L2 perceived fluency Each of these components presents unique challenges in measurement, highlighting the intricate nature of LOF.

Recent research in Second Language Acquisition (SLA) highlights the significant impact of affective, cognitive, and social factors on learning a second language (L2) This study will utilize Gardner's socio-educational model and Krashen's Monitor Theory to assess the elements that influence speaking fluency among Vietnamese students in higher education.

Gardner's (1985) socio-educational model highlights the role of affective factors in individual differences related to second language learning In contrast, Krashen's Monitor Theory, particularly the input hypothesis, provides insights into the process of second language acquisition This article will explore the concept of oral fluency and identify key factors that influence speaking fluency, drawing upon Segalowitz's (2010) framework alongside Gardner's and Krashen's theories.

In discussions of speaking Fluency, drawing on earlier work by Fillmore (1979), he classified oral Fluency into four essential characteristics The first characteristic is

This article explores the perspectives of EFL teachers and students regarding the factors that influence oral fluency within the context of Vietnamese universities It aims to identify key elements impacting students' speaking abilities and to understand the role of teaching methodologies in enhancing oral communication skills By examining both teachers' and students' viewpoints, the study seeks to provide insights that can improve English language instruction and foster better speaking proficiency among learners in Vietnam.

"the ability to talk at length with few pauses, the ability to fill time with talk" (2000, p

Fluency in language processing encompasses several dimensions, including the automaticity of language use, the production of coherent sentences through appropriate semantic and syntactic resources, and the ability to communicate effectively across diverse contexts Additionally, it involves the creativity and imagination some individuals exhibit in their language use Importantly, this understanding of fluency emphasizes the complexity and quality of spoken sentences rather than the speed of speech Furthermore, fluency can vary depending on different contexts and situations, suggesting a nuanced view that may overlap with global oral proficiency perspectives.

Lennon (1990, 2000) offers an alternative perspective on Fluency, identifying it with two main concepts In its broad sense, Fluency refers to global oral proficiency, signifying that a fluent speaker possesses a strong command of a foreign or second language This aligns closely with Chambers' (1997) definition, which describes a fluent speaker as someone who can effectively utilize the language, particularly in spoken production (p.536) Lennon consistently equates Fluency with oral proficiency, reflecting the traits of competent language users He emphasizes that in Communicative Language Teaching (CLT), Fluency is assessed based on learners' ability to effectively use their knowledge for linguistic and communicative purposes (p.537) This notion resonates with Fillmore's (1979) second aspect of Fluency.

Fluency, in its narrow definition, pertains specifically to one aspect of oral proficiency, aligning with the criteria used in oral examinations to evaluate students on factors like correctness, idiomaticness, relevance, appropriateness, pronunciation, and lexical range (Lennon, 1990, p.389) This interpretation emphasizes the ease and smoothness of speech delivery However, the current study explores the broader concept of Fluency, encompassing a wider range of elements.

Segalowitz (2004, 2010, 2016) offers valuable insights into L2 speaking fluency, particularly emphasizing cognitive and utterance fluency Recognized as a key figure in fluency research, Segalowitz has significantly contributed to the understanding of fluency in speaking through numerous studies over the past decade His reviews consistently highlight essential aspects of fluency, providing a comprehensive perspective on this critical area of language acquisition.

This article explores the perspectives of EFL teachers and students regarding the factors that influence oral fluency within the context of Vietnamese universities It highlights the significance of understanding these factors to enhance language teaching and learning outcomes The investigation aims to identify key elements that affect students' speaking abilities, offering insights that can inform pedagogical strategies and improve overall fluency in English as a foreign language.

L2 utterance fluency, cognitive fluency, and perceived fluency are essential components in understanding the development of second language (L2) proficiency The pragmatic and sociolinguistic aspects of communication play a crucial role in shaping L2 fluency Segalowitz (2010) highlights the importance of the social context in communication, asserting that it significantly influences both fluency and comprehension in language learning.

Cognitive fluency is recognized as a complex process that relies on the mobilization and temporal integration of mental processes to generate speech, as confirmed by Goldman-Eisler in 1968.

Recent studies highlight that fluency attainment is influenced by various factors, including age, aptitude, ethnolinguistic identity, intelligence, learning style, and personality (Segalowitz & Segalowitz, 2016) Additionally, Kopnická (2016) identified key elements affecting fluency, such as temporal and lexical speech stream factors (e.g., speech rate, pauses, repetitions, self-corrections), speaker characteristics (e.g., exposure, practice, interaction, proficiency, immersion experience, age, gender, motivation), and external factors (e.g., task type, environment) Wood (2006) further defined fluency through temporal variables like speech amount, rate, repair phenomena, pause phenomena, and the length of fluent runs.

Previous studies

In recent years, L2 oral fluency (LOF) has received a lot of attention and research (Ascione, 1993; Kormos & Dénes, 2004; N Segalowitz & Freed, 2004; Wood, 2006;

Segalowitz, 2010; Parish, 2011; Préfontaine, 2013; Yahaya & Kheirzadeh, 2015;

Research indicates that both speaker-related and external factors significantly influence speaking fluency (Kopnická & Calgary, 2016; Milli Marie Antonia, n.d.) Most studies emphasize the factors affecting language output fluency (LOF) in second language acquisition (Préfontaine & Kormos, J., 2015; Huensch & Tracy-Ventura, 2017), as well as the enhancement of language fluency during international study experiences (Hall & Burgess, 2000).

Savicki, Arre, & Binder, 2013; Son, 2013; Kim et al., 2015; Leonard, 2015; Leonard &

Research on the perspectives of students and teachers regarding L2 oral fluency (LOF) in English reveals significant differences (Shea, 2017; He, 2013) However, the impact of these factors on the LOF of higher education students in Vietnam remains underexplored Specifically, there is a scarcity of studies focusing on the LOF of English as a Foreign Language (EFL) students in Vietnam and the various factors that may affect their speaking fluency development.

This investigation explores the perspectives of EFL teachers and students regarding the factors that influence oral fluency within the context of Vietnamese universities Oral language competence is a crucial aspect of Western education, making it essential to understand the elements that affect students' speaking abilities The findings aim to shed light on the challenges and opportunities faced by learners in developing their oral fluency skills in an EFL setting.

Empirical research highlights the significance of various methods for presenting information and ideas, emphasizing the construct of oral fluency, which encompasses utterance, cognitive, and perceived fluency (Préfontaine, 2010; Kahng, 2014).

The factors influencing the Listener's Overall Fluency (LOF) include both affective elements and speaker-external factors, as highlighted by Kopnická and Calgary (2016) A comprehensive review of these aspects reveals insights into native speakers' perceptions, supported by various studies (Derwing et al., 2004; Freed et al., 2004; Ginther et al., 2010; Pinget et al.).

Research on language teachers' perspectives, particularly in the context of Vietnamese students' language fluency, is limited This article aims to explore the relationship between EFL teachers' views and the language proficiency of their students We advocate for a theoretical framework that integrates both teachers' and students' perspectives to better understand this dynamic.

EFL teachers should consider effective teaching methods and strategies to enhance speaking fluency, especially for Vietnamese students, who often struggle with English as a foreign language Utilizing technology can significantly motivate learners and support their English language acquisition Understanding the critical factors that influence speaking fluency is essential, as it helps identify why previous efforts may have fallen short By proposing practical and feasible approaches, teachers can create an environment that fosters improved oral fluency among students.

Fluency in a second language (L2) is influenced by an individual's personality and speaking style, as highlighted in the study by De Jong, Groenhout, Schoonen, and Hulstijn (2015) They questioned the validity of L2 fluency assessments as indicators of overall L2 competency The research involved 24 native English speakers and 24 native Turkish speakers, focusing on L2 utterance fluency—one of the three components of fluency identified by Segalowitz (2010) The study aimed to determine whether corrected measures of utterance fluency more accurately reflect cognitive fluency and serve as reliable markers of L2 speaking proficiency.

This article explores the perspectives of EFL teachers and students regarding the factors that influence oral fluency in a Vietnamese university context It highlights the key elements affecting language proficiency, including teaching methods, student motivation, and classroom environment The investigation aims to identify both the challenges and opportunities present in enhancing oral fluency among learners, providing valuable insights for educators and policymakers in the field of English language teaching in Vietnam.

The study categorized fluency measures into uncorrected and corrected types, revealing that both categories significantly predicted L2 proficiency, with the exception of silent pause time.

Anderson-Hsieh and Venkatagiri (1994) examined the relationship between language competence and fluency in Chinese EFL speakers, revealing that the pause rate was three times greater in those with intermediate proficiency compared to their highly proficient counterparts Their research indicates a clear correlation between higher proficiency levels and enhanced fluency among speakers.

Baker-Smemoe et al (2014) investigated the relationship between overall second language (L2) proficiency and utterance fluency across various L2s Their research aimed to assess whether utterance fluency measures could be effectively used to estimate L2 proficiency levels.

A study involving 86 native English speakers proficient in various L2 languages, including French, German, Japanese, Arabic, and Russian, assessed several fluency metrics during 126 ACTFL Oral Proficiency Interviews Key metrics evaluated included speech rate, hesitations, pauses, runs, and false starts The findings indicated a positive correlation between certain measures of L2 utterance fluency and overall L2 proficiency across all languages, suggesting that specific fluency measures could effectively predict proficiency, especially at advanced levels.

Academic experts and researchers have explored various methods to measure L2 perceived fluency, considering different perspectives from listeners, including teachers (Riggenbach, 1991; Freed, 2000; Kormos & Denes, 2004).

Research by Rossiter (2009) and others (Freed, 2000; Derwing et al., 2009; Bosker et al., 2013) highlights the variability in how native and non-native speakers evaluate speech samples This variability can result in raters applying different criteria when assessing fluency, as noted by Leonard (2015), indicating that fluency is ultimately a judgment made by the listener rather than an inherent quality of the speaker.

According to second language acquisition, Gardner's socio-educational model has been used in a number of motivational studies (Gardner & MacIntyre, 1993;

Oxford & Shearin, 1994; Oxford, 1996; Gardner, 2004, 2010; Dửrnyei, 2005; Deci &

Ryan, 2012) There are a number of studies (Dửrnyei, 2001; Brown, 2001; Irie, 2003;

Bernaus, Masgoret, Gardner, & Reyes, 2004; Rothstein, Sutton, & Borenstein, 2005;

Gardner, 2009; Yashima, 2009) that illustrate how students' motivation affects their ability to learn a second language In addition, a large number of studies (Yang, 2014;

Ahmadi & Mohamadi, 2017; Muhammad, 2019) have found a correlation between attitude and speaking proficiency, particularly fluency Affective variables such as

The Gaps in the Literature

In the previous sections, the researcher provided an overview of current research into the teaching approaches related to oral fluency(e.g., Gavran, 2013; Kustati, 2013;

Research has highlighted the impact of affective factors such as motivation, attitude, and anxiety on second language learning, particularly in enhancing oral fluency Studies by Horwitz et al (1986), Heyun (1999), and Bailey, Onwuegbuzie, & Daley (2003) underscore the significance of these emotional elements Additional contributions from Rand (2007), Loukriz (2013), Dore (2015), and Nzanana (2016) further reinforce the critical role that affective factors play in language acquisition.

This article investigates the perspectives of EFL teachers and students regarding the factors influencing oral fluency within the context of Vietnamese universities It highlights the importance of understanding both educators' and learners' viewpoints to identify key elements that affect speaking skills By examining these perspectives, the study aims to provide insights that can enhance teaching methodologies and improve students' oral proficiency in English.

N Segalowitz, 2016a), and external factors such as class size, task types, exposure to English, in relation to oral production with a focus on oral fluency (e.g., Ngoc & Iwashita, 2012; Son, 2013a; Davies, 2014; H T Nguyen, Warren, & Fehring, 2014; H T Nguyen, Fehring, & Warren, 2015; Tavakoli, 2016; Thai & Boers, 2016; De Wolf et al., 2017a;

Recent studies by Karpovich et al (2021) highlight the integration of speaking performance insights into Vietnamese higher education, fostering a gradual transition towards communicative language teaching methodologies.

There is also evidence concerning the effectiveness of oral fluency (e.g., Khong, 2019;

Dung and Ngoc, 2020) However, there are still research gaps to be addressed in order for such insights to influence EFL learners in higher education in Vietnam

Research on L2 fluency in oral production within the Vietnamese context is limited Considering the importance of speaking skills and the necessity to enhance oral production abilities among Vietnamese students, this area warrants further investigation.

To date, there has been a lack of research examining the factors affecting oral fluency among Vietnamese students in the English as a Foreign Language (EFL) context This study aims to fill this significant research gap Previous studies have primarily focused on second language (L2) development in study abroad environments or the impact of repeated practice on fluency However, in an EFL setting, where achieving native-like fluency may not be a realistic objective, it is crucial to explore additional factors that contribute to students' speaking development and enhance our understanding of oral fluency.

Limited research has been conducted on the relationship between internal and external factors affecting oral fluency in Vietnam Existing studies primarily concentrate on fluency acquisition in study abroad contexts, such as Wood (2010), or examine the impact of repeated practice on fluency, as demonstrated by Arevart and Nation.

In an EFL context, achieving native-like fluency may not be a realistic objective; however, it is crucial to consider the key factors that impact students' oral fluency in English Understanding these factors opens up important avenues for exploring the development of oral fluency.

Finally, despite using technology for English language learning and the role of technology in developing oral fluency (e.g., Blake, 2009; Bahrani, 2011; Razagifard, 2013; Son, 2013; Wang, 2014; Nakaya & Murota, 2016), few researchers have

This article investigates the perspectives of EFL teachers and students in Vietnam regarding the factors that influence oral fluency in an academic context It emphasizes the role of technology as a supportive tool for EFL learners in enhancing their fluency development The study highlights the importance of understanding both educators' and students' views to improve teaching methodologies and learning outcomes in English as a Foreign Language settings.

Summary

This chapter provides an overview of oral English instruction at Vietnamese universities, examining key factors affecting language output fluency (LOF) in Vietnam and similar educational contexts It establishes a theoretical framework incorporating Gardner's socio-educational model and Krashen's monitor theory, while also addressing both internal and external influences on LOF, alongside insights from teachers and students.

This study addresses existing research gaps identified in previous studies by both foreign and Vietnamese scholars regarding the factors influencing learner performance in the Vietnamese educational context Specifically, it explores the English as a Foreign Language (EFL) speaking fluency skills of Vietnamese students, examining various influencing factors such as behavior, attitude, motivation, anxiety, task types, instruction, environment, exposure, and technology By focusing on these aspects, the research significantly contributes to the literature on EFL fluency and enhances understanding of the educational dynamics in Vietnam.

This article investigates the perspectives of EFL teachers and students regarding the factors that influence oral fluency within the context of Vietnamese universities It explores how different elements, such as teaching methods, student motivation, and classroom environment, affect students' ability to speak English fluently By understanding these perspectives, the study aims to identify effective strategies for enhancing oral communication skills among EFL learners in Vietnam.

METHODOLOGY

Research Paradigm

Research paradigms, as outlined by Myers (2000), serve as a philosophical and methodological framework that shapes a researcher's worldview (Mackenzie & Knipe, 2006) These paradigms encompass various perspectives and shared beliefs that influence the interpretation of research data They can be defined in multiple ways, such as worldview (Creswell, 2013b), research technique (Neuman, 2006), and epistemologies and ontologies (Crotty, 1998) In this context, a paradigm is understood as a guiding system that dictates the research process and associated actions Therefore, comprehending the selected paradigm is crucial for choosing suitable data collection methods, analyzing and interpreting data, and determining the study sample.

Candy (1989) identified three primary paradigms in research: Positivist, Interpretivist, and Critical Maxwell (2012) elaborated on this by stating that paradigms represent philosophical positions, including positivism, constructivism, realism, and pragmatism, each offering distinct perspectives on reality and knowledge acquisition.

(p.224) Quantitative research might be integrated into the post-positivist paradigm, whilst qualitative research could fit into both the critical and interpretivism paradigms

A pragmatist paradigm is typically linked to mixed-methods or multiple methods approaches, emphasizing the importance of research consequences and the specific research questions being addressed (Biesta, 2010; Creswell & Clark, 2011; Johnson & Onwuegbuzie, 2004; Maxcy, 2003; Morgan, 2014a; Teddlie & Tashakkori, 2009).

This article investigates the perspectives of EFL teachers and students on the factors influencing oral fluency within the university context in Vietnam It emphasizes a pragmatic approach, focusing on practical solutions to research topics by utilizing diverse methodologies The study highlights the importance of employing pluralistic strategies to gain comprehensive insights into the challenges faced in developing oral fluency among learners.

The current study utilizes the Interpretivist/Constructivist Paradigm to explore participants' beliefs about "oral fluency" and the factors affecting it among higher education students in Vietnam This approach is chosen because the objectives of research differ notably between post-positivist and interpretivist frameworks; while post-positivism aims to uncover universal truths, interpretivism focuses on gaining a deeper understanding of individual perspectives (Willis, Jost, and Nilakanta, 2002) The concept of "truth" in this context implies a greater degree of control over the research process.

"understanding" signifies knowledge production in context

The interpretivist approach posits that reality is socially constructed, emphasizing the importance of understanding human experiences and interactions (Husserl, 1965; Bogdan & Biklen, 1998; Kelliher, 2005) In educational research, interpretivism is characterized by three key features that highlight its unique perspective.

This study employs interpretivism to explore the diverse perspectives on educational research, particularly focusing on the subjective beliefs of participants regarding the factors affecting oral fluency among EFL students in Vietnam By prioritizing local and authentic realities, the research moves away from a "one size fits all" approach, emphasizing the unique context of English teaching at universities Through questionnaires and interviews, the researcher gains insights from both students and teachers, allowing for a deeper understanding of fluency construction in natural settings Ultimately, interpretivism facilitates the emergence of meaning through the interpretations and insights of the researcher and practitioners involved.

Furthermore, the study's research design was based on constructivism (Brandon

& All, 2010), a widely utilized model of educational psychology around the world

Constructivism posits that active engagement in learning fosters meaning-making and enhances efficiency in education This study employs a constructivist framework to investigate the factors influencing Learning Outcomes Framework (LOF) among students in higher education institutions in Vietnam, along with exploring potential solutions.

This article investigates the perspectives of EFL teachers and students regarding the factors that influence oral fluency in the context of Vietnamese universities It aims to identify key elements that affect students' speaking skills and examines the role of teaching methodologies, classroom environment, and student motivation By understanding these factors, the study seeks to enhance the effectiveness of English language instruction and improve overall oral communication proficiency among learners in Vietnam.

Research design

Research design encompasses a structured procedure involving four interconnected aspects, as illustrated in Figure 3.1 Crotty (1998) highlights that these factors interact with one another, influenced by the researcher's specific theoretical perspective.

Figure 3.1 Four elements of research design

The selection of an appropriate research paradigm, also known as a philosophical worldview (Creswell, 2009; Mertens, 2010), or an epistemologically philosophical attitude, is the most essential stage in study design (Neuman, 2000; Gray, 2004)

Researchers often rely on a specific research paradigm to inform their methodologies (Creswell, 2009; Mertens, 2010) In this study, interpretivism/constructivism is identified as the most suitable research paradigm, effectively encapsulating the three theoretical frameworks discussed in the previous chapter (Gray, 2004; Creswell, 2009).

The third essential component of research design is research methodology, which links the research design process to the primary research question and aligns design methods with chosen techniques This connection is vital for bridging research questions and methods effectively For instance, mixed methods research addresses both "what" and "how" or "why" questions, facilitating a comprehensive understanding of diverse outcomes (Cohen et al., 2018) While qualitative and quantitative methods have traditionally dominated research paradigms, mixed methods are gaining popularity in educational and psychological research (Tashakkori & Teddlie, 2003, 2010).

Mixed methods research, as outlined by Mertens (2005, 2010), Johnson, Onwuegbuzie, and Turner (2007), Creswell (2009), Yin (2009), Ross, Richards, and Seedhouse (2011), and Creswell and Clark (2013), involves the integration of both quantitative and qualitative techniques and approaches This combination has led to ongoing debates among researchers regarding the compatibility of these two paradigms within a single study Consequently, the mixed methods community is divided into two opposing perspectives on this integration.

This study explores the perspectives of EFL teachers and students regarding the factors that influence oral fluency within the context of Vietnamese universities It aims to identify key elements that affect students' speaking abilities, highlighting the importance of both instructional methods and student engagement By examining these factors, the research seeks to provide insights that can enhance English language teaching and learning practices in Vietnam.

Many academics argue that integrating qualitative and quantitative research paradigms is challenging due to their fundamental differences; qualitative research is inductive and relies on words, while quantitative research is deductive and relies on numbers Some scholars assert that one method is more scientific than the other However, other researchers contend that the chosen approach should align with the interests of those conducting the research and the intended use of the findings Therefore, when selecting a methodological approach, it is crucial for researchers to consider the concept of "fit for purpose."

In the current study, the researcher emphasizes the importance of considering personal experience, study population, intended audience, and available resources when selecting a research approach (Gray, 2004; Hathaway, 1995) To effectively capture a comprehensive understanding of the factors influencing the oral fluency of Vietnamese students in higher education, a mixed methods approach has been chosen, integrating both quantitative and qualitative research methodologies.

The researcher utilized a mixed-methods approach, combining quantitative and qualitative data collection for three key reasons Firstly, this design offers a more comprehensive and reliable evidence base than a single method (Yin, 2009) Secondly, it merges the strengths of both approaches, enabling a deeper understanding of complex phenomena (Tashakkori & Teddlie, 2010; Creswell, 2013) Lastly, findings from one method can inform subsequent research steps or generate new questions for exploration (Greene et al., 1989) In this study, the quantitative method identified prevalent factors affecting oral fluency among students, while the qualitative component enriched and expanded upon these findings, ultimately aiming to enhance oral fluency.

Integrating quantitative data, often represented by numerical values, with qualitative data, usually captured through transcripts and visuals, can occur throughout various stages of research, including data collection, processing, and interpretation (Creswell, 2009).

This study investigates the perspectives of EFL teachers and students on the factors influencing oral fluency within the context of universities in Vietnam Utilizing a concurrent mixed methods design, both quantitative and qualitative data were collected and analyzed separately, followed by a comparative interpretation phase The concurrent triangulation approach aims to validate findings from each method through evidence derived from the other, enhancing the reliability of the research outcomes (Prada, 2015).

This study employed a mixed-methods approach, utilizing questionnaires and semi-structured interviews to gather data simultaneously A descriptive survey was crafted to investigate the factors influencing language output fluency (LOF) from the perspectives of both teachers and students within Vietnam's Department of Foreign Languages The primary aim of this survey was to identify the affective and external factors impacting speaking fluency, as well as to understand how English-majored students and teachers perceive these elements as contributors to oral fluency.

Questionnaires served as effective tools for gathering data from participants, utilizing a 5-point Likert Scale for responses, where participants indicated their level of agreement with statements Responses were categorized as Strongly Agree (5), Agree (4), No Opinion (3), Disagree (2), and Strongly Disagree (1), with the scoring reversed for positive statements Both teachers and students who selected options 5 and 4 demonstrated positive attitudes, as indicated by the frequency and percentage of high agreement This method was not only cost-effective and efficient for large-scale studies but also enabled researchers to collect longitudinal data swiftly (Mackey & Gass, 2005) In this study, a specific set of questionnaires was employed to gather insights from students.

Meanwhile, interviews were used as supplementary and helped to explain and gain a deeper understanding of the quantitative findings (Creswell & Clark, 2007)

Interviews were employed to gather in-depth qualitative data, providing a comprehensive understanding of the factors influencing teachers and students regarding the significance of Learning Outcomes Framework (LOF) The adaptability of the interview format proved advantageous, enabling the interviewer to explore ideas further and analyze responses in detail A set of semi-structured interview questionnaires was created for the descriptive survey, facilitating this nuanced data collection process.

This article investigates the perspectives of EFL teachers and students on the factors that influence oral fluency within the context of Vietnamese universities It explores how various elements, including teaching methods, student motivation, and classroom environment, impact the development of oral communication skills The findings aim to provide insights that can enhance English language teaching practices and improve student outcomes in oral fluency in Vietnam.

Participants

This study examines the factors hindering the speaking fluency of students in Vietnam, involving two key participant groups: EFL teachers and students Their participation is crucial as it offers independent perspectives on the impact of speaking fluency, reflecting the experiences of those most engaged in the daily teaching and learning processes of English as a Foreign Language By focusing on these participants, the research aims to address the core issues affecting language acquisition in the Vietnamese educational context.

The student participants (N = 115) were sophomores majoring in English language, aged 19–22 years old, from Foreign Language universities in Vietnam

The student participants in this research were selected from foreign language universities, sharing similar backgrounds aligned with the foreign language programs They completed a questionnaire survey during the second semester of the 2020–2021 academic year, making them suitable candidates for the study due to their relevant experiences and insights.

All participants began learning English in grade 3 of primary school, accumulating nearly ten years of English as a Foreign Language (EFL) education through three years in primary, four years in secondary, and three years in high school As a result, the students possessed adequate proficiency levels suitable for the instructional methods used in this study.

Research has shown that various factors significantly impact the development of oral fluency in EFL students, particularly those who have been studying English for over seven years.

During the initial three semesters at a Vietnamese university, students actively engaged in speaking practice, a key skill evaluated in their coursework They received instruction on oral fluency, enhancing their speaking abilities in dedicated courses.

Participants pursuing a Bachelor's degree in English had completed foundational courses, including "English Grammar and Composition" and "English Comprehension and Composition." With at least a year of engagement in speaking skills, these students were better prepared to adapt to a new learning environment that differed significantly from their previous studies, enhancing their understanding of current and future learning objectives.

This investigation explores the perspectives of EFL teachers and students on the factors influencing oral fluency within the context of Vietnamese universities It aims to identify key elements that affect students' speaking abilities and the teaching methods employed by educators By understanding these dynamics, the study seeks to enhance English language instruction and improve student outcomes in oral communication The findings will provide valuable insights for curriculum development and teaching strategies in EFL settings.

Table 3.1 Summary of the student participants’ personal information

The second participant group in the study consists of 45 EFL teachers, aged between 27 and 55 years, who possess 5 to 25 years of teaching experience All participants have been awarded the necessary habilitation for EFL teachers at the tertiary level in Vietnam A detailed demographic representation of the participants can be found in Figure 3.3 below.

Table 3.2 Summary of the teacher participants’ personal information

The selection of participants was conducted through convenience sampling as the main criterion for selecting the sample related to accessibility (Lavrakas, 2008)

The study was conducted in the foreign language programs of state government universities, as recommended by the supervisor, facilitating access to key personnel, specifically the dean of the English Department The head of the English Department was responsible for assigning the speaking components of the study.

This study investigates the perspectives of EFL teachers and students on the factors influencing oral fluency within Vietnamese universities Initially, the research aimed to include 120 students across three classes in one university and one in another However, due to five students failing to submit the survey, the final participant count was reduced to 115 students The findings aim to enhance understanding of the elements affecting oral fluency in the context of English language education.

The COVID-19 pandemic in Vietnam, part of the global outbreak that started in 2019, has impacted individuals in diverse ways, leading to stricter measures such as social distancing This context facilitated the researcher's ability to easily invite participants by sharing a Google Form link containing the prepared questionnaire.

Data collection instruments

Chadron (1988) highlighted the critical role of precise description and interpretation of variables and their interconnections in second language research, regardless of whether the approach is qualitative or quantitative To warrant further exploration, research findings must be "meaningful, significant, and applicable" (p 23), effectively demonstrating the generalizability of the researchers' insights.

The study adopted two instruments, including questionnaires for students and teachers of English and semi-structured interviews for teachers and students

Specifically, a mixed-method approach was used, with a classic triangulation approach of interview and questionnaire data According to Richards and Schmidt (2003, p

Triangulation refers to the method of gathering data from various sources or through diverse approaches to gain a comprehensive understanding of a phenomenon In this study, triangulation is implemented using interviews and surveys with questionnaires, specifically designed to elicit detailed responses that ensure the collection of accurate and persuasive qualitative data.

The questionnaire design process involves several key steps, including formulating a conceptual framework, drafting and sequencing questions, optimizing graphic design elements, and technically executing electronic questionnaires To ensure the validity and reliability of responses, a careful translation task is essential to prevent misinterpretation of the construct Initially created in English, the questionnaire was translated into Vietnamese, ensuring that the translated questions maintain functional equivalence.

This article investigates the perspectives of EFL teachers and students regarding the factors that influence oral fluency within the context of Vietnamese universities It aims to identify key elements that affect students' speaking abilities and to understand how both educators and learners perceive these influences By exploring these perspectives, the study seeks to provide insights that could enhance teaching methods and improve oral proficiency among students in Vietnam.

This research utilized two data collection instruments: a questionnaire (refer to Appendices 1 & 2 for the English version) and semi-structured interviews (see Appendix 3 for the English version) The combination of these instruments is intended to enhance reliability through their complementary nature.

Table 3.3 Show how data were collected for this study

Questionnaire Exploring the teachers' and students' perspectives on the factors influencing speaking fluency in Vietnamese universities

47 items with a five-point Likert scale type with closed-ended questions

Written Quantitative and qualitative approaches

Exploring the teachers' and students' perspectives on the factors influencing speaking fluency in Vietnamese universities

3.4.1 Questionnaires for teachers and students

Questionnaires were employed to gather insights from teachers and students regarding the factors and conditions that influence oral fluency in English The focus was on social context, learner characteristics, and various learning conditions, particularly affective and external factors These elements are believed to significantly impact the development of English language skills among students in higher education institutions in Vietnam.

Research in second language acquisition highlights key factors influencing English learning in Vietnam, including attitudes, motivations, exposure to the language, teaching methods in schools, task types, learning environments, and the use of technology These elements formed the foundation for developing the questionnaire used in the study.

After reviewing language survey questionnaires and relevant literature on factors affecting speaking fluency (Alsulami, 2016), a tailored questionnaire was developed This survey included targeted questions addressing common factors related to oral speaking fluency as identified in previous studies A Likert-type scale was chosen for the questionnaire due to its ease of administration and suitability for gauging perceptions effectively.

This study investigates the perspectives of EFL teachers and students on the factors influencing oral fluency at a Vietnamese university Utilizing a group-testing situation, it generated essential quantitative data through a Likert-type scale consisting of five response options: strongly agree (5), agree (4), neutral (3), disagree (2), and strongly disagree (1) This approach provides valuable insights into the dynamics affecting oral fluency in English language learning.

The study utilized student questionnaires to effectively gather information on student opinions and attitudes, as they are efficient for collecting factual data and easy to administer (Baker and Westrup, 2003) This method was chosen to examine students' perceptions of the affective and external factors influencing their oral fluency.

The teacher questionnaires played a crucial role in gathering educators' perspectives on various topics This survey provides researchers with essential insights into the emotional and external factors that impact students' learning outcomes and engagement.

The study utilizes surveys featuring targeted questions on key factors influencing oral speaking fluency, as outlined in existing literature Tailored to the participants and cultural context, the researcher will create a questionnaire to gather essential data for the research The literature review informs the questionnaire's design, incorporating Likert scales suited for various educational backgrounds.

The questionnaires aim to assess the awareness of both teachers and students regarding the key factors and long-term effects on students' speaking fluency By identifying these elements, the goal is to implement various strategies that mitigate constraints and significantly improve language communication skills.

The research questionnaire was divided into two primary sections The first section gathered demographic information from respondents, including gender, age, year of study, and years of teaching experience The second section comprised 47 closed-ended items, utilizing a five-point Likert scale that ranged from "strongly disagree" to "strongly agree."

The study identified key factors based on the highest factor loading, with all factor structures thoroughly examined Data collected from this investigation has been assessed for structural validity, ensuring the reliability of the findings.

Data collection procedure

The information was gathered from primary and secondary sources The primary data sources were questionnaires distributed to students and teacher educators

Documents collected while visiting each site served as secondary data sources These documents were among curriculum guidelines, course texts, and conference and seminar proceedings

The researcher serves as the main data collector and analyst, utilizing both qualitative research methods and quantitative surveys during the school period This study employed two instruments to gather data in both numeric and non-numeric formats The data collection process involved piloting and administering these instruments effectively.

A pilot study serves multiple essential functions, primarily aimed at enhancing the reliability, validity, and practicality of research instruments, as noted by Cohen (2007) This small-scale trial is conducted prior to a full-scale experiment, allowing researchers to verify the effectiveness of their tools in real study conditions (Gay et al., 2011) Additionally, Bryman (2012) emphasizes that piloting facilitates the identification of critical elements that may need adjustment before the main research is undertaken.

This study investigates the perspectives of EFL teachers and students on the factors influencing oral fluency in Vietnamese universities To ensure content validity, it is crucial to pilot the research instruments Following Creswell's (2014) guidelines, a questionnaire consisting of 47 open-ended items was tested with a group of 12 EFL students and 12 EFL teachers, mirroring the intended study population The initial phase of the research involved collecting survey data to assess the reliability and validity of the questionnaire.

Prior to its application, the "LOF" questionnaire underwent careful preparation and translation into Vietnamese To ensure clarity and effectiveness, two experienced professors provided feedback on the questionnaire items, addressing potential drawbacks Their recommendations regarding word choice, format, and grammatical structure were incorporated During the piloting stage, the researcher distributed the English versions of the questionnaire to 12 EFL students and 12 EFL teachers via an online survey on Google Forms.

The piloted questionnaire data was encoded and analyzed using IBM SPSS Statistics 18 A Cronbach's alpha (α) value of 0.7 or higher signifies that the questionnaire is a reliable instrument for collecting data in actual research (Nunnally and Bernstein, 1994, p 265).

The Cronbach’s Alpha results demonstrated an internal consistency of 0.885 for teachers and 0.721 for students, indicating a high level of reliability for the questionnaire items Consequently, the items used in the research were validated, confirming their reliability for data collection in the subsequent phase.

Table 3.8 The reliability of teachers’ pilot questionnaire

Table 3.9 The reliability of students’ pilot questionnaire

This study explores the perspectives of EFL teachers and students regarding the factors that influence oral fluency in Vietnamese universities It aims to identify key elements that affect students' speaking skills, highlighting the importance of both instructional methods and learner engagement By examining these factors, the research seeks to enhance understanding of oral fluency challenges within the EFL context, ultimately contributing to improved teaching strategies and student outcomes in language proficiency.

3.5.2 Piloting the semi-structured interview

The researcher's supervisor reviewed and refined the semi-structured questions prior to their official implementation To gain deeper insights, the researcher interviewed EFL teachers and students selected from a pool of willing participants, focusing on their perspectives and responses.

The researcher engaged teacher and student participants for a questionnaire survey through various communication channels, including email, Zalo, messenger, and phone calls, based on their voluntary participation Participants were informed in advance about the time, location, and communication method for the interviews, which were conducted in English to enhance clarity and encourage detailed responses This approach allowed the researcher to explore the teachers' instructional methods related to the second study topic while respecting the sensitivity of their privacy Ultimately, three pilot interviews facilitated the refinement of the interview instrument, enabling the collection of extensive qualitative data for the research findings.

The reliability and validity of the questionnaire were assessed using SPSS version 18.0, which analyzed the quantitative data collected from a 47-item questionnaire aimed at understanding EFL teachers' and students' views on the significance of Learning Outcomes Framework (LOF) for EFL students and the factors influencing it A scale test confirmed the questionnaire's overall reliability, yielding a high reliability coefficient of 868 for teacher participants and 822 for student participants, indicating that the items in the research questionnaire were both validated and reliable for data collection.

Table 3.10 The reliability of the official questionnaire- Teachers

This study investigates the perspectives of EFL teachers and students regarding the factors that influence oral fluency within the context of Vietnamese universities It aims to identify key elements that affect students' speaking abilities and how these insights can enhance teaching methodologies By examining both teacher and student viewpoints, the research seeks to provide a comprehensive understanding of the challenges and opportunities present in developing oral fluency in English as a foreign language The findings will contribute to improving English language education in Vietnam, focusing on practical strategies to foster effective communication skills among learners.

Table 3.11 The reliability of the official questionnaire- Students

Scale tests were performed to evaluate the reliability of teacher and student questionnaires across nine themes These themes included the reliability coefficient for the importance of Learning Outcomes Framework (LOF), student behavior and attitude factors, and anxiety factors, as detailed in Table 3.12.

The official questionnaire encompasses several key themes: task type factors (Theme 6), environment and class size factors (Theme 7), exposure factors (Theme 8), and technology factors (Theme 9) These themes collectively address various aspects that influence the overall effectiveness and dynamics of the educational environment.

Table 3.12 The reliability of the theme - Teachers

The reliability analysis of teacher questionnaires revealed acceptable Cronbach alpha values ranging from α = 652 to α = 901 across nine themes Additionally, student questionnaires demonstrated reliability with Cronbach alphas between 655 and 860 Therefore, both sets of questionnaires are deemed sufficiently reliable for use in the current study.

This investigation explores the perspectives of EFL teachers and students on the factors influencing oral fluency within the context of Vietnamese universities It aims to identify key elements that affect students' speaking abilities and to understand the challenges faced by both educators and learners By examining these perspectives, the study seeks to enhance teaching methodologies and improve overall oral communication skills in English as a Foreign Language (EFL) settings.

Table 3.13 The reliability of the theme - Students

3.5.4 Administering the semi-structured interview

Data analysis procedures

As there were two types of instruments used to collect the data for this present study: questionnaires and interviews, the data would be analyzed qualitatively and quantitatively

Qualitative research involves the examination of field data to identify emerging themes, with various methods available for analyzing qualitative data (Merriam, 2009) Moreover, integrating quantitative data can enhance understanding by providing additional insights, support, and context (Saldana, 2011).

To analyze and interpret the data collected from the questionnaire, it will be entered and managed using Epidata 3.1 software, followed by statistical processing and analysis with SPSS 18.0.

Researchers will employ thematic analysis to examine the interview data, which involves detecting, evaluating, and reporting themes within the data set This method allows for a comprehensive organization and definition of the material, ensuring an in-depth understanding of the findings (Braun & Clarke, 2006, p 79).

The current study's descriptive survey was done in the second semester of 2020–

In 2021, a comprehensive questionnaire was distributed to students enrolled in speaking classes during the second semester to assess the impact of technology on enhancing English speaking fluency This 47-item survey, consisting of Parts A and B, was administered through Google Forms, with links sent via email to 120 English-speaking students and 45 teachers To ensure the integrity of the data, teachers assured students that their anonymity would be maintained, while also providing clarification on the survey process Additionally, teacher and student interviews were conducted to gather more in-depth information for data analysis.

This study investigates the perspectives of EFL teachers and students regarding the factors influencing oral fluency within Vietnamese universities A comprehensive questionnaire was administered, ensuring clarity for all participants to achieve a 100% response rate Respondents were given 20 minutes to complete the survey, which was collected online and organized in an Excel file The collaboration of the instructor overseeing the speaking classes facilitated the successful completion of the survey The gathered data was recorded in SPSS version 18 for analysis, aiming to assess the current impact of various factors on enhancing speaking fluency in the Faculty of Foreign Languages at Vietnamese universities.

The survey data were analyzed using SPSS to determine means, standard deviations, participant response totals, frequencies, and percentages for each statement This quantitative data was categorized into nine clusters for integration with qualitative data The second phase involved translating and transcribing the interview data.

The study utilized semi-structured interviews as a secondary data collection method, involving twelve full-time teachers and twelve students, each participating in approximately 20-minute sessions conducted via Google Meet or Zalo due to the COVID-19 pandemic Researchers began by outlining the interview's objectives to ensure participants understood the process The interviews were recorded, transcribed, and analyzed qualitatively using three techniques: reviewing the recordings for key ideas, categorizing responses, and cross-checking responses by topic Ultimately, the researchers meticulously evaluated the data from both the questionnaires and interviews to assess its relevance to the study's goals, analyzing each data set separately before integrating the findings to address the research question.

Reliability and Validity

This thesis explores generalizability, validity, and reliability, drawing on the frameworks established by Cohen et al (2011) and Oppenheim (1992) It also examines various perspectives on validity and reliability in mixed-method research, particularly in the context of learning studies Cohen et al (2011) emphasize that internal validity requires findings to accurately reflect the phenomenon being studied Additionally, the reliability of attitude statements, such as those included in the questionnaire, is a critical consideration in this research.

This investigation explores the perspectives of EFL teachers and students on the factors influencing oral fluency in Vietnamese universities Utilizing a comprehensive set of 47 items categorized into eight groups, the study ensures consistent results through Cronbach's Alpha reliability, aiming for a range of 0.8 to 0.9 The questionnaire design employs balanced framing to avoid bias, incorporating both positive and negative statements Randomization of question order enhances the validity of responses Content validity was assessed by two experienced educators from a foreign language faculty, while the variables with the highest factor loading were identified to name the study's factors Comprehensive data collection and evaluation of factor structures were conducted, with a focus on achieving both validity and reliability through a necessary translation task.

Cohen et al (2011) highlight that the reliability in quantitative research, which encompasses replicability, consistency, and the use of instruments across different respondent groups, is fundamentally addressed through the concept of validity This includes maintaining fidelity to real life, providing in-depth descriptions, and ensuring honesty and specificity as outlined in the validity sections of the text.

Concerning the interview questions, the teacher's questionnaire combined factual and opinion questions A set of six statements was used to assure reliability

To ensure reliability and validity, face-to-face interviews were conducted with a sample of respondents, and the researcher personally transcribed the interviews to accurately capture all meanings The primary themes identified in the interviews were directly linked to the research question regarding the factors influencing the oral fluency of Vietnamese students.

Merriam (1998) emphasized the importance of triangulating various data sets and research methods, along with being aware of positionality and engaging in meaningful dialogue with research questions and literature To ensure the study's validity and trustworthiness, the researcher implemented member checks, reviewed the research process, and upheld principles of reliability, transferability, and confirmability as outlined by Lincoln and Guba (1985) Additionally, the involvement of objective peers contributed to the overall rigor of the study.

This study investigates the perspectives of EFL teachers and students regarding the factors that influence oral fluency within the context of Vietnamese universities It aims to validate the methods and research processes employed in exploring these influences, providing insights that could enhance English language teaching and learning practices in higher education settings in Vietnam.

The limitations that are fundamental in all questionnaires were also present here

The study's findings may have been influenced by potential copying, and the emphasis on simplicity led to straightforward questions Additionally, with a limited sample size of 160 participants, the results reflect the specific group rather than the broader population of L2 learners.

Research in education requires careful consideration of human participants and the educational settings where data is collected (Wellington, 2015) Researchers must prioritize the rights and dignity of participants, ensuring their protection throughout the study (Creswell, 2013b) Consequently, obtaining official permission from the educational institution and informed consent from participants is essential before initiating any research (Cohen et al., 2018).

This study adhered strictly to formal procedures, focusing on a language university governed by the Ministry of Education, yet operating as an independent statutory body Ethical approval was secured from two deans of Vietnamese universities prior to data collection for dissertation research Teachers played a crucial role in informing student participants about the research purpose and obtaining their consent for questionnaire participation, explaining the process in detail and guiding them on submitting responses via Google Forms Additionally, the research communicated with both teachers and students regarding the selection process for interviews.

This chapter discussed the methodology and methods of the present research

The study's research paradigm and design were clearly outlined, detailing the participants, instruments, and procedures involved It reported on the pilot study and subsequent modifications to the main study, as well as the data collection methods for both quantitative and qualitative data Additionally, the ethical considerations ensuring the study's integrity were thoroughly described The methodology for data analysis and the study's conclusions are discussed in Chapters four and five.

This article explores the perspectives of EFL teachers and students regarding the factors that influence oral fluency within Vietnamese universities It examines the challenges and strategies that impact the development of speaking skills in English as a foreign language The findings aim to enhance understanding of the educational environment and provide insights into effective teaching methodologies that can improve students' oral proficiency.

This chapter presents findings and discussions that address the two research questions by clarifying teachers' and students' perspectives on LOFs and the elements that influence Vietnamese students' oral fluency

Data for the quantitative phase was collected through a survey involving 115 undergraduate students and 45 university teachers in central Vietnam In contrast, the qualitative phase involved semi-structured interviews with 12 student and 12 teacher volunteers who had participated in the survey The findings were analyzed separately, focusing on the Levels of Fear (LOF) and the factors influencing LOF from both students' and teachers' viewpoints.

Findings

4.1.1 The quantitative analysis of teachers’ and students’ perspectives on LOF

This study aims to explore the perceptions of teachers and students regarding the oral fluency of English students in higher education Through a survey consisting of seven questions, participants' responses are analyzed to highlight their views on the significance of Language Oral Fluency (LOF) in English learning, drawing from their experiences in teaching and learning speaking skills The findings reveal their opinions on the key factors that enhance or hinder speaking fluency, which is essential for second language acquisition Additionally, the research examines how language learners assess fluency in others and how teachers define language fluency in their educational context.

The study explored the perspectives of EFL teachers and students regarding Learning Outcomes Framework (LOF) for English majors, utilizing a Descriptive Statistics Test Results, as shown in Table 4.1, highlight the responses from participants concerning their views on LOF, alongside the overall mean score reflecting these perspectives.

Table 4.1 EFL students’ and teachers’ perspectives towards LOF

The perspectives of speaking fluency

No Participants N Minimum Maximum Mean Standard

The table 4.1 summarized EFL teachers’ and students' responses to each item in this cluster related to LOF As can be seen from the table, the mean score for the

An investigation into the perspectives of EFL teachers and students regarding factors influencing oral fluency at a Vietnamese university revealed high levels of agreement Both teachers (M = 4.24, SD = 0.22) and students (M = 4.11, SD = 0.21) rated their perspectives on the importance of oral fluency significantly above the medium level of 3.5 on a five-point scale This indicates that both groups recognize the critical role of oral fluency in English language learning, highlighting its significance for majoring English students.

The qualitative and quantitative data findings indicate that both teachers and students recognize the crucial components of Learning Outcomes Framework (LOF) for university students, defining LOF as integral to their knowledge Furthermore, teacher participants emphasized the significance of teaching LOF in the context of learning a second language.

4.1.1.1 The descriptive analysis of teachers’ perspectives on LOF

Table 4.2 EFL teachers’ perspectives towards the importance of LOF

1 Teaching speaking fluency is important in learning a second language

2 Students are aware of the importance of speaking fluency in their learning the second language

3 It is necessary to increase students’ speaking to improve their oral English fluency

4 Teachers often make use of different instructional methods to improve students’ speaking fluency 45 3.80 1.18

5 There are some factors affecting students’ speaking fluency 45 4.69 0.47

6 To develop communicative competence for language learners, speaking fluency plays a very important role

7 In communicative language classroom, oral fluency is very essential for developing qualified language learners in the light of the communicative approach

Table 4.2 presents descriptive statistics for seven items related to the importance of Learning Outcomes Framework (LOF) from the perspectives of teachers The findings reveal that the majority of teacher respondents hold highly favorable attitudes towards LOF in the context of foreign language teaching and learning, with mean values ranging from 3.78 to 4.69 Notably, respondents emphasized the critical role of speaking fluency in enhancing communicative competence among language learners, reflected in a mean score of 4.53 (SD = 0.50), underscoring the essential nature of LOF in this developmental process.

This study investigates the perspectives of EFL teachers and students regarding the factors that influence oral fluency within the context of Vietnamese universities Emphasizing the communicative approach, the research highlights the importance of understanding these perspectives to enhance language learning outcomes The findings indicate that both teachers and students recognize key elements affecting oral fluency, with a mean score of 4.09, suggesting a strong consensus on the significance of these factors in language acquisition.

Teaching speaking fluency is considered essential for developing speaking skills, with an average agreement score of 4.42 Additionally, factors influencing students' speaking fluency are acknowledged, receiving a strong agreement score of 4.69 Consequently, the importance of Learning-Oriented Feedback (LOF), recognized for its significant advantages in enhancing students' speaking abilities, is highlighted in university speaking classes in Vietnam.

All items related to the Learning of Fluency (LOF) for English majors received significant praise from participants, including both students and teachers As highlighted in Tables 4.2, there was a strong consensus on the importance of fluency in language acquisition Participants emphasized that teaching and learning LOF are crucial for enhancing university students' communicative competence and overall language skills Additionally, they identified several factors that impact the effectiveness of LOF in educational settings.

4.1.1.2 The descriptive analysis of students’ perspectives on LOF

Table 4.3 EFL students’ perspectives towards the importance of LOF

1 Teaching speaking fluency is important in learning a second language 115 4.31 0.57

2 Students are aware of the importance of speaking fluency in their learning the second language

3 I It is necessary to increase students’ speaking to improve their oral English fluency

4 Teachers often make use of different instructional methods to improve students’ speaking fluency

5 There are some factors affecting students’ speaking fluency 115 4.22 0.57

6 To develop communicative competence for language learners, speaking fluency plays a very important role

7 In communicative language classroom, oral fluency is very essential for developing qualified language learners in the light of the communicative approach

Table 4.3 presents the descriptive statistics for the seven items related to the significance of Learning Outcomes Framework (LOF) from students' perspectives The findings reveal that the majority of respondents expressed a favorable view of LOF's importance, with mean scores varying between 3.60 and 4.31 Notably, the highest score was recorded at a mean of 4.31, highlighting a strong appreciation for LOF among students.

Teaching speaking fluency is essential for mastering a second language and enhancing oral English skills Students should engage in more speaking activities, as indicated by a mean score of 4.31 and a standard deviation of 0.58 The significance of speaking fluency cannot be overstated, as it plays a crucial role in language acquisition.

An investigation into the perspectives of EFL teachers and students at a university in Vietnam reveals the critical role of oral fluency in developing communicative competence among language learners The study indicates that speaking fluency is essential, with a mean score of 4.29, while oral fluency is also significant for fostering qualified language learners within a communicative approach, scoring a mean of 4.19 However, there is a neutral level of agreement (M = 3.60; SD = 0.78) regarding the effectiveness of various instructional methods employed by teachers to enhance students' speaking fluency, suggesting that not all methods are consistently applied.

Most student respondents demonstrated a neutral attitude towards speaking fluency, achieving a mean score of 3.83 (SD = 0.36) This suggests that students recognize the significant value of speaking fluency in the process of learning a second language.

4.1.2 The qualitative analysis of teachers’ and students’ perspectives on LOF

The third interview question asked participants whether they believe fluency in English is important for themselves or their students when developing speaking skills The responses highlighted positive themes regarding the significance of language fluency (LOF) Table 4.2 summarizes the key themes that emerged from the teachers' feedback.

Table 4.4 Summary of the Themes for Interview Question One - Teachers

No (sequence by the most frequently to least cited)

1 Saying that oral fluency is crucial in speaking skill

2 Saying that oral fluency aids students in improving their communication skills

3 Saying that the learners are aware of the benefits of oral fluency in developing their communication

4 Saying that LOF is the purpose of learning speaking skill

5 Saying that LOF is believed as an indicator of L2 proficiency

The themes identified in the study, ranked by frequency of citation, emphasize the importance of Language Output Feedback (LOF) in enhancing speaking skills Participants highlighted that LOF plays a vital role in improving communication abilities and that learners recognize the advantages of oral fluency Furthermore, they noted that LOF serves as a key objective in learning speaking skills and is viewed as a marker of second language (L2) proficiency Among these insights, the predominant sentiment expressed was that overall fluency in speaking is perceived as beneficial, significant, and supportive for learners.

An investigation into EFL teachers' and students' perspectives on factors influencing oral fluency in Vietnamese universities reveals several key insights Participants emphasized the importance of oral fluency for effective communication in future workplaces and further studies abroad, highlighting its significance in contemporary English learning Additionally, many noted that oral fluency enhances students' overall communication skills, with one participant stating it improves speaking performance Furthermore, there is a general awareness among learners about the benefits of oral fluency, as it is recognized as a crucial criterion in speaking assessments, underscoring the necessity for students to achieve sufficient fluency to master fundamental speaking skills.

Discussions

Research indicates that both learner variables, such as motivation and anxiety, and learning variables, including task type and class size, significantly influence oral fluency among Vietnamese students This chapter explores these influences through qualitative findings from one-on-one interviews with teachers and students, highlighting their perspectives on factors affecting language oral fluency (LOF) The analysis addresses two key research questions: the perspectives of EFL teachers and students on foreign oral fluency, and their views on the factors that most and least impact the oral fluency of tertiary English majors.

4.2.1 Discussion on LOF from EFL students’ and teachers’ perspectives

Data from both teachers and students underscore the critical role of Language of Fluency (LOF) in English education The findings reveal that EFL students and teachers highly value LOF, particularly its contribution to enhancing communicative competence and language acquisition As demonstrated in Tables 4.1 and 4.2, a significant number of participants strongly agree that LOF is essential for university students’ learning experiences Previous research (Yang, 2013; Tavakoli, 2020) further emphasizes LOF's impact on improving students' oral performance, reinforcing its significance in fluency development.

The findings of the qualitative data, which are consistent with the findings of the quantitative data, show that teachers were aware of the essential parts of LOF for

This article investigates the perspectives of EFL teachers and students regarding the factors that influence oral fluency within the context of Vietnamese universities It highlights that university students view their knowledge as a key component of language oral fluency (LOF) Furthermore, teacher participants emphasize the critical role of teaching LOF in the process of learning a foreign language, underscoring its significance for effective communication skills development.

Research highlights the significance of speaking fluency, aligning with the conclusions of Herder and Sholdt (2014) and Dzugaeva and Djumabaev (2019), who emphasize that language fluency is essential in a foreign work setting They advocate for the integration of fluency-enhancing activities within classroom instruction to better prepare students for real-world communication.

Participants defined Language Output Fluency (LOF) as the skills necessary for effective language production and communication, emphasizing the ability to speak quickly and accurately This aligns with the Cambridge Online Advanced Learner's Dictionary definition, which states that a fluent person can communicate easily, well, and swiftly Thus, fluency is closely associated with speed in language use.

In a recent study on language instruction, six interviewees emphasized the importance of teaching oral fluency in language classrooms However, three of them noted a preference for more accuracy-focused activities over fluency They argued that lessons currently offer limited opportunities for students to enhance their fluency, primarily because tertiary students often practice English solely for exams, neglecting speaking tasks in their textbooks Consequently, it is crucial to prioritize the promotion of language oral fluency (LOF) alongside accuracy to foster overall communicative competence.

4.2.2 Discussion on teachers’ perspectives on factors influencing LOF

An investigation into the factors influencing learners' levels of oral fluency (LOF) revealed that teachers identified several key elements Notably, teachers' support for technology emerged as a significant factor impacting students' oral fluency in English Additionally, motivation was recognized as an important affective element, with most teachers agreeing that learner motivation plays a crucial role in LOF Student behavior and attitude were also highlighted as critical components, while instructional factors ranked highest in relative importance Other contributing elements included class size, anxiety, task types, and exposure variables.

Both teachers and students agree that technology plays a crucial role in Learning Outcomes Framework (LOF), aligning with earlier research discussed in Chapter 2.

The EFL teachers, on the other hand, believe that exposure variables are less important

This investigation explores the perspectives of EFL teachers and students regarding the factors that influence oral fluency in Vietnamese universities It highlights the significance of the classroom environment, which often outweighs the importance of out-of-school experiences in learning English While early English language education is acknowledged for its benefits, research indicates that real-world experiences outside the classroom play a more crucial role in enhancing oral fluency (De Wolf et al., 2017a).

4.2.3 Discussion on students’ perspectives on factors influencing LOF

A study investigating the factors influencing the Learning Outcomes Framework (LOF) of learners reveals that students identify a range of impactful elements Notably, all factors, except for task type and exposure variables, showed significant differences in ratings Technological factors received the highest average ratings, indicating that students hold positive attitudes toward the use of technology in education Additionally, attitudes emerged as a critical component affecting LOF, while instructional elements ranked as the third most significant factor Motivational variables were highlighted as the most important aspect educators can address to enhance student learning Interestingly, participants viewed class size and classroom atmosphere as neutral factors, while task type and exposure variables were deemed the least significant in relation to LOF.

4.2.4 Discussion on teachers' and students' perspectives on factors influencing LOF

This study explores the challenges L2 students encounter in achieving oral fluency in English by examining the perspectives of both teachers and students on eight influencing factors Through a comprehensive analysis of quantitative and qualitative data, the research identifies significant variations in the impact of these factors on language fluency The findings highlight the highest and lowest influencing factors from the viewpoints of teachers and students, providing an averaged overview of their effects Additionally, the study delves into a detailed discussion of each of the eight elements, offering insights into their roles in fostering English oral fluency.

The findings from the student questionnaire closely mirrored those of the teachers regarding instructional methods, technological integration, and student behavior and attitudes The integration of both research phases revealed a strong correlation among these factors of Learning Outcomes Framework (LOF) Additionally, qualitative data further substantiated these conclusions.

An investigation into the perspectives of EFL teachers and students at a Vietnamese university revealed that affective factors, including motivation, attitude, and behavior, significantly influence oral fluency in foreign language learning According to Gardner and MacIntyre (1992), these affective factors are essential qualities that shape an individual's responses to various learning scenarios.

Technological factors significantly enhance EFL students' oral fluency by motivating them to engage more actively in speaking activities, ultimately contributing to their language output fluency (LOF) Understanding the role of technology in fostering fluent second language (L2) speakers could provide valuable insights for both teachers and students.

The Internet plays a vital role in enabling individuals to learn new skills and connect with friends and family, both near and far In Vietnam, students enjoy greater access to digital devices compared to their peers in other developed nations, although less than half of them are currently online (OECD).

The summary

This chapter explores the factors influencing the oral fluency of English students in higher education by examining the perspectives of both teachers and students The findings are contextualized within existing literature on the subject Initially, the survey consists of seven questions designed to capture participants' general views on the Learning of Oral Fluency (LOF) based on their experiences in teaching and learning speaking skills Subsequently, eight groups of factors, comprising 40 questions, are analyzed to reveal the perspectives of teachers and students regarding the elements that affect LOF.

The qualitative phase of the research effectively addressed the research questions, revealing that students' proficiency in speaking and other macro skills significantly improves with a strong emphasis on English language fluency Achieving fluency is the primary goal of foreign language education, making fluency development activities essential for engaging in meaningful communication and message production.

The findings from the second research question indicate that both affective and external factors significantly influence the speaking fluency of EFL students Notably, there is a strong and statistically significant alignment between teachers' and students' perspectives regarding the factors affecting language output fluency.

The current study aligns with Finch (2014), confirming a strong link between attitude change and fluency development While positive correlations were observed between teachers and students regarding various factors, these correlations were notably weaker for teachers or statistically insignificant The research identified technology, instructional factors, exposure to English, and motivation as the most influential elements However, it also indicated that technology, instruction, and motivation are the least stable factors, with a higher percentage of teachers recognizing their impact compared to students.

Overall, these findings from mixed methods suggest that instructional techniques and motivational strategies should be considered and focused on the current educational

This article investigates the perspectives of EFL teachers and students regarding the factors that influence oral fluency in the context of Vietnamese universities It emphasizes the importance of effective pedagogy for teaching speaking skills in a second language Furthermore, it highlights that students aiming for fluency must possess sufficient motivation for independent learning.

The current study focuses on understanding how various factors influence each other in the context of English as a Foreign Language (EFL) learning, rather than merely examining their correlations It highlights the significance of these factors in oral development for students, emphasizing the importance of Language Output Fluency (LOF) in enhancing speaking skills In Vietnam, where English is prioritized as the main foreign language, it is crucial for researchers to identify solutions to help students overcome speaking difficulties, including those related to LOF Consequently, effective pedagogical strategies are essential, encouraging EFL learners to adopt effective learning techniques tailored to the Vietnamese context.

This article explores the perspectives of EFL teachers and students regarding the factors that influence oral fluency within the context of Vietnamese universities It aims to identify key elements affecting students' speaking abilities and highlights the importance of understanding both teacher and student viewpoints The investigation provides insights into the challenges faced in achieving oral proficiency and suggests potential strategies for improvement in EFL education.

CONCLUSION

Summary of the Study

This study investigates the impact of various affective and external factors—such as motivation, anxiety, student behavior and attitudes, task types, instructional methods, class size, exposure, and technology—on students' levels of fluency in speaking English The rationale stems from observed low speaking performance and fluency among students, suggesting that these factors contribute significantly to the challenges faced in English language acquisition within the classroom context.

The study utilized a mixed-method design involving 45 EFL teachers aged 25 to 55 and 115 EFL undergraduate students aged 19 to 21 from foreign language universities in central Vietnam It employed both quantitative and qualitative methods to identify key factors influencing students' spoken fluency The quantitative approach focused on determining the most significant challenges faced by students, while the qualitative aspect aimed to deepen and expand the research findings Perspectives on the factors affecting students' speaking fluency were gathered through questionnaires and semi-structured interviews with teachers, which provided valuable insights into students' opinions, behaviors, and experiences related to the contributing factors of language output fluency (LOF) in the teaching and learning process The simultaneous administration of these instruments was crucial for comprehensively understanding the elements impacting students' speaking fluency.

Summary of the Findings

Achieving fluency in English is an essential objective for language learners Understanding the factors that influence fluency and the challenges associated with it can significantly aid learners in reaching their goals By addressing these variables, learners can enhance their speaking skills more effectively.

This study investigates the perspectives of EFL teachers and students on the factors influencing oral fluency within the context of universities in Vietnam Utilizing a combination of questionnaires and interviews, the researchers aimed to gather comprehensive insights to address the research question effectively.

The study's findings indicate that both teachers and students recognize technology as a crucial element in enhancing students' oral fluency It serves as a modern educational tool that aids and motivates learners in developing their English speaking skills, ultimately promoting fluency in English as a foreign language.

Affective factors such as student behavior, attitude, and motivation significantly influence learners' oral fluency (LOF) in English Data analysis shows that both university professors and students recognize the impact of these factors on verbal fluency Consequently, students' challenges in achieving LOF can be partly attributed to these influences Additionally, instructional factors are deemed crucial, as both EFL teachers and students agree that effective instruction serves as a vital tool for guiding students on what to do and how to improve their oral fluency, ultimately helping them reach their learning objectives.

Students often overlook the significance of oral fluency during speaking tasks, as the type of task negatively affects their performance Despite this, there is a slight inclination among students to acknowledge the importance of focusing on oral fluency while engaging in speaking activities.

The analysis of interview results revealed that teachers' views on the components of the Learning Outcomes Framework (LOF) significantly impact students' understanding of its importance and influencing factors This lack of comprehension is a key reason why higher education students face challenges in English speaking.

A recent study conducted in central Vietnam highlighted the crucial role of Learning Outcomes Framework (LOF) in the teaching and learning of English as a Foreign Language (EFL) among university teachers and students The participants emphasized the importance of LOF in enhancing educational practices for higher education students.

Participants recognized that Learning-Oriented Feedback (LOF) significantly enhances English as a Foreign Language (EFL) learners' speaking proficiency, particularly within the framework of communicative language teaching This highlights the effectiveness of LOF in fostering language acquisition and improving communication skills in English.

This study investigates the perspectives of EFL teachers and students regarding the factors that influence oral fluency in Vietnamese universities It highlights the significant role of both affective and external factors in language development By understanding these influences, the research aims to identify strategies that can help learners overcome obstacles to improve their oral fluency.

Limitations of the study

The studies conducted thus far exhibit notable limitations, primarily concerning sample size, with only 115 students and 45 teachers participating in the questionnaire and 12 from each group interviewed While this small sample does not necessarily invalidate the findings, a larger participant pool would enhance the validity of the results, particularly for analyzing factors that contribute to oral fluency development Additionally, the empirical method employed, while effective, proved restrictive in data collection, leading to a focus solely on the questionnaire survey and semi-structured interviews To address these shortcomings, future research should aim for a more extensive sample size and consider alternative methodologies to better explore the factors influencing the language oral fluency (LOF) of students in Vietnam.

Implications and contributions of the study

The current research highlights the significance of Language Output Fluency (LOF) as a key component of speaking competence for English learners in Vietnam It emphasizes the necessity for these learners to enhance their oral communicative skills across academic, personal, and social contexts The findings suggest that Vietnamese learners should consider various LOF factors to address their oral communication challenges and improve fluency Two primary influences, affective factors and external factors, are analyzed for their role in contributing to LOF This research is crucial for educators and teachers to understand the LOF factors affecting English learners in Vietnam, providing a framework that can guide both practice and future studies in this area.

This research is crucial for helping students improve their English speaking fluency during the teaching and learning process By identifying the factors that affect their speaking abilities, students can better prepare themselves for effective communication Additionally, the study offers valuable insights into the elements that contribute to fluent speech, enabling learners to enhance their overall language skills.

This investigation explores the perspectives of EFL teachers and students on the factors influencing oral fluency within Vietnamese universities By understanding these factors, students can enhance their awareness of the elements that impact their speaking abilities, ultimately leading to improved competency in English communication.

Participants in this study recognized the importance of speaking fluency; however, their actual practices were significantly affected by classroom instructional factors To enhance second language learning and speaking skills, instructors should prioritize developing targeted curricula and rubrics that consider effective instructional strategies Providing clear instructions and adequate guidance for oral fluency tasks will create more opportunities for students to enhance their speaking abilities These approaches can profoundly influence teaching methods, as highlighted by both teacher interviews and the literature review, ultimately contributing to the improvement of students' oral fluency.

The current study reveals that Vietnamese EFL learners effectively utilize technological resources, traditional text-based materials, and face-to-face educational support to enhance their English language learning and promote Learning Outcomes Framework (LOF) This awareness highlights the students' recognition of technology's value in optimizing their learning experience, especially as internationalization and higher education gain prominence globally Their adeptness in leveraging technology to meet communication objectives reinforces the connection between motivational factors and positive learning outcomes.

Research indicates that technology can significantly enhance students' oral fluency, encouraging them to engage in self-directed learning For language educators, these findings highlight that integrating technology effectively supports the development of oral skills Moreover, technological tools can serve as valuable supplementary platforms, enabling students to practice their language abilities beyond the classroom, especially in environments where English is a foreign language and explicit grammar instruction is prevalent This approach allows teachers to offer students increased opportunities to utilize technical resources for language practice outside of traditional learning settings.

This investigation explores the perspectives of EFL teachers and students regarding the factors that influence oral fluency within the context of Vietnamese universities It highlights the importance of classroom interaction and peer engagement in enhancing language skills Supporting this, Krashen's (1985) hypothesis suggests that increased exposure to language through listening and reading, particularly from internet resources, can significantly benefit students' language acquisition.

Recommendations for Future Research

Future research should focus on how age and peer interaction influence fluency development, building on the current findings It is essential to gather insights from both students and teachers regarding various fluency factors, particularly the role of peer interaction both in and outside the classroom, as well as the impact of learners' age on oral fluency Understanding these elements will provide a more comprehensive view of fluency activities and their effectiveness.

Vietnamese EFL learners often struggle with speaking and listening skills due to the absence of a target language environment, resulting in these abilities lagging behind their reading and writing skills To enhance oral fluency among EFL learners in Vietnamese universities, it is recommended to explore additional factors beyond those identified in the current empirical study.

For ESL/EFL students, oral fluency serves as a key indicator of English proficiency, yet the incorporation of technology in fluency education remains a novel concept Consequently, there is a scarcity of empirical and longitudinal research examining the effects of intensive technological teaching on fluency However, it is suggested that technology-based activities can be seamlessly integrated into speaking lessons through the traditional presentation-practice-production approach.

Instructors and researchers can work together to examine how technological education influences learners' oral fluency, as demonstrated in this study Additionally, future research should explore the challenges teachers encounter when implementing this training to maximize the effectiveness of technological instruction in Vietnam.

Future research should prioritize investigating the tentative factors influencing testing contexts that impact oral fluency and efficiency, rather than solely examining general student levels of fluency Oral fluency is a critical component of the speaking skills scoring guide and plays a vital role in assessment.

This investigation explores the perspectives of EFL teachers and students regarding the factors that influence oral fluency in a Vietnamese university context It highlights the importance of understanding the challenges students face in achieving oral fluency, particularly during speaking tests By identifying these obstacles, students can become more aware of their fluency issues and work towards improving their speaking skills effectively.

Conclusions

This chapter summarizes the study's design, the instruments used, and the findings from both quantitative and qualitative data analyses It also addresses the study's limitations and its contribution to empirical evidence regarding explicit instruction in task-based learning Additionally, the chapter provides recommendations for future research on the impact of peer interaction on students' speaking performance and oral fluency.

This study reinforces previous findings regarding the factors affecting learners' oral fluency from both teachers' and students' perspectives It highlights the significance of oral fluency in teaching and learning, identifying eight key issues faced by students, including attitude, motivation, anxiety, exposure to English, task types, instructional methods, class size, and technology Data analysis revealed that motivation emerged as the most critical factor influencing these issues, followed by anxiety and attitude Additionally, many students reported being impacted by external factors, particularly instructional methods and technology Overall, the results align with earlier research, confirming the various elements that affect learners' oral fluency.

This article explores the perspectives of EFL teachers and students regarding the factors that influence oral fluency within the context of Vietnamese universities It aims to identify key elements that affect language proficiency, shedding light on both educators' and learners' experiences and insights By understanding these factors, the study seeks to enhance teaching strategies and improve oral communication skills among students in higher education settings.

This article investigates the perspectives of EFL teachers and students regarding the factors that influence oral fluency within the context of Vietnamese universities It examines the various elements that contribute to or hinder effective oral communication in English, highlighting the importance of understanding both educators' and learners' viewpoints The findings aim to provide insights that can enhance teaching strategies and improve students' speaking skills in EFL settings.

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This study explores the perspectives of EFL teachers and students regarding the factors that influence oral fluency within Vietnamese universities It highlights the significance of understanding these factors to enhance language teaching and learning outcomes By examining both educators' and learners' viewpoints, the research aims to identify key elements that contribute to effective oral communication skills in English The findings are expected to provide valuable insights for improving EFL instructional strategies and fostering a more conducive learning environment for students in Vietnam.

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This investigation explores the perspectives of EFL teachers and students regarding the factors that influence oral fluency in a Vietnamese university context It aims to identify key elements affecting students' speaking skills and how these factors are perceived by educators Understanding these perspectives is crucial for enhancing teaching methods and improving student outcomes in English language proficiency.

In his unpublished doctoral dissertation, Davies (2014) explores the development of fluency in both monologue and dialogue contexts The research highlights the significance of fluency in effective communication and examines the factors influencing its growth By analyzing various speech patterns, the study provides insights into how fluency can be enhanced in different conversational settings This comprehensive investigation contributes valuable knowledge to the field of language acquisition and communication studies.

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Research by De Wolf, S., Smit, N., and Lowie, W (2017) highlights the significant impact of early English language teaching on the development of oral fluency Their findings, published in the ELT Journal, emphasize that structured language education in formative years can enhance fluency skills in learners Additionally, Derwing et al (2004) explore the assessment of second language fluency across various tasks, revealing that different contexts can influence fluency judgments Together, these studies underscore the importance of early language instruction and the complexities of evaluating fluency in second language acquisition.

The article explores various aspects of language education, focusing on the beliefs of pre-service English teachers regarding speaking skills influenced by motivational orientations (Dinỗer & Yeşilyurt, 2013) It also examines perceptions of fluency in language learning, highlighting the importance of understanding these perceptions for effective teaching practices (Dore, 2015) Additionally, the research emphasizes the significance of motivation in developing speaking skills, which is crucial for enhancing overall language proficiency (Dinỗer & Yeşilyurt, 2013).

Awards: Winner London: British Council Available at: https://englishagenda.britishcouncil.org/ sites/default/files/attachments/dissertation_design_for_publication_2016_reading_ univer- sity_cecilia_dore.pdf (accessed April 2017)

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This article investigates the perspectives of EFL teachers and students regarding the factors that influence oral fluency within the context of Vietnamese universities It explores the various elements that affect students' ability to speak English fluently, highlighting the importance of understanding both educators' and learners' viewpoints The findings aim to provide insights that can enhance teaching methodologies and improve students' oral communication skills in English.

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