Trang 1 GRADUATION PAPER PROPOSAL FIELD: ENGLISH LINGUISTICS A STUDY ON THE ELEMENTS AFFECTING SPEAKING SKILLS OF THE FIRST-YEAR ENGLISH MAJOR STUDENTS AT HUNG YEN UNIVERSITY OF TECHNOLO
INTRODUCTION
Rationale of the study
In today's globalized world, English has emerged as the dominant international language, playing a crucial role in communication across various sectors, including education, business, and commerce As a result, the urgency to learn English has significantly increased for individuals seeking to fulfill academic and professional demands.
Many learners struggle to use English naturally and frequently, resulting in limited communication skills despite English being a compulsory subject in high school While students recognize the importance of learning English, they often lack an appropriate environment for practice Teachers typically adhere strictly to coursebook activities without tailoring them to the students' abilities and needs Consequently, despite investing significant time in English studies, students' language skills, particularly speaking, remain underdeveloped Therefore, selecting suitable materials and engaging language activities is crucial for enhancing learners' language proficiency.
Many students experience boredom with traditional learning materials, leading to a lack of speaking skills by the time they graduate high school To address this issue, it is essential to create a new environment that encourages students to communicate in English and practice regularly, ultimately enhancing their English-speaking abilities in everyday situations.
I am highly motivated to conduct research on the factors influencing the speaking skills of first-year English major students at Hung Yen University of Technology and Education.
Aim and objectives of the study
The aims of the study are as follows:
1 To investigate the factors affecting the speaking skills of the first-year English major students at UTEHY
2 To suggest some solutions to improve the English speaking skills of the first-year English major students at UTEHY.
Research questions
In order to meet the aim of the study, the following research questions are generated:
1 What are the elements affecting the English speaking skills of first-year English major students at UTEHY?
2 What are some suggested solutions to improve the English speaking skills of the first-year English major students at UTEHY?
Subjects of the study
The study explores the challenges faced by first-year UTEHY students when speaking English in the classroom These difficulties stem from various factors that influence the students' speaking abilities.
Scope of the study
This study examines the factors influencing the English speaking skills of first-year English major students at the Faculty of Foreign Languages, UTEHY Due to time constraints and limited resources, it does not address the entirety of speaking skills but rather analyzes specific elements that impact student speaking abilities Additionally, the research is restricted to a select group, focusing solely on first-year English majors at UTEHY.
Structure of the study
The graduation paper consists of four chapters as following:
Chapter 1 is Introduction indicates the rationale of the study, aims of the study, research questions of the study, subject of the study, the scope of the study, and design of the study
Chapter 2 is a Literature Review, which consists of a previous study and theoretical reviews such as the definition of speaking, the definition of speaking skills, elements affecting the English speaking skills, and some suggested solutions to improve the English speaking skills
Chapter 3 is The Study that includes an overview of the situation, the research methodology, data collection from the survey questionnaires and interviews, data analysis and discussion, findings, and recommendations
Chapter 4 is the Conclusion which summary of the study as well as the limitations of the study and suggestions for further study
The article concludes with a "References" section that enumerates all the materials and sources utilized in the study, alongside an "Appendix" that details the questionnaires created for students.
LITERATURE REVIEW
An overview of speaking skills
Definitions of speaking have been taken a lot of attention and concern from different researchers There are several definitions of speaking presented in language learning methodology
According to Bums & Joyce (1997), speaking is an interactive process that involves constructing meaning through the production, reception, and processing of information The form and meaning of speech are influenced by various contextual factors, including individual experiences, the physical environment, and the specific purpose of the communication.
According to the Oxford Dictionary of Curent English (2009) [2], speaking is "the action of conveying information or expression ones' thoughts and feelings in spoken languages" (p.414)
Speaking is defined as the delivery of language through the mouth, involving the production of sounds using various body parts such as the lungs, vocal tract, vocal cords, tongue, teeth, and lips It encompasses two primary forms: informal speaking, which is typically used among family and friends, and formal speaking, which is employed in business or academic contexts, or when meeting new individuals.
Nunan and Carter (2001) highlight that speaking a second language requires the cultivation of specific communication skills This aspect has gained significance in the realm of language teaching, particularly over the past twenty years, evolving into a distinct field of teaching, learning, and assessment, yet it often neglects the production of spoken discourse.
In the realm of action, speaking involves conveying information and expressing emotions through verbal communication It encompasses the delivery of speeches and the use of a specific language to articulate thoughts and meanings effectively.
(https://en.oxforddictionaries.com/definition/speaking) [5]
Speaking is defined as a productive skill in the art of communication, involving the generation of words that are easily understood by listeners Effective speaking skills are essential for clear and impactful communication.
Brown (1994) emphasizes the close integration of speaking ability with writing, reading, and listening skills Therefore, in language teaching, it is crucial to highlight the interconnectedness of these skills.
Speaking in a second language is defined as the process of constructing and conveying meaning through verbal and non-verbal symbols This involves expressing ideas, opinions, or feelings in various contexts using words or articulated sounds The primary purposes of speaking include informing, persuading, and entertaining, and these skills can be developed through effective teaching and learning methodologies.
According to the Webster New World Dictionary, speaking involves verbally expressing words and communicating through conversation, which can include making requests or delivering speeches Additionally, skill refers to the proficiency in executing a task effectively.
Speaking is a crucial skill that warrants as much focus as literacy skills in both first and second languages For many learners, achieving proficiency in speaking is the most vital component of acquiring a second or foreign language, with success often gauged by the ability to engage in conversation effectively.
Speaking is an essential aspect of daily life, often taken for granted as individuals produce tens of thousands of words each day Professions like auctioneers and politicians may even exceed this average The naturalness of speaking makes people overlook the challenges they faced in mastering this skill, only to be reminded of it when learning to communicate in a foreign language.
Speaking a second or foreign language is considered one of the most challenging skills to master Learners must organize their thoughts and express them using the vocabulary and grammatical structures of the target language.
In language learning, the formality and significance of speech situations influence learners' ability to monitor their output During conversations, speakers must respond to feedback from their partners while adhering to the discourse norms of the target culture Adult learners face additional challenges due to phonological aspects, as they strive for correct pronunciation The rapid pace of native-speaker interactions can hinder processing both outgoing and incoming messages, making speaking a second language particularly challenging Despite these obstacles, many view speaking as a crucial skill, driven by the desire for real-time, face-to-face communication This creates a dynamic tension between the needs for fluency and accuracy in natural speech.
2.1.3 The significance of speaking skills
Speaking is a crucial language skill essential for effective human communication, as highlighted by Ur (1996) In our daily lives, individuals engage in speaking far more frequently than in writing, underscoring its significance in everyday interactions, as noted by Hymes (1972).
“The goal of language teaching is to develop communicative competence Pattison (1992)
Learning a language primarily means being able to speak it, as highlighted by research According to Ur (1996), individuals who know a language are often labeled as "speakers," suggesting that speaking encompasses all aspects of language proficiency For many learners of English as a second or foreign language, developing strong speaking skills is a top priority (Richards, 2008).
Zaremba (2006) emphasizes that communication skills often outweigh work experience, motivation, and academic qualifications in recruitment criteria Students learning English as a foreign language frequently lack opportunities to practice speaking outside the classroom, highlighting the need for teachers to create more interactive speaking activities Special communication contexts demand a higher level of speaking performance, as public speaking principles are essential for effective delivery This involves more complexity than everyday conversation, requiring skills such as topic selection, thought organization, message tailoring, and responsiveness to audience feedback.
In general, because of the importance of oral skills in language teaching and learning, speaking skills should be paid more attention
The elements affecting the English speaking skills
2.2.1 The elements related to the learners
Robby (2010) highlighted that the fear of making mistakes significantly impacts students' willingness to speak English in the classroom This fear is often associated with concerns about correction and negative evaluation, as well as the anxiety of being ridiculed by peers or criticized by teachers Consequently, many students refrain from participating in speaking activities It is crucial for educators to reassure students that mistakes are a natural part of the learning process, as they provide valuable opportunities for growth and improvement.
Shyness is a common emotional challenge faced by students, particularly during English speaking classes, which can hinder their learning activities Addressing this issue is crucial for enhancing students' speaking performance in the classroom (Gebhard, 2000).
Speaking in front of an audience is a common phobia among students, often exacerbated by feelings of shyness that can cause their minds to go blank or lead to forgetting what to say (Baldwin, 2011) Research supports this theory, indicating that many students struggle to perform at their best in speaking tasks due to their shyness Thus, it is evident that shyness significantly impacts students' speaking performance.
Anxiety, characterized by feelings of tension and apprehension, is a significant barrier to effective foreign language learning, as highlighted by Nascente (2001) This emotional factor can greatly influence students' ability to acquire a new language, making it essential for educators to address it Research, including findings from Horwitz (1991), indicates that anxiety, particularly regarding speaking, can diminish students' performance and fluency in oral communication Consequently, teachers should strive to foster a supportive learning environment that alleviates anxiety and enhances students' language learning experiences.
Students often recognize a lack of understanding in their conversation partners when they themselves struggle to comprehend others, leading them to remain silent and display low confidence in communication According to Nunan (1999), this lack of self-confidence and proficiency in English can result in communication apprehension Therefore, it is crucial for teachers to prioritize building students' confidence, drawing from both theoretical knowledge and personal experiences Creating a supportive environment that encourages learners to speak English and acknowledges their efforts is essential for fostering effective communication skills.
2.2.2 The elements related to the teachers
The Communicative Language Teaching (CLT) approach prioritizes learners in foreign language education, significantly altering the teacher's role compared to traditional methods According to Harmer (1999), teachers adopt various roles, including controller, organizer, assessor, prompter, participant, resource, tutor, and observer, to effectively facilitate learning.
The teacher's teaching method encompasses various techniques and activities aimed at engaging students in the learning process to achieve specific educational goals Historically, numerous teaching methods have evolved, including the Grammar-Translation Method, Direct Method, Reading Method, Audio-Lingual Method, Audiovisual Method, and Communicative Language Teaching (CLT) (Stern, 1983) Recently, CLT has gained significant attention from language learners and educators due to its focus on communicative skills This shift reflects a transition from teacher-centered to learner-centered approaches, incorporating techniques such as role-playing, problem-solving, games, pair work, group work, interviews, and discussions to enhance student engagement and learning outcomes.
Selecting the right teaching method is crucial, as what works well for one student may not be effective for another There is no universally superior approach, as each method has its own strengths and weaknesses Teachers must thoughtfully consider their choices, as the selected method significantly influences student engagement in lessons Additionally, the appropriate teaching strategy can enhance students' learning experiences and boost participation in classroom activities.
The characteristics of teachers play a crucial role in enhancing student engagement during speaking lessons To effectively involve students in classroom activities, educators must embody qualities that earn students' respect and trust According to Barry (1993), essential traits include being natural, warm, pleasant, approachable, and tolerant Teachers should express genuine emotions, view students as partners in learning, show enthusiasm for their challenges, listen attentively, and demonstrate tolerance for mistakes rather than offering harsh criticism.
All factors above aim at creating a good relationship with their students, building a pleasant atmosphere in class to motivate students' participation in the activities
2.2.3 The elements related to the external features
Cultural conflict significantly impacts oral English skills, encompassing aspects such as religion, speaking habits, privacy concerns, and festivals For instance, foreigners often find inquiries about personal matters, like "Where are you going?", uncomfortable Understanding these cultural nuances is essential for effective communication in English.
Asking "How old are you?" may seem like a mundane question, but for foreigners, it can feel intrusive due to cultural differences While Vietnamese people often ask such questions out of curiosity, this can lead to misunderstandings and frustration for foreigners, potentially discouraging them from learning English It's essential to recognize and adapt to cultural nuances to foster better communication and avoid unnecessary conflicts By being mindful of these differences, individuals can enhance their interactions and enrich their experiences in a new cultural environment.
Studying abroad offers an immersive environment for practicing oral English, allowing students to improve their skills in just a few months This is why many college students opt for international education In contrast, domestic students often lack access to such an ideal language learning atmosphere, significantly impacting their oral English proficiency Additionally, most English teachers in local institutions are native Vietnamese speakers, which can limit students' exposure to standard English pronunciation and usage.
The classroom atmosphere plays a crucial role in the learning process, as a positive and supportive environment fosters student engagement and encourages the expression of ideas In contrast, a rigid and unwelcoming atmosphere can stifle communication, leading to a fear of criticism and reluctance to take risks among students Creating an ideal learning environment is essential for promoting open dialogue and enhancing educational outcomes.
According to Underwood (1987), both students and teachers share the responsibility of fostering an effective teaching and learning environment by establishing a sense of purpose, ensuring the use of English, balancing fluency and accuracy, employing appropriate language, providing encouragement, considering the role of exams and tests, promoting extracurricular activities, and involving all students Additionally, incorporating humor is crucial for enhancing the classroom atmosphere, as it helps students feel relaxed and reduces tension.
The size of the student group plays a crucial role in foreign language classes, particularly during speaking lessons Smaller class sizes enhance student participation, which is vital for the success of language instruction By maintaining a limited number of students, interaction among teachers and students, as well as peer-to-peer communication, can be significantly improved (Le Phuoc Ky, 2002).
Some suggested solutions to improve the English speaking skills
2.3.1 Some suggested solutions related to learners
Yuliya Geikhman (2019) [31] gives some ways to learn English speaking effectively:
Thinking in English allows students to practice language skills anytime and anywhere, whether reflecting on their day or deciding what food to order This practice helps learners realize that the more they think in English, the easier it becomes to speak the language fluently.
- Talk to themselves: the students can improve English speaking alone at home If learners are already thinking in English, try speaking their thoughts out loud
To improve language skills, learners can engage in a "Listen and Repeat" exercise by selecting a brief segment from a TV show and mimicking it line by line This practice involves matching the tone, speed, and accent of the native speakers, emphasizing the importance of continuous speaking The goal is to sound as close to the original dialogue as possible, thereby enhancing pronunciation and fluency.
Understanding and applying stressed sounds is essential in English, as it impacts the meaning of words and sentences English learners should focus on emphasizing specific words and syllables to enhance their speech clarity and reduce misunderstandings By actively listening and repeating the correct stress patterns, students can improve their pronunciation Misplacing stress can alter word meanings, as seen with the word "address," which has different meanings depending on whether the stress is on the first or second syllable.
Noon-ura (2008) identifies several key factors that enhance participants' speaking abilities in English, including regular exposure to English-language materials like music, movies, radio broadcasts, television programs, and multimedia websites.
2.3.2 Some suggested solutions related to teachers
To maintain student engagement and prevent boredom, teachers should vary sub-activities in their lessons, incorporating elements like storytelling, picture description, and English songs By alternating these activities, educators can create a refreshing classroom experience that captivates students' attention and enthusiasm Additionally, frequently changing teaching methods fosters flexibility in students and uncovers their hidden talents For optimal effectiveness, it is essential for teachers to align the chosen methods with the lesson content.
Storytelling helps students grasp essential elements such as story beginnings, endings, settings, characters, and plot lines It encourages the use of vivid and descriptive language, allowing students to express their ideas in cohesive thought units Additionally, storytelling promotes the development of ideas in a logical sequence and the selection of impactful action words.
Storytelling enhances students' skills in voice, tone, eye contact, gestures, and facial expressions, while also helping them learn to engage their audience effectively This creative process fosters imagination, enabling students to explore innovative ideas and boosting their self-confidence and motivation As they visualize their capabilities, students become more empowered to pursue their aspirations and achieve their dreams.
In a classroom activity designed to enhance imagination and speaking skills, the teacher presents the classic tale of "The Frog Prince" and encourages students to retell the story in their own words This exercise not only fosters creativity but also helps develop their verbal communication abilities.
In the tale of "The Frog Prince," a beautiful prince encounters an ugly frog, who is actually a handsome young prince cursed by a wicked witch To break the spell and restore him to his true form, the frog must receive help One effective method of teaching and transformation in the story involves the use of songs, illustrating the power of music in overcoming challenges and fostering change.
Songs are authentic and easily accessible examples of spoken English The rhymes in songs provide listen with song time and again, indirectly exposing them to these sounds
Words in a song fit the music, helping learners associate the number of syllables, the stress in these words with memorable rhythms
Songs with a relaxed atmosphere can subtly introduce students to challenging pronunciation aspects, as they often feature numerous examples of weak syllables and simple sentence structures This exposure helps learners grasp English pronunciation and sentence construction more effectively.
Songs can attract students and draw them in the English period Songs and rhythms also support phonetic development- an important element to succeed in speaking skills
"Poems, rhymes, chants and songs and could be used to give a feeling for the rhyme of the spoken language" (Kayi (2006)) c Using pictures in studying English speaking
Pictures are an integral part of our daily lives, found in various environments such as streets, workplaces, and homes, captivating attention with their vibrant colors and shapes They evoke emotions and stimulate imagination, particularly for young people like students, bringing joy and setting contexts for learning As effective visual aids, pictures can enhance English language skills, allowing students to practice speaking by collecting and describing images Second-year English major students at UTEHY, while enthusiastic and curious, often struggle with confidence and vocabulary Therefore, it is essential for the pictures to be bright, meaningful, and easy to interpret, enabling students to articulate their thoughts and improve their speaking fluency and naturalness in English.
Second-year English major students at UTEHY explore essential topics such as Family, Hometown, and Weather For instance, when discussing the Weather, teachers may focus on the four seasons—Spring, Summer, Autumn, and Winter—using visual aids These images help students understand the distinct characteristics of each season, such as the vibrant flowers of Spring and the picturesque falling leaves of Autumn By engaging with these visuals, students enhance their English speaking skills while appreciating the beauty of seasonal changes.
2.3.2.2 Create a comfortable class atmosphere for students
The classroom atmosphere plays a crucial role in enhancing speaking skills, significantly impacting students' feelings and attitudes towards learning A positive environment fosters comfort, safety, and confidence, often initiated by the teacher's smile When students are empowered to take charge of their learning, they are more likely to engage and become self-motivated Teachers can cultivate this supportive atmosphere through warm-up activities, friendly interactions, consistent smiles, and clear explanations Incorporating games into lessons further enriches the experience, making speaking practice both exciting and effective.
For example: using “The word search game"
This game enables students to enhance their vocabulary, which in turn significantly boosts their speaking skills A robust vocabulary allows them to communicate in English more effectively, quickly, and accurately.
2.3.3 Some suggested solutions related to the external features
Classes should be equipped to facilitate the teaching and learning of speaking skills, and preferably in isolated areas so as not to interfere with other teachers' instructional time
In a class, it should be divide rationally the number of students from 15 to 20 students.
Summary
This chapter examines various theories from different authors regarding the factors influencing the English speaking skills of first-year English major students at UTEHY Additionally, it presents theories on effective solutions to enhance these speaking skills To elucidate the challenges and proposed solutions, the research proceeds to analyze the study based on collected data.
THE STUDY
The context of the Faculty of Foreign Languages at UTEHY
Hung Yen University of Technology and Education (UTEHY), a vocational institution established over 50 years ago under the Ministry of Education and Training, is dedicated to providing high-quality training to meet the diverse labor needs of society With three campuses located in Hung Yen and Hai Duong, UTEHY offers programs in various fields, including Mechanical Engineering, Electrical and Electronics Engineering, Automobile Engineering, Garment Technology, and Information Technology The university boasts modern facilities, including multimedia labs and networked computers, and has recently expanded its curriculum to include new disciplines such as Accounting, Business Administration, and English.
In 2003, the Faculty of Foreign Languages (FFL) was merged with Basic Sciences and English has been teaching for non-language students
Established in 2007 by a decision from UTEHY's administration, the Faculty of Foreign Languages (FFL) has dedicated 13 years to training English major students Similar to other language programs at universities, students in the English major at UTEHY engage in a comprehensive four-year curriculum Despite its relatively short history, the English department has achieved commendable results and remains committed to enhancing the quality of language education for both English majors and all students at UTEHY.
In the FFL, there are 27 teachers (24 teachers of English, 2 teachers of Chinese and
The faculty at FFL comprises two PhD holders in English and several M.A graduates, all from prestigious institutions like the University of Languages and International Studies, Ha Noi National University, and Ha Noi University They are dedicated to teaching both English majors and non-English majors, demonstrating enthusiasm and a strong commitment to student success.
Students at FFL represent diverse regions across Vietnam, with a significantly higher number of female students compared to their male counterparts, distinguishing FFL from other departments.
Overview of the situation in the current situation of teaching and learning speaking
First-year English major students are currently enrolled in the Let’s Talk 2 module, designed to enhance their speaking skills and comprehension This foundational course offers practice in various speaking topics while incorporating pre- and post-speaking activities to strengthen listening, writing, and reading abilities Additionally, the module includes discussions, conversations, and interviews on everyday subjects such as family, personal interests, shopping, accommodation, studies, and work, which deepen students' understanding of the cultural behaviors of indigenous people Let’s Talk 2 is a 3-credit course comprising 45 class hours, with each unit focusing on distinct topics for diverse practice opportunities.
Week Main content Forms of teaching
Unit 1: Getting to know you
By the end of this module, students can:
Students can enhance their understanding of English-speaking cultures by engaging in classroom discussions and practicing at home on various topics Additionally, they can expand their vocabulary and knowledge on essential subjects related to daily life, such as family, personal identity, shopping, housing, education, and employment.
Students can grasp phrases and expressions related to daily necessities and familiar transactions, such as those involving family, shopping, accommodation, study, and work Speaking slowly and clearly is essential, as it aids in developing reflexive speaking skills in English This practice not only boosts students' confidence in communication but also enhances their overall speaking abilities.
Pronunciation: Emphasising added details Theory
Students have a self-conscious, positive, and proactive attitude in their learning process, practice self-study, and group study methods.
The research methodology
To collect the data for studying the author used qualitative and quantitative methods including survey questionnaires for both students and teachers
Survey questionnaires are a widely utilized and effective research method, prompting the researcher to select them as a primary instrument for data collection They facilitate the gathering of information from study subjects, allowing for straightforward summarization and reporting of the data without requiring significant time investment from the researcher.
The study utilizes two distinct questionnaires: one for students and another for teachers The student questionnaire, distributed to 84 K18 students at UTEHY, comprises 15 questions focusing on their personal information, factors affecting their speaking skills, and potential solutions In contrast, the teacher questionnaire, administered to three teachers, contains 14 questions that evaluate their insights on students' speaking skills, the challenges faced, and their suggested solutions for improvement.
Data collection
The study involves three teachers and 84 first-year English major students from the Faculty of Foreign Languages (FFL) at UTEHY, specifically from the K18 cohort The teachers, who specialize in teaching speaking skills, were invited to participate in the research alongside the students.
Due to time constraints for the graduation paper, the study could not include all English majors at UTEHY; instead, data was collected from first-year students at FFL.
A total of 84 students, aged 18 to 20, have studied English for a minimum of eight years during their secondary and high school education This group consists of both male and female students, representing a diverse demographic within the target population.
At UTEHY's Faculty of Foreign Languages, first-year English major students benefit from the expertise of three highly qualified instructors, each holding a Ph.D or M.A These educators bring valuable experience in teaching speaking skills, making them an asset to the program and enhancing the learning experience for students.
Data analysis and discussion
Chart 1 The elements affecting students’ speaking skills
The bar chart illustrates survey results on factors influencing students' speaking skills, highlighting that both learners and teachers are the most significant elements, with 44% of students indicating they always or often impact their speaking abilities External features follow as the second-highest influence, with 38% of students reporting they sometimes affect their learning Overall, students perceive learners and external factors as the primary influences on their speaking skills, with learners being the most frequently mentioned factor.
Chart 2 The elements affecting your students’ speaking skills
The graph illustrates the key factors influencing students' speaking skills, based on teachers' perspectives According to the chart, 100% of teachers indicated that external elements frequently impact their students' speaking abilities Consequently, the majority of educators agree that these external factors play a significant role, overshadowing both learner and teacher-related aspects.
In conclusion, the analysis of the data presented in charts 1 and 2 reveals that three key elements significantly influence students' speaking skills, each with varying frequency Both teachers and students agree that factors related to learners and external features have a greater impact than those associated with teachers.
Chart 3 The elements related to the learners affecting the learning of English speaking skill
A significant number of students face challenges in developing their English speaking skills, with 63% expressing a fear of making mistakes Additionally, 83.3% of students acknowledge a lack of sufficient grammar structures, which negatively impacts their speaking abilities Pronunciation also poses a challenge, with 86.9% reporting difficulties in this area Furthermore, 85.8% of students struggle to understand speech when it is delivered too quickly Overall, the primary obstacles identified by students include fear of mistakes, inadequate grammar knowledge, pronunciation issues, and difficulty comprehending fast speech.
Chart 4 The elements related to your learners affecting the learning of English speaking skill
According to Chart 4, 100% of teachers believe that students face various challenges while learning speaking skills, including fear of making mistakes, shyness, lack of confidence, grammatical issues, insufficient knowledge or ideas, pronunciation difficulties, and struggles with understanding unclear speech Additionally, students often find it hard to comprehend fast speech and linguistic features such as reduced forms, slang, idioms, and transitions between sentences and paragraphs A notable exception is the difficulty students experience with different accents, where 66.67% of teachers strongly agree that this is a significant issue, while the remainder agree.
In summary, both students and teachers recognize that grammar structures, pronunciation, and fast-paced speech pose significant challenges for learners They collectively identify the fear of making mistakes as the most substantial barrier to developing effective speaking skills.
Chart 5 The elements related to the teachers affecting the learning of English speaking skill
The chart highlights that teachers significantly contribute to the challenges faced by students learning English speaking skills, with 50% of students identifying teaching methods and strategies as the primary difficulty Other factors received neutral responses, indicating less impact Ultimately, students feel that the approaches used by teachers have a profound effect on their speaking skills development.
Chart 6 The elements related to the teachers affecting your students learning of
The graph illustrates the factors influencing teachers' effectiveness in enhancing students' speaking skills A significant 66.67% of teachers identified a lack of innovation in teaching methods and strategies as the primary issue Additionally, both lack of interaction and lack of motivation received equal acknowledgment, with 33.33% of teachers agreeing on their impact, while 66.67% remained neutral Consequently, educators recognized that outdated teaching approaches are the most significant barrier to teaching speaking skills, with interaction and motivation also hindering their ability to impart knowledge effectively.
In conclusion, charts 5 and 6 indicate a consensus among students and teachers that teaching methods significantly impact students' speaking skills While students perceive a lack of pedagogical skills as the primary obstacle to their speaking development, teachers do not share this view To enhance teaching quality, educators must focus on effective teaching strategies and foster interaction in the classroom, while also motivating students to improve their speaking abilities.
Chart 7 The activities which students are used during the speaking lesson
The bar chart illustrates the various activities employed by teachers during speaking lessons, highlighting that pair work and group work consistently account for over 40% of the activities Additionally, presentations are utilized 25% of the time, while questions and answers are frequently incorporated, with a usage rate of 38.1% Furthermore, students actively participate in selecting these activities.
"sometimes" with 44% of role-play activity
In short, all the activities during the lesson related to learners are necessary activities and should be applied every day to improve students’ learning speaking skills
Chart 8 The activities which teachers use during the speaking lesson
The chart illustrates the various activities employed by teachers during speaking lessons Role play is the most frequently used activity, with 100% of teachers indicating they use it "often." Following closely, pair work, group work, games, and questions and answers are utilized by 66.67% of teachers Overall, educators believe that these activities significantly enhance their students' speaking skills.
Both Chart 7 and Chart 8 indicate a consensus among students and teachers regarding the effectiveness of interactive activities in lessons Specifically, there is a strong preference for learner-centered activities such as pair work, group work, games, and question-and-answer sessions Conversely, activities like storytelling and debates are utilized "sometimes," suggesting a less frequent engagement with these methods.
Chart 9 The activities which students like using during the lesson
Chart 9 indicates the activities which students like during the lesson Students strongly agree up to approximately 60% that debate was the most favorite activity when they learn speaking skills Besides, the second-highest belongs to pair work and group work; and games with 51,2% strongly agree and 61,9% agree All in all, students believed that pair work and group work; and games seriously will make them more interested in the process of learning speaking skills
Chart 10 The activities which teacher like using during the lesson
The diagram highlights teachers' preferred activities during lessons, revealing that pair work and group work are the most favored, with a 100% approval rate In contrast, games, role play, and question-and-answer sessions received a lower effectiveness rating of 66.67% Overall, teachers express a strong preference for pair work and group work, alongside games, role play, and Q&A, when it comes to enhancing speaking skills in the classroom.
A comparison of charts 9 and 10 reveals a disparity between teachers' and students' preferences regarding classroom activities While students favor games as a learning tool, teachers believe that pair and group work are more beneficial for practice This indicates that incorporating more games could enhance students' enjoyment of learning while simultaneously improving their speaking skills Furthermore, from the teachers' perspective, increasing the use of question-and-answer activities in speaking classes can boost students' reflexes, providing them with greater opportunities to refine their pronunciation and articulate their thoughts in English.
Chart 11 The elements related to the external features affecting the learning of
Findings for the study
After analyzing all the data, this chapter finds out the answers for two research questions
Research question 1: What are the elements affecting the English speaking skills of first-year English major students at UTEHY?
Data analysis reveals a consensus among teachers and students that speaking skills present numerous challenges in the learning process However, both groups primarily focus on three key elements: the learners themselves, the teachers, and external factors influencing learning.
Students often struggle with understanding spoken English due to unclear pronunciation and fast speech, which hinders their speaking skills Additionally, exposure to various accents, such as British and American, can overwhelm learners, making comprehension difficult Vocabulary and grammar concerns also pose challenges, as students tend to focus on grammatical accuracy, slowing down their ability to think and respond in English Furthermore, the fear of making mistakes can undermine their confidence, as they worry about being judged by peers This combination of factors significantly impacts the speaking abilities of freshmen learners.
Students often find teaching strategies and methods to be the most challenging aspect of learning speaking skills They believe that ineffective teaching approaches can diminish their interest in developing these skills Consequently, a lack of interest hampers their ability to improve their speaking proficiency.
External factors significantly influence students' speaking skills, impacting both learners and educators Overcrowded classrooms and background noise are commonly recognized by both teachers and students as detrimental to the learning process and the overall effectiveness of instruction.
In conclusion, the findings indicate that various factors significantly impact both teachers and students in the teaching and learning process Notably, learners, educators, and external influences emerge as the three primary elements affecting students' development of speaking skills.
Research question 2: What are some suggested solutions to improve the English speaking skills of the first-year English major students at UTEHY?
Data analysis reveals that both teachers and students find various activities beneficial for learning, with pair work, group work, role play, and presentations being particularly effective for improving English speaking skills Students favor practicing in pairs, while teachers emphasize the importance of reliable listening sources featuring native accents, such as BBC, CNN, and VOA It is crucial for students to select recordings that match their proficiency level and gradually increase difficulty Engaging with native speakers through friendships or English clubs can enhance communication skills Additionally, vocabulary and grammar remain significant challenges, with daily practice being essential Fear of making mistakes hinders students, highlighting the need for participation in English clubs or centers to build confidence and develop speaking reflexes, allowing for more fluid communication without excessive thought.
To enhance students' speaking skills, teachers should actively consider students' suggestions for maintaining their interest in learning Incorporating engaging activities, such as games, before lessons can significantly boost student enthusiasm By recognizing and addressing these needs, educators can effectively refine their teaching methods.
Both teachers and students emphasize the importance of smaller class sizes, as this allows for increased practice and facilitates easier correction by instructors Additionally, well-soundproofed classrooms for speaking and listening activities help minimize distractions from external noises, enabling students to concentrate better on developing their speeches Consequently, this environment significantly enhances the overall quality of teaching and learning for both educators and learners.
In summary, the findings reveal that various factors significantly impact both students and teachers in the teaching and learning process Notably, three primary elements—learners, teachers, and external influences—play a crucial role in affecting students' development of speaking skills.
Recommendation
Teachers are essential in enhancing students' speaking skills, particularly for first-year English majors To effectively teach speaking, educators should focus on several key recommendations to support their learners' development.
Organizing a diverse range of questions is crucial for effective lesson preparation Before beginning the lesson, teachers should present students with small, relevant questions to help them quickly recall key vocabulary and phrases Additionally, incorporating mini-games like crosswords and English quizzes can create a lively classroom atmosphere while enhancing students' vocabulary.
Teachers should introduce to students English sources that have the accent of native speakers and divide them into different level such as:
Fluent U is an innovative platform that offers language learning through its website and app, focusing on various languages, including English The service enhances vocabulary acquisition by providing engaging images and videos accompanied by subtitles and definitions Additionally, it features audio pronunciations, which are essential for mastering English speaking skills.
Duolingo is a user-friendly, free app designed for beginner language learners, offering an effective learning experience without any advertisements The app organizes its content into various topics, allowing users to learn new vocabulary relevant to each subject.
TED Talks are not a traditional English learning tool but for advanced and intermediate level students TED talks are a great way to improve Spoken English
In the Spoken English course, students engage in stimulating discussions by utilizing TED Talks At the end of each lesson, the teacher assigns a TED Talk, and students are expected to prepare for a conversation on that topic in the following class.
This is a wonderful way to expand your vocabulary and sentence formulation skills
It is also an immensely powerful way to improve pronunciation and accent On top of all this, you get to learn about something cool
Teachers should motivate students to enhance their speaking skills at home through various methods, such as practicing in front of a mirror or creating short videos on specific topics Sharing these videos with friends allows for constructive feedback, enabling students to identify and correct minor errors while receiving valuable tips for improvement.
To overcome these problems that get more effective in learning the speaking skill, students are suggested follows:
Many students struggle with speaking skills due to insufficient vocabulary and grammar To improve, it is essential for students to practice at home consistently, enhancing their vocabulary independently over time Reviewing new words after lessons ensures retention and prepares them for various speaking situations Additionally, a lack of knowledge can lead to misunderstandings when processing information from speakers To combat this, students should read books and news articles to explore different cultures Instead of translating word by word or pausing to think about unfamiliar terms, they should focus on memorizing keywords and main phrases to enhance their fluency.
If embarrassment hinders your ability to speak, it's crucial to let go of that shame and embrace confidence instead Making mistakes is a natural part of learning, and others will help you improve Joining English-speaking clubs can significantly boost your confidence and communication skills, allowing you to engage more actively with others and reducing feelings of embarrassment By participating in these clubs, you'll become more proactive in using English and enhance your overall self-assurance.
To enhance English speaking skills, students should select reliable learning resources such as BBC, CNN, and VOA, or utilize CDs and YouTube videos to familiarize themselves with native accents It's important to choose materials that match their proficiency level and gradually increase the difficulty Joining English clubs at school can expand their network with fellow learners Streaming services like Netflix offer instant access to a variety of TV shows and movies, making speaking practice enjoyable Engaging with entertaining content boosts motivation and helps maintain focus Popular reality TV shows from the USA, UK, and Australia, such as Got Talent, Next Top Model, and MasterChef, provide valuable language exposure while shows like The Amazing Race and The Apprentice offer insights into business skills and teamwork.
To enhance the speaking skills of freshmen, both teachers and students can consult Appendices 3 and 4, which offer engaging and practical suggestions aligned with the curriculum.
Summary
This chapter explores the factors influencing the speaking skills of first-year English major students and presents recommended strategies for enhancing these skills The study concludes by summarizing the key findings and insights gained throughout the research.
CONCLUSION
Summary of the study
This study investigates the factors influencing speaking skills among first-year English major students at UTEHY, utilizing both qualitative and quantitative methods through student questionnaires It compiles various theoretical perspectives on speaking skills from multiple authors The analysis reveals that three primary elements significantly impact students' speaking abilities: the learners themselves and their teachers Based on these findings, both students and teachers propose solutions to address the identified challenges in developing effective speaking skills.
Limitation of the study
In the process of concluding the study, although the research has made a great effort, the mistake and shortcomings are inevitable
Due to time constraints and the ongoing COVID-19 pandemic, the study was conducted with a limited sample size of 84 students and 3 teachers, which may impact the validity and reliability of the findings.
The study's focus is limited to first-year English major students at FFL, UTEHY, representing a small sample size Consequently, the findings cannot be generalized to a broader population.
Although the mentioned limitation, the researcher hopes that this research will contribute to a better situation of teaching and learning speaking skills at FFL, UTEHY.
The elements affecting students’ speaking skills
The bar chart illustrates survey results regarding the factors influencing students' speaking skills It reveals that learners and teachers are the primary elements consistently impacting students Notably, 44% of students indicated that learners significantly affect their speaking skills, while 38% acknowledged external features as a contributing factor In conclusion, most students believe that learners and external features are the two key elements influencing their speaking abilities, with learners being the most significant factor.
The elements affecting your students’ speaking skills
The graph illustrates the key factors influencing students' speaking skills based on teachers' perspectives Notably, 100% of teachers indicated that external factors frequently impact their students' speaking abilities Consequently, the majority of educators agree that these external influences play a significant role, overshadowing both learner and teacher-related elements.
In conclusion, the analysis of charts 1 and 2 reveals that three key elements significantly influence students' speaking skills, with varying frequencies Both teachers and students agree that learner-related factors and external features have a greater impact on speaking skills compared to teacher-related elements.
The elements related to the learners affecting the learning of English speaking skill
A significant number of students face challenges in developing their English speaking skills, with 63% citing a fear of making mistakes as a major obstacle Additionally, 83.3% of students express concerns about insufficient grammar knowledge affecting their speaking abilities Pronunciation difficulties are also prevalent, with 86.9% of students acknowledging struggles in this area Furthermore, 85.8% of students report having trouble understanding fast speech Overall, the primary issues affecting learners include fear of mistakes, inadequate grammar, pronunciation challenges, and difficulties in comprehending rapid speech.
The elements related to your learners affecting the learning of English speaking
According to Chart 4, all teachers (100%) identified that their students' speaking skills are hindered by various factors, including fear of making mistakes, shyness, lack of confidence, grammatical issues, insufficient knowledge or ideas, pronunciation difficulties, and challenges in understanding unclear speech Additionally, students struggle with fast-paced speech and linguistic features such as reduced forms, slang, idioms, and transitions between sentences and paragraphs Notably, 66.67% of teachers strongly agreed that students face difficulties when speakers use different accents, while the remaining teachers agreed.
In summary, both students and teachers identify significant challenges in learning speaking skills, particularly issues with grammar structures, pronunciation, and the fast pace of speech They unanimously agree that the fear of making mistakes is the most substantial barrier to effective communication.
The elements related to the teachers affecting the learning of English speaking skill
The chart highlights that teachers significantly contribute to the challenges faced by students in learning English speaking skills Approximately 50% of students identified teaching methods and strategies as the primary obstacles in developing their speaking abilities, while other factors received neutral responses Ultimately, students feel that the approaches used by teachers have a profound impact on their speaking skills.
The elements related to the teachers affecting your students learning of English
The graph illustrates how various teacher-related factors impact students' speaking skills, revealing that 66.67% of teachers identify a lack of innovation in teaching methods and strategies as the most significant issue Additionally, both the lack of interaction and lack of motivation received a 33.33% agreement rate, with 66.67% remaining neutral on these factors Consequently, teachers acknowledge that their teaching methods and strategies pose the greatest challenge in effectively teaching speaking skills, while interaction and motivation also hinder their ability to impart knowledge during lectures.
In conclusion, charts 5 and 6 indicate a consensus among students and teachers regarding the impact of teaching methods on students' speaking skills While students believe that insufficient pedagogical skills pose the greatest challenge to their speaking development, teachers do not share this perspective To enhance the quality of education, teachers should focus on refining their teaching strategies and fostering classroom interactions Additionally, maintaining student motivation during speaking lessons is essential for effective learning.
The activities which students are used during the speaking lesson
The bar chart illustrates the various activities teachers employ during speaking lessons, highlighting that pair work and group work consistently account for over 40% of classroom activities Additionally, presentations are utilized by 25% of teachers, while questions and answers are frequently used by 38.1% This data underscores the importance of interactive and collaborative methods in enhancing student participation during speaking lessons.
"sometimes" with 44% of role-play activity
In short, all the activities during the lesson related to learners are necessary activities and should be applied every day to improve students’ learning speaking skills.
The activities which teachers use during the speaking lesson
The chart illustrates the activities utilized by teachers in speaking lessons, highlighting that role play is the most frequently employed method, with 100% of teachers indicating they use it "often." Additionally, pair work, group work, games, and question-and-answer sessions are also popular, with 66.67% of teachers incorporating these activities into their lessons Overall, teachers believe that these activities significantly enhance their students' speaking skills.
Both Chart 7 and Chart 8 highlight that all activities utilized during the lesson are well-received Notably, both students and teachers show strong agreement on the effectiveness of learner-centered activities, including pair work, group work, games, and question-and-answer sessions Conversely, activities such as storytelling and debate are only selected "sometimes," indicating a less consistent preference for these methods.
The activities which students like using during the lesson
According to Chart 9, approximately 60% of students strongly favor debate as their preferred activity for enhancing speaking skills Additionally, pair work and group work, along with games, are also popular, with 51.2% strongly agreeing and 61.9% agreeing that these methods significantly increase their interest in learning speaking skills Overall, students believe that engaging in pair work, group work, and games enhances their learning experience.
The activities which teacher like using during the lesson
The diagram highlights the preferred activities teachers utilize during lessons, with pair work and group work being the most favored, receiving a unanimous 100% approval rate In contrast, games, role play, and questions and answers garnered a lower effectiveness rating of 66.67% Overall, teachers favor implementing pair work, group work, games, role play, and questions and answers to enhance students' speaking skills.
A comparison of charts 9 and 10 reveals a notable difference in preferences between students and teachers: students favor games, while teachers prefer pair and group work as effective learning activities This indicates that students believe games positively influence their speaking skills Consequently, teachers should incorporate more games into their lessons to enhance student engagement and improve speaking proficiency Additionally, from the teachers' perspective, increasing the frequency of question-and-answer activities in speaking classes is essential, as it boosts students' reflexes and provides more opportunities for them to practice pronunciation and articulate their thoughts in English.
The elements related to the external features affecting the learning of English
The graph illustrates the various challenges students face in developing their speaking skills, highlighting external factors such as the quality of equipment, visual teaching aids, and surrounding noise Notably, approximately 43% of students identified the quality of equipment and visual aids, along with noise levels, as significant obstacles to their learning Additionally, 41% of students reported that the number of peers in the classroom also contributes to their difficulties in mastering speaking skills Overall, it is evident that students believe these external features greatly impact their ability to learn effectively.
The elements related to the external features affecting the learning of English
The chart illustrates the impact of external factors on students' English speaking skills, highlighting that 66.67% of teachers identify surrounding noise as the most significant hindrance to the speaking process This percentage is the highest among all factors assessed Additionally, other elements tend to receive neutral feedback from teachers Overall, the consensus is that inadequate equipment quality is a major contributor to the challenges students face in developing their speaking skills.
In comparing Chart 11 and Chart 12, both teachers and students share a consensus that the number of students and noise levels are the key factors affecting students' ability to learn speaking skills.
The solutions related to learners to improve your learning English speaking skills
The graph illustrates effective strategies for improving English speaking skills among learners The most favored solution, at 54.8%, is practicing speaking in real situations, as students believe this is essential for developing reflexes in conversation Following closely, 51.2% of students advocate for daily speaking practice, engaging with native speakers, and utilizing materials that match their proficiency level These options were prioritized by students when discussing potential solutions to enhance their speaking abilities Conversely, there was less interest in focusing on reading English news daily Thus, the most practical approaches for students to enhance their speaking skills include real-life practice, daily conversation, interaction with native speakers, and appropriate learning resources.
The solutions related to learners to improve your students learning English
The graph illustrates teachers' perspectives on enhancing learners' English speaking skills All teachers agree that key strategies include utilizing reliable speaking and listening resources with native accents, such as BBC, CNN, and VOA They emphasize the importance of building speaking confidence through active participation in English-speaking activities, forming friendships with fellow English learners, and joining global English clubs Daily practice, both inside and outside the classroom, along with vocabulary development and reading the news for knowledge, are also essential Additionally, finding level-appropriate materials, engaging with native speakers, seeking real-life speaking opportunities, and enrolling in English courses at language centers are deemed effective solutions for improving speaking proficiency.
In summary, both teachers and students express strong agreement on the solutions presented in charts 13 and 14 for enhancing students' speaking skills They particularly emphasize the importance of practicing speaking in real-life situations, followed by focusing on engaging with native speakers and accessing appropriate materials tailored to their proficiency level.
The solutions related to teachers to improve your learning English speaking skills
The graph highlights effective strategies for enhancing students' speaking skills as identified by learners themselves A significant 52.4% of students strongly agree that creating topic-related situations, engaging in group activities, incorporating warm-up games, and offering diverse speaking practice scenarios are essential Additionally, students value skill exchange, constructive feedback without criticism, and equitable speaking opportunities for all Consequently, students anticipate that teachers will implement these engaging methods in speaking classes to foster better learning outcomes.
The solutions related to teachers to improve your studetns learning English
Teachers emphasize the importance of maintaining their health and spirit before lessons, regularly engaging with students, and enthusiastically assisting them with difficulties, a viewpoint shared by 66.67% of educators Additionally, they advocate for creating relevant situations, incorporating group activities, and using games to warm up, which also received the same level of support for enhancing students' speaking skills Consequently, the majority of teachers believe that improving their psychological well-being is crucial to preventing classroom issues, and they recommend fostering a positive lesson atmosphere through engaging warm-up activities and diverse exercises.
In summary, charts 15 and 16 indicate a consensus among students and teachers that educators should implement topic-related scenarios, group activities, and interactive games to enhance learning These strategies are deemed effective for addressing teaching methods and improving educational outcomes Nevertheless, students suggest that rather than focusing primarily on their psychological needs, teachers should prioritize enhancing lecture quality through diverse approaches to elevate the overall teaching experience.
The solutions related to external features to improve your learning English
The graph highlights the external factors affecting students' speaking skills, revealing that 53.58% of respondents emphasize the need for improved investment in facilities such as computers, headphones, and projectors to enhance sound clarity for practicing British accents Additionally, 52.4% of students strongly agree on the necessity of rationally managing class sizes, while 47.62% believe that each student should be dedicated and make effective use of classroom time for English speaking practice In conclusion, students suggest that immediate improvements to classroom facilities are essential for overcoming challenges in speaking skills.
The solutions related to external features to improve your students learning
The chart illustrates teachers' suggestions for enhancing students' speaking skills, revealing that two-thirds of educators advocate for investment in facilities, emphasizing the importance of equipment in the speaking process Additionally, 66.67% of teachers strongly agree on the need to rationally divide the number of students, ensuring each individual receives focused attention and effectively utilizes classroom time for English speaking practice Overall, the majority of teachers believe that investing in facilities is the most effective solution to address external challenges.
In conclusion, both teachers and students agree that investing in facilities is the most effective way to enhance speaking skills, as evidenced by the comparison of chart 17 and chart 18 regarding external features.
After analyzing all the data, this chapter finds out the answers for two research questions
Research question 1: What are the elements affecting the English speaking skills of first-year English major students at UTEHY?
Data analysis reveals a consensus among teachers and students that speaking skills present numerous challenges in the learning process However, the focus primarily lies on three key elements: the learners themselves, the teachers, and external factors influencing the learning environment.
Students often struggle with understanding unclear pronunciations and fast speech, which hinders their daily speaking skills Additionally, exposure to various accents, such as British and American, can overwhelm learners and impede comprehension Vocabulary and grammar concerns also pose significant challenges, as students frequently second-guess their grammatical accuracy, which delays their ability to think in English reflexively Moreover, the fear of making mistakes and being laughed at by peers further diminishes their confidence, preventing them from developing effective speaking skills These factors collectively impact the speaking abilities of freshmen.
Students often find teaching strategies and methods to be the most challenging aspect of learning speaking skills They may perceive that ineffective teaching approaches contribute to their disinterest in developing these skills Consequently, a lack of interest in learning speaking skills directly hinders their ability to improve.
External factors significantly impact students' speaking skills, with both teachers and students acknowledging that overcrowding and background noise hinder learning and diminish teaching quality.
In summary, the findings reveal that various factors significantly impact students' learning experiences, particularly in developing speaking skills It is evident that learners, educators, and external influences are the three primary elements that affect both teaching and learning processes.
Research question 2: What are some suggested solutions to improve the English speaking skills of the first-year English major students at UTEHY?
Data analysis reveals that both teachers and students find various activities beneficial for learning English speaking skills, with pair work being particularly favored To enhance comprehension, it is crucial for students to access reliable listening sources featuring native accents, such as BBC, CNN, and VOA, while gradually increasing the difficulty of materials to match their proficiency levels Additionally, engaging with English language learners through clubs can improve communication skills and build confidence Vocabulary and grammar remain significant challenges, emphasizing the need for daily practice Overcoming the fear of making mistakes is essential, and participating in English clubs or centers can help students develop the ability to speak fluently without overthinking their responses.
To enhance students' speaking skills, teachers must actively consider students' suggestions for maintaining their interest in learning Incorporating enjoyable activities, such as games before lessons, can significantly engage students By recognizing and adapting to these needs, educators can refine their teaching methods effectively.
Both teachers and students emphasize the importance of class size division, as it allows for increased practice opportunities and facilitates easier correction by teachers Additionally, well-soundproofed rooms for speaking and listening skills are essential, minimizing distractions from outside noise and enhancing student focus during speech preparation These factors collectively contribute to a significant improvement in the overall quality of teaching and learning for both educators and learners.
In summary, the findings indicate that various factors significantly impact students' learning experiences, particularly in developing speaking skills Both teachers and students face numerous challenges due to these influencing elements Ultimately, it is evident that learners, educators, and external factors play crucial roles in shaping students' speaking proficiency.
Teachers are essential in enhancing the speaking skills of first-year English major students To effectively teach these skills, educators should focus on key recommendations that foster student engagement and improve communication abilities.
Organizing a diverse range of questions is essential for effective lessons Before starting, teachers should engage students with small, topic-related questions to help them quickly recall relevant words and phrases Additionally, incorporating mini-games like crosswords and English quizzes can create a lively classroom atmosphere while expanding students' vocabulary.
Teachers should introduce to students English sources that have the accent of native speakers and divide them into different level such as:
Fluent U is an innovative website and app designed for language learning, including English It offers a rich array of images and videos accompanied by subtitles and definitions to enhance vocabulary acquisition Additionally, Fluent U provides audio pronunciations, which are essential for mastering English speaking skills.
Duolingo is a user-friendly, free app designed for beginner language learners, offering an effective learning experience without any advertisements The app organizes content into various topics, introducing new vocabulary relevant to each subject covered.
TED Talks are not a traditional English learning tool but for advanced and intermediate level students TED talks are a great way to improve Spoken English